FOA-ETA-21-06.pdf

ETA FUNDING OPPORTUNITY ANNOUNCEMENT

U.S. DEPARTMENT OF LABOR

Employment and Training Administration

NOTICE OF AVAILABILITY OF FUNDS AND FUNDING OPPORTUNITY

ANNOUNCEMENT FOR: Registered Apprenticeship (RA) Technical Assistance (TA) Centers of Excellence

ANNOUNCEMENT TYPE: Initial

FUNDING OPPORTUNITY NUMBER: FOA-ETA-21-06

CATALOG OF FEDERAL DOMESTIC ASSISTANCE (CFDA) NUMBER: 17.285

KEY DATES: The closing date for receipt of applications under this Announcement is April 29, 2021. We must receive applications no later than 4:00:00 p.m. Eastern Time.

For complete application and submission information, including online application instructions, please refer to Section IV.

TABLE OF CONTENTS

EXECUTIVE SUMMARY

I. FUNDING OPPORTUNITY DESCRIPTION

PROGRAM PURPOSE

PROGRAM AUTHORITY

GEOGRAPHIC SCOPE

PROGRAM GOALS AND ALLOWABLE ACTIVITIES

Collaboration activities

II. AWARD INFORMATION

AWARD TYPE AND AMOUNT

PERIOD OF PERFORMANCE

III. ELIGIBILITY INFORMATION

ELIGIBLE APPLICANTS

COST SHARING OR MATCHING

OTHER INFORMATION

Key Definitions

Application Screening Criteria

Number of Applications Applicants May Submit

Eligible Key Stakeholders/Customers

IV. APPLICATION AND SUBMISSION INFORMATION

HOW TO OBTAIN AN APPLICATION PACKAGE

CONTENT AND FORM OF APPLICATION SUBMISSION

SF-424, “Application for Federal Assistance”

Project Budget

Project Narrative

Attachments to the Project Narrative

SUBMISSION DATE, TIME, PROCESS, AND ADDRESS

Hardcopy Submission

Electronic Submission through Grants.gov

INTERGOVERNMENTAL REVIEW

FUNDING RESTRICTIONS

Indirect Costs

Intellectual Property Rights

Use of Funds for Participants

OTHER SUBMISSION REQUIREMENTS

V. APPLICATION REVIEW INFORMATION

CRITERIA

REVIEW AND SELECTION PROCESS

Merit Review and Selection Process

Risk Review Process

VI. AWARD ADMINISTRATION INFORMATION

AWARD NOTICES

ADMINISTRATIVE AND NATIONAL POLICY REQUIREMENTS

Administrative Program Requirements

Other Legal Requirements

Other Administrative Standards and Provisions

Special Program Requirements

REPORTING

Quarterly Financial Reports

Quarterly Performance Reports

VII. AGENCY CONTACTS

VIII. OTHER INFORMATION

WEB-BASED RESOURCES

INDUSTRY COMPETENCY MODELS AND CAREER CLUSTERS

WORKFORCEGPS RESOURCES

SKILLSCOMMONS RESOURCES

IX. OMB INFORMATION COLLECTION

APPENDIX II: SUGGESTED PROJECT WORK PLAN FORMAT

APPENDIX III: ADDITIONAL RESOURCES/REFERENCES

APPENDIX IV: SUGGESTED ABSTRACT TEMPLATE

EXECUTIVE SUMMARY

The Employment and Training Administration (ETA), U.S. Department of Labor (DOL, or the Department, or we), announces the availability of approximately $31 million in funds for cooperative agreements authorized by the National Apprenticeship Act for Registered Apprenticeship (RA) Technical Assistance (TA) Centers of Excellence. The Registered Apprenticeship Program (hereinafter referred to as RAP) allows employers, workforce practitioners, and the education community to match career seekers with in-demand jobs in diverse industries and occupations. Under 29 C.F.R. Part 29, Subpart A, RAPs include five key components – progressively increasing wages, on-the-job learning, related instruction, mentorship, and an industry-recognized credential. The Department has made significant strides in expanding RAP opportunities by enrolling 845,000 new apprentices since January 1, 2017, achieving growth of 83 percent since 2010, and creating 13,420 new RAPs during the past five years.1 RAPs can be easily designed to serve a range of industries and individuals (people of color, women, veterans, formerly incarcerated individuals, youth (ages 16-24), dislocated workers, and others), allowing for diversification in program design to address individual participant needs. To support RAP expansion and modernization, the Department will create RA TA Centers of Excellence that can provide TA services on a national level in critical areas identified to boost the RAP system.

Through a cooperative agreement with the Department, the RA TA Centers of Excellence program will cover the four key areas identified below to support RAP expansion:

• Diversity and Inclusion Center will focus on supporting Equal Employment Opportunity

(EEO) efforts (29 C.F.R. Part 30), providing technical assistance on effective strategies to support demonstrated increases in registered apprenticeship opportunities for underrepresented populations, and facilitating the development of other strategic partnerships and networks that support increasing diversity and inclusion in registered apprenticeship.2

• Strategic Partnerships and System Alignment Center will focus on establishing, building, and sustaining partnerships that support system alignment of the national workforce and education systems to accelerate RAP adoption and expansion. This RA TA Center of Excellence will provide technical assistance on a national scope to RAP sponsors implementing RAPs, and will also support state and local workforce development boards, American Job Center programs and operators, governors and other essential stakeholders that drive and inform economic and workforce development policies and programs. The RA TA Center of Excellence will engage key stakeholders, including federal agencies (e.g., Department of Education), economic development organizations, business, organized labor, and industry groups.

1 U.S. Department of Labor, Office of Apprenticeship, Registered Apprenticeship Partners Information Database System (RAPIDS), October 2020.

2 Underrepresented populations within RAPs include but are not limited to women, people of color, formerly incarcerated individuals, and persons with disabilities.

• Apprenticeship Occupations and Standards Center will focus on the development of RAP frameworks (competency-based, hybrid, and other innovative models), national RAP standards including those that include industry-recognized credentials, and supporting industry in meeting RAP design and development requirements in compliance with 29 C.F.R.

Part 29, Subpart A.

• Data and Performance and Best Practices Center will focus on conducting data analysis, data system building, and resource development that will support administrative and systems improvements, including technological advancements that promote registered apprenticeship within state systems.

In addition to working in close coordination with the Department and ETA’s Office of Apprenticeship (OA), the RA TA Centers of Excellence will be required to collaborate with State Apprenticeship Agencies (SAAs) and DOL-funded registered apprenticeship investments.

DOL-funded registered apprenticeship investments include but are not limited to the Department’s: Industry Intermediary and Youth Intermediary contracts; Apprenticeship Expansion and Modernization Fund contracts; registered apprenticeship-focused grants; and, the Department’s broader registered apprenticeship diversity and inclusion efforts.3 This collaboration will leverage and align efforts to maximize the use of resources and minimize the duplication of efforts, ultimately ensuring the core customers of the apprenticeship system are served efficiently.

Eligible applicants will include organizations that can provide TA services on a national scale to support the expansion and modernization of TA available in the registered apprenticeship system. See Section III.A for eligible applicants for each of the four designated RA TA Centers of Excellence.

I. FUNDING OPPORTUNITY DESCRIPTION

PROGRAM PURPOSE

This Announcement solicits applications for Registered Apprenticeship (RA) Technical Assistance (TA) Centers of Excellence. The purpose of this program is to establish RA TA Centers of Excellence that, in close coordination with the Department’s Office of Apprenticeship (OA), will support the expansion and modernization of TA available in the registered apprenticeship system and build on existing apprenticeship efforts already in place. TA Centers of Excellence (“Centers”) are designated entities that provide technical expertise and services on a national scale to key RAP stakeholders and customers to accelerate and support RAP expansion. These Centers will support four key areas and provide technical assistance on a national scale to registered apprenticeship stakeholders and customers, ultimately increasing the

3 https://www.apprenticeship.gov/investments-tax-credits-and-tuition-support/active-grants-and-contracts https://www.apprenticeship.gov/investments-tax-credits-and-tuition-support/active-grants-and-contracts effectiveness of the use of federal funding appropriated for the expansion of RAPs across the nation.

Registered apprenticeship is an industry-driven, high-quality career pathway where employers can develop and prepare their future workforce, and individuals can obtain paid work experience, related instruction, and a portable industry-recognized credential.4 RAPs are established in a plethora of industries, including but not limited to: construction, energy, healthcare, information technology, financial services, and advanced manufacturing. Additionally, RAPs have strong retention rates – 93 percent of apprentices who complete a RAP retain employment, with an average annual salary of $70,000.5

Expanding RAPs means strategically scaling all aspects of the registered apprenticeship system to support an ultimate goal of increasing the number of RAPs and opportunities across the country. Registered Apprenticeship as defined in 29 C.F.R. Part 29, Subpart A refers to the following five key elements outlined below:

1. Direct Business (Employer) Involvement. Employers are the foundation of all RAPs and are an essential component in the design of a RAP. Employers must play an active role in developing and expanding RAPs and are most critical in delivering the on-the-job learning/training (OJL/OJT) of the RAP, and providing mentoring.

2. Structured On-the-Job Learning/Training (OJL/OJT). All RAPs include structured OJL/OJT. Companies hire apprentices and provide hands-on training from a mentor.

This training includes a structured process to ensure apprentices obtain the skills and knowledge they must learn over the course of the program to be fully proficient in the occupation. 29 C.F.R. § 29.5(b)(2) outlines the requirements concerning the number of hours of OJL for RAPs.

3. Related Instruction (RI). Apprentices receive RI (sometimes referred to as related technical instruction) or classroom instruction that complements the OJL/OJT. 29 C.F.R.

§ 29.2 defines “Related Instruction” as "an organized and systematic form of instruction designed to provide the apprentice with the knowledge of the theoretical and technical subjects related to the apprentice's occupation. Such instruction may be given in a classroom, through occupational or industrial courses, or by correspondence courses of equivalent value, electronic media, or other forms of self-study approved by the Registration Agency.” Federal regulations (29 C.F.R. § 29.5(b)(4)) recommend a minimum of 144 hours of RI annually for apprentices in RAPs. This instruction helps refine the technical and academic skills that apply to the job. An accredited training provider, such as a community college, technical school or college, an apprenticeship training school, an online provider, the sponsor, or a combination of sources, may provide RI. This instruction can be provided at the school, online, or at the work site. It

4 See 29 C.F.R 29, Subpart A, available at https://eC.F.R..federalregister.gov/current/title-29/subtitle-A/part-29 5 ETA Common Reporting Information System (CRIS), database accessible at, https://cris.nifa.usda.gov/search.html https://ec.f.r..federalregister.gov/current/title-29/subtitle-A/part-29 https://cris.nifa.usda.gov/search.html can also be front-loaded, where the RI occurs upfront and prior to the OJL/OJT, it can be simultaneously provided with the OJL/OJT (e.g., in the evenings or weekends), or it could be segmented or provided sporadically throughout the OJL/OJT. These different modalities highlight the flexibility inherent in the RAP model in order to meet unique industry needs.

4. Progressive Wage Increase. Apprentices receive progressive wage increases as their skills and knowledge increase. In other words, they receive rewards for skills gained.

Progressive wage increases motivate apprentices as they advance through training and become more productive and skilled at their job.

5. National Industry Recognized Credential. Every graduate of a RAP receives a nationally recognized industry credential, referred to as a Certificate of Completion, which is issued by the DOL or a federally recognized SAA. This portable credential signifies that the apprentice has completed the training necessary to perform in an occupation. Many RAPs (particularly in high-growth industries such as healthcare, information technology, advanced manufacturing, and transportation) also offer interim credentials and/or other industry-recognized credentials, as well as college credit, as apprentices master a variety of skills as part of a career pathway.

RAP expansion efforts include, but are not limited to the following:

1) Expanding the RAP model into new industries and occupations;

2) Expanding on the use of the RAP model in the Workforce Innovation and Opportunity

Act (WIOA) or workforce programs that can lead to RAP, including pre-apprenticeships and other career pathways;

3) Increasing support of registered apprenticeship stakeholders and customers in their diversity and inclusion efforts by actively working to support EEO efforts and the recruitment of underrepresented populations within RAPs (including but not limited to:

women, people of color, formerly incarcerated individuals, and persons with disabilities);

4) Extending RAPs into new communities, including rural and urban neighborhoods; and

5) Building on existing apprenticeship efforts already in place to maximize the use of resources and minimize the duplication of efforts, ultimately ensuring the core customers of the apprenticeship system are served efficiently.

To support these expansion efforts, the Department intends to establish the Centers in four key areas that can support Departmental efforts to provide technical assistance to key stakeholders and customers in registered apprenticeship. Through cooperative agreements, the RA TA Centers of Excellence will expand on (OA’s efforts to provide technical assistance in these function areas of: 1) strategic partnerships to support systems alignment; 2) apprenticeship occupations and standards development; 3) diversity and inclusion; and 4) data and performance and best practices. These Centers will work in close coordination with the Department and OA, as well as collaborate with SAAs and DOL-funded registered apprenticeship investments to build on and expand existing apprenticeship efforts already in place.

Applicants must develop comprehensive strategies that will provide technical assistance to key registered apprenticeship stakeholders and customers on a national scale.

The Department wishes to ensure that individuals, employers, educators, and training providers have access to the most complete, current, and beneficial information about providers, programs credentials, and competencies supported with these public federal funds. To this end, the Department requires that information about all credentials (including but not limited to diplomas, badges, certificates, certifications, apprenticeships, licenses, and degrees of all levels and types) and competencies (knowledge, skills, and abilities) developed or delivered through the use of these public federal funds be made publicly accessible through the use of linked open data formats that support full transparency and interoperability, such as through the use of credential transparency description language specifications. Moreover, the Department encourages record of credential attainment be made available in such a manner that permits program participants to make said record digitally available for third-party search and verification after exit. ETA will provide specific guidance and technical assistance on data elements to include in the published open data, such as information about the credential provider, the credential and its associated competencies, delivery mode, geographic coverage, the industry sector(s) and occupation(s) for which the credential was developed, related assessments, related accreditations or other quality assurances where appropriate, costs, and available outcomes.

PROGRAM AUTHORITY

Funds awarded come from the Department’s annual appropriated funds to develop and expand registered apprenticeship. This appropriation allows the Department to award funds to “expand opportunities through apprenticeships only registered under the National Apprenticeship Act.”6 This means recipients must spend these funds on activities that will create or assist in the creation of RAPs and may not spend funds on Industry Recognized Apprenticeship Programs (IRAPs).

GEOGRAPHIC SCOPE

The RA TA Centers of Excellence will focus on providing technical assistance on a national scale, working to support and expand the registered apprenticeship system. The Centers will primarily engage key registered apprenticeship stakeholders and customers through a virtual platform/online presence.

Applicants must develop comprehensive strategies that will provide technical assistance to key registered apprenticeship stakeholders and customers on a national scale (i.e. capacity to service and reach multiple geographic locations, as applicable, per Center).

6 See Further Consolidated Appropriations Act, 2020, Public Law 116-94, Division A, Title I.

PROGRAM GOALS AND ALLOWABLE ACTIVITIES

The RA TA Centers of Excellence will provide technical assistance to support the following:

I. General Technical Assistance (TA) – Applies to all Centers

Each designated Center will conduct the following TA, at a minimum:

• Develop comprehensive TA strategies to key registered apprenticeship stakeholders and customers on a national scale, that directly engender: increases in underrepresented populations being served in RAPs; increases in the number of RAPs developed and expanded; finding new partners in a local area and leveraging resources for apprentices;

and accurately reporting data across the OA system;

• Develop and/or use the Department’s platforms to create an online community to support key stakeholders and customers during the life of the project, and which can be sustained by the Department after the project ends;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers;

• Coordinate with the Department, OA, SAAs, and DOL-funded investments that support Registered Apprenticeship expansion to leverage, align, and build on existing apprenticeship efforts already in place to maximize the use of resources and minimize the duplication of efforts. Centers must ensure they directly engage with OA and SAAs, where appropriate, to support these efforts;

• Provide coaching and facilitate peer-to-peer learning for relevant key registered apprenticeship stakeholders and customers;

• Develop best practices, success stories, toolkits, and written resources to provide assistance to key registered apprenticeship stakeholders and customers;

• Conduct outreach, marketing, and partnership building on a national scale to expand RAPs;

• Directly or indirectly support the expansion of national RAP models;

• Directly or indirectly support registered apprenticeship stakeholders and customers in their diversity and inclusion efforts by actively working to support EEO efforts and the recruitment of underrepresented populations within RAPs; and

• Support RAP development and/or the recruitment of new national partners, including employers and education stakeholders and customers. (See Section IV.E.3).

II. Diversity and Inclusion Center (Required by this Designated Center)

This designated Center will conduct the following, at a minimum:

• Leverage and build on diversity and inclusion efforts already in place, including those funded through the Department’s Industry Intermediary contracts7 and EEO efforts;8

• Support the increase in awareness and knowledge of registered apprenticeship EEO regulations;

• Support the increase in awareness and knowledge of best practices to recruit and retain underrepresented groups in registered apprenticeship;

• Improve understanding about registered apprenticeship EEO requirements by increasing the number electronic resources available on EEO and outreach to underrepresented populations;

• Improve understanding about the importance of diversity and inclusion in RAP designed by producing new education and training materials available to the public, stakeholders, customers, and partners related to recruiting and retaining persons from underrepresented populations in RAPs;

• Support the increase in the number of Minority Serving Institutions as RA sponsors and providers of RA related instruction;

• Support the increase in the number of individuals from underrepresented populations participating in RAPs;

• Support the increase in the number of in and out-of-school youth participating in RAPs;

• Support the increase in the number of undergraduate, graduate students or recent alumni from Minority Serving Institutions participating in RAPs;

• Support the increase in the number of minority businesses, minority professional, and trade organizations participating in RAPs;

• Support the increase in the number of businesses, professional, and trade organizations participating in RAPs;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers; and

• Coordinate with the Department, OA, SAAs, and DOL-funded investments that support

Registered Apprenticeship expansion to leverage, align, and build on existing efforts to maximize the use of resources and minimize the duplication of efforts. Centers must ensure they directly engage with OA and SAAs, where appropriate, to support these efforts.

III. Strategic Partnerships and System Alignment Center (Required by this Designated

Center)

• Support the increase in the use of registered apprenticeship as a key workforce development program, including efforts to create pipelines (such as pre-apprenticeship

7 https://www.apprenticeship.gov/investments-tax-credits-and-tuition-support/active-grants-and-contracts 8 https://www.dol.gov/agencies/eta/apprenticeship/eeo https://www.dol.gov/agencies/eta/apprenticeship/eeo and other career pathways) that can increase the diversity and inclusion of apprentices in RAPs;

• Expand on technical assistance activities and services that OA and SAAs currently provide to the registered apprenticeship system, to support the increase of the use of the RAP model in WIOA or workforce programs that can lead to RAP, including pre-apprenticeships and other career pathways;

• Expand on the Department’s national efforts and marketing campaign for registered apprenticeship, improving understanding about registered apprenticeship in the workforce system (e.g., American Job Centers, Business Service Representatives, Workforce Development Boards, and YouthBuild), leading to increased workforce system participation in RAPs;

• Support an integrated service delivery approach and the development of resources to increase leveraging of WIOA funding and other federal funding across workforce programs (e.g. co-enrollment);

• Increase employer, education and training providers, intermediaries, and workforce systems partnership building and connectivity across workforce programs;

• Improve alignment between state education, workforce system, and registered apprenticeship system, with the ultimate goal of informing new policies and/or programs to support RAP integration and alignment;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers;

• Coordinate with the Department, OA, SAAs, and DOL-funded investments that support Registered Apprenticeship expansion to leverage, align and build on existing efforts to maximize the use of resources and minimize the duplication of efforts. Centers must ensure they directly engage with OA and SAAs, where appropriate, to support these efforts; and

• Improve performance outcomes for RAPs by doubling the current Statewide WOIA support/participation for RAPS over the project period of performance.

IV. Apprenticeship Occupations and Standards Center (Required by this Designated

• Develop partnerships and coalitions of registered apprenticeship stakeholders and customers to solicit input, data, and best practices concerning occupational frameworks;

• Develop occupation and industry research-based studies and recommendations to advance competency-based or other innovative occupational frameworks;

• Develop new education and training materials for RAP sponsors to increase diversity by improving understanding of strategies to eliminate bias related to hiring and retaining apprentices;

• Coordinate with OA to leverage DOL-funded competency-based efforts to maximize the use of resources and minimize the duplication of efforts;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers;

• Coordinate with the Department, OA, SAAs, and DOL-funded investments that support Registered Apprenticeship expansion to leverage, align, and build on existing efforts to maximize the use of resources and minimize the duplication of efforts. Centers must ensure they directly engage with OA and SAAs, where appropriate, to support these efforts;

• Support the modernization and streamlining of the apprenticeability process by leveraging new technologies and processes to gain greater industry input and reduce approval times for new occupations;

• Develop new apprenticeable occupations and standards that address workforce trends, satisfy industry demands, and incorporate EEO curriculum;

• Develop a digitized competency-based occupational framework for the Registered apprenticeship system using O*NET Online database and resource;

• Develop a web-based method of soliciting comments and feedback from business, education, labor, and key stakeholders and customers to ensure the relevance and currency of competencies;

• Develop a system for the updating of old or obsolete occupational frameworks;

• Develop a strategy for related instruction curriculum development in line with occupational competencies;

• Develop a strategy for how to assess apprentice attainment of competencies and a repository for all recognized registered apprenticeship occupations with a maintenance plan for continued updating and relevance to an evolving workforce system;

• Develop a comprehensive, written methodology to continuously evaluate occupational curriculum design and improve instructional delivery systems linking personal performance to organizational goals;

• Support registered apprenticeship sponsors to make informed decisions about competency-based models; and maintain the quality and integrity of the occupational frameworks over time; and

• Support the development of standardized assessments to measure an apprentice’s competence in performing occupation-specific tasks, roles, or responsibilities.

V. Data and Performance and Best Practices Center (Required by this Designated

• Improve RAP sponsors data-based strategic approaches to increase the level of RAP alignment and integration in workforce programs to support streamlining of data systems, where appropriate;

• Improve the general alignment of RAP data across state systems to align with RAP systems (Registered Apprenticeship Partners Information Database System (RAPIDS)9 and Workforce Integrated Performance System (WIPS)10;

• Support the improvement of state systems by providing TA to designated IT professionals to collect registered apprenticeship data;

• Improve understanding among state authorities about the utility, value, and benefit of improved data systems;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers;

• Coordinate with the Department, OA, SAAs, and DOL-funded investments that support Registered Apprenticeship expansion to leverage, align, and build on existing efforts to maximize the use of resources and minimize the duplication of efforts. Centers must ensure they directly engage with OA and SAAs, where appropriate, to support these efforts;

• Support OA evaluations, including those overseen by the Department’s Chief Evaluation Office, with real-time data from the field to examine the changes in the registered apprenticeship system;

• Support improved diversification of apprentices in RAP through analysis and dissemination of identified data trends related to recruiting and retaining persons from underrepresented populations in RAP and scorecards on equity;

• Improve the efficient and effective use of evidence-based approaches to support workforce development initiatives involving RAPs; and

• Enhance partnerships with workforce development community stakeholders through conducting outreach and ensuring that workforce partners have a better understanding on how to leverage and use RAPs in their programs.

COLLABORATION ACTIVITIES

As a key arm of OA to bolster critical technical functions of a modern apprenticeship system, in addition to working in close coordination with the Department and OA, the RA TA Centers of Excellence will be required to collaborate with SAAs and DOL-funded registered apprenticeship investments.11 DOL-funded registered apprenticeship investments include but not limited to the Department’s: Industry Intermediary and Youth Intermediary contracts; Apprenticeship Expansion and Modernization Fund contracts; registered apprenticeship-focused grants; and, the Department’s broader registered apprenticeship diversity and inclusion efforts. This collaboration will leverage and align efforts to maximize the use of resources and minimize the

9 U.S. Department of Labor, Apprenticeship Data and Statistics, available at https://www.dol.gov/agencies/eta/apprenticeship/about/statistics 10 U.S. Department of Labor, Workforce Integrated Performance System (WIPS), available at https://www.dol.gov/agencies/eta/performance/wips 11 The Department’s registered apprenticeship-funded investments can be accessed as the following link. For each investment, project abstracts are provided, including public contact information at:

https://www.apprenticeship.gov/investments-tax-credits-and-tuition-support/active-grants-and-contracts https://www.dol.gov/agencies/eta/apprenticeship/about/statistics https://www.dol.gov/agencies/eta/performance/wips https://www.apprenticeship.gov/investments-tax-credits-and-tuition-support/active-grants-and-contracts duplication of efforts, ultimately ensuring the core customers of the apprenticeship system are served efficiently (see Figure 1 below).

Figure 1. Apprenticeship System

RA TA Centers of Excellence collaboration activities include, but are not limited to:

• Coordination with OA to help guide and direct TA opportunities and ensure proper coordination across key partnerships and priorities (i.e., in alignment with the structure and expectation of cooperative agreements);

• Coordination with OA and SAAs on steps related to registered apprenticeship program approval, registration, etc.;

• Coordination with Industry Intermediary and Youth Intermediary contracts;

Apprenticeship Expansion and Modernization Fund contracts; registered apprenticeship-focused grants; and, the Department’s broader Registered Apprenticeship diversity and inclusion efforts, which are convening employers and sector-based partnerships requiring additional technical assistance support;

• Coordination with the public workforce system partners in need of technical support to:

improve workforce system integration efforts; utilize apprenticeship as a reemployment tool to better serve pipelines of potential apprentices; and engage employers who are interested in starting a program;

• Coordinate across all RA TA Centers of Excellence to serve key registered apprenticeship stakeholders and customers; and

• Other partners in need of specialized TA supports.

OA will work closely with RA TA Centers of Excellence to ensure proposed project strategies address coordination activities outlined above.

II. AWARD INFORMATION

AWARD TYPE AND AMOUNT

Funding will be provided in the form of a cooperative agreement.

We expect availability of approximately $31 million to fund approximately four cooperative agreements. You may apply for a ceiling amount of:

• Diversity and Inclusion Center: up to $13 million;

• Strategic Partnerships and System Alignment Center: up to $7 million;

• Apprenticeship Occupations and Standards Center: up to $7 million; and

• Data and Performance and Best Practices Center: up to $4 million.

Awards made under this Announcement are subject to the availability of federal funds. In the event that additional funds become available, we reserve the right to use such funds to select additional cooperative agreement awardees from applications submitted in response to this Announcement.

PERIOD OF PERFORMANCE

The period of performance is 48 months with an anticipated start date of July 1, 2021. This performance period includes all necessary implementation and start-up activities.

III. ELIGIBILITY INFORMATION

ELIGIBLE APPLICANTS

Cooperative agreements will be awarded to the lead applicant of each RA TA Center of Excellence. The lead applicant will have overall fiscal and administrative responsibilities and must meet the definition of the eligible lead applicants described below for the designated Center. Single and consortia applications encouraged for each RA TA Center of Excellence.

Applicants that apply as a lead entity for more than one RA TA Center of Excellence must submit a separate application for each RA TA Center of Excellence (not a combined application addressing all RA TA Centers of Excellence). Public and private, non-profit organizations including institutions of higher education (as defined in Section 101(a) of the Higher Education Act) are eligible to apply, where applicable per RA TA Center of Excellence.

The following national organizations or organizations with national reach are eligible to apply under each of the four RA TA Centers of Excellence:

A. Diversity and Inclusion Center eligible applicants are defined as national organizations or organizations with a national reach that are non-profit,12 education, economic, and/or workforce development agencies/associations, and state and government entities that are one of the following:

1. Workforce Intermediaries: Organizations functioning as business related entities/workforce intermediaries for the expressed purpose of serving the needs of businesses, individual businesses, or consortia of businesses;

2. Community-Based Organizations: Organizations that are representative of a community or significant segments of a community and which provide education, vocational education or rehabilitation, job training, or internship services and programs and includes neighborhood groups and organizations, community action agencies, community development corporations, union related organizations, and employer-related organizations;

3. Diversity and Inclusion Non-profits, Organizations, and Associations: Organizations experienced in employer outreach and recruitment for employment, training and mentoring for underrepresented populations and EEO laws on a national level;

4. Public and Professional Associations: Organizations that gather together individuals working in certain professional fields through a common interest;

5. Professional or Trade Unions: Organizations that include an association of workers in a trade, group of trades, or profession, formed to protect and further rights and interests on a national level; or

6. Consortia: A consortium of organizations that is led by an eligible entity whose principal function(s) is consistent with the capabilities associated with either one or more of the above-listed organizations. A consortium is a group made up of two or more organizations or governments that work together to achieve a common objective.

Applicants must identify in the Project Abstract the specific organization type they are applying under, from the list of eligible entities identified above.

A.1 Required Partners: Diversity and Inclusion Center eligible applicants are required to have all of the below partners as a single applicant or as a consortia. All applications must include MOUs or letter of agreements, and attach documents clearly identifying the roles and responsibilities of the applicant and each partner.

12 Non-profit organizations are defined as entities with tax exempt status under Internal Revenue Code, section 501(c)(3), and must be organized and operated exclusively for exempt purposes set forth in section 501(c)(3).

1. National or regional intermediary, business, non-profit, or organization: At least one national or regional intermediary, business, non-profit, or organization with a minimum of five years of experience in establishing and providing technical assistance for RAPs in multiple industry sectors (in traditional and non-traditional occupations) if the main applicant does not have apprenticeship programmatic experience;

2. Foundational Skills Training Expertise Partner: At least one partner with experience in conducting individual skills assessment and providing preparatory trainings as an on-ramp to RAPs;

3. Youth Expertise Partner: At least one partner with experience in establishing or managing youth workforce development programs, especially RAPs and pre-apprenticeship and youth apprenticeship programs;

4. EEO Technical Expertise Partner: At least one partner experienced in providing RAP sponsors with EEO technical expertise to RAP sponsors concerning outreach and recruitment efforts consistent with 29 C.F.R. Part 30, or providing technical assistance to employers in developing and/or maintaining affirmative action programs; or

5. Minority Serving Institutions (MSIs) or Minority Serving Institutions’ Organization or Association: MSIs are defined as Historically Black Colleges and Universities, Hispanic Serving Institutions, Tribal Colleges, and Institutions with a primary focus on serving persons with disabilities.

In addition, the RA TA Diversity and Inclusion Center applicants or their required subject matter expert partners (see underrepresented populations below) must have a minimum of five years of employment and training experience. Experience must include:

• Providing technical assistance expertise in diversity outreach and recruiting, employing, training, and mentoring; and

• Providing technical assistance to businesses and organizations on overcoming employment and training barriers for underrepresented populations (as determined pursuant to 29 C.F.R. Part 30).

A.2. Optional Partners: Diversity and Inclusion Center may consider partnering with any of the entities identified above as eligible entities under this Center, as well as other appropriate partner. Optional partners may include:

1. Minority Trade or Professional Organization or Association – Organizations that focus on supporting trade and/or business between minority businesses;

2. Minority Chamber of Commerce – Organizations that focus on convening minority businesses to support business expansion and growth; and

3. Other Organizations with Experience in OJL, Worked-based Learning, and/or Apprenticeship: Organizations that focus on OJL, work-based learning, and/or apprenticeship and can support the goal of creating and expanding RAPs.

B. Strategic Partnerships and System Alignment Center eligible applicants are defined as national organizations or organizations with a national reach that are for-profit,13 non-profit,14 education, economic, and/or workforce development agencies/associations, and state and government entities that are one of the following:

1. Workforce Associations: Organizations that connect workforce development professionals and advocates for state and local workforce programs, including the support of state and local workforce development and/or apprenticeship agencies and boards;

2. Community-Based Organizations: Organizations that are representative of a community or significant segments of a community and which provides education, vocational education or rehabilitation, job training, or internship services and programs and includes neighborhood groups and organizations, community action agencies, community development corporations, union-related organizations, and employer-related organizations;

3. Public & Professional Associations: Organizations that gather together individuals working in certain professional fields through a common interest;

4. Professional Consulting Organizations: Organizations that primarily house subject matter experts/consultants that can provide independent and objective advice to organizations to define and achieve their goals through improved utilization of resources;

or

5. Consortia: A consortium of organizations that is led by an eligible entity whose of the above-listed organizations. A consortium is a group made up of two or more organizations, companies, or governments that work together to achieve a common objective.

B.1. Required Partners: Strategic Partnership and System Alignment Center must demonstrate the ability to effectively partner with the workforce system critical partners (governors, state and local workforce development boards, and educational institutions). The applicant must

13 For-profit organizations are defined as entities that exist primarily to generate a profit.

14 Non-profit organizations are defined as entities with tax exempt status under Internal Revenue Code, section 501(c)(3), and must be organized and operated exclusively for exempt purposes set forth in section 501(c)(3).

ultimately showcase requisite expertise in workforce development and registered integration with the workforce system on a local, regional, or national scale.

Additionally, applicants should note that as business (employers, industry, associations, Chambers of Commerce, and unions) serve a critical role in the expansion of apprenticeship and workforce system integration. While applicants are not required to include MOUs or letters of agreement with business, applicants will be scored on their proposed plan to develop and engage business to achieve the goals of this solicitation.

All applications must include MOUs or letter of agreements, and attach documents clearly identifying the roles and responsibilities of the lead applicant and each partner.

The lead entity must have the following partnership as a single applicant or consortia, or clearly demonstrate in-house capabilities that can meet the needs on a national level:

• State and Local Workforce Development Agencies/Boards:15 Workforce development agencies and boards assist in directing federal, state, and local funding to workforce development programs. Workforce development boards also oversee the American Job Centers, where job seekers can get employment information. As one of their many functions, many workforce development boards facilitate partnerships between local businesses with similar training needs. They also rely on labor market information to develop sector strategies that focus resources on a particular high growth industry for their area, often involving skill training for local businesses. Applicants should ensure that they partner with a representative sample of state and local development agencies and boards to leverage their ability to engage employers as a measure of increasing apprenticeship adoption.

B.2. Optional Partners: Strategic Partnership and System Alignment Center may consider partnering with the following entities to improve system alignment and integration:

• Economic Development Agencies:16 Organizations that focus on economic development and/or economic recovery strategies to support the labor market;

• Public Social Service Agencies:17 Organizations that provide social services, including local non-profits, to individuals and families. Social service offerings may vary and may include engagement with child welfare agencies, local community-based youth programs, or shelters for abused women or homeless families;

• Institutions of Higher Education: Generally, institutions of higher education are two-year and four-year colleges and universities, including institutions that serve people of color

15 Workforce Development Boards, available at https://www.careeronestop.org/LocalHelp/WorkforceDevelopment/find-workforce-development-boards.aspx 16 Economic Development Agencies resources available at, https://www.eda.gov/resources/ 17 Public Social Service Agencies resources available at, https://www.usa.gov/state-social-services https://www.careeronestop.org/LocalHelp/WorkforceDevelopment/find-workforce-development-boards.aspx https://www.eda.gov/resources/ https://www.usa.gov/state-social-services

(e.g., Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic-Serving Institutions, Asian American and Native American Pacific Islander- Serving Institutions, or others designated by the U.S. Department of Education at http://www2.ed.gov/about/offices/list/ocr/edlite-minorityinst.html). A database of institutions that are accredited by bodies recognized by the U.S. Department of Education can be found at http://ope.ed.gov/accreditation/;

• Other Organizations with Experience in OJL, Worked-based Learning, and/or Apprenticeship: Organizations that focus on OJL, work-based learning, and/or apprenticeship and can support the goal of creating and expanding RAPs; and

• Apprenticeship Program Sponsor: Any employer, association, committee, or organization that operates a Registered Apprenticeship Program. Sponsors can be a single business or a consortium of businesses. Alternatively, the sponsor can be a workforce intermediary, such as an industry association or a labor-management organization.

Community colleges and community-based organizations can also serve as sponsors of apprenticeship programs. Apprenticeship Program Sponsors must ensure they support RAP only under this FOA.

C. Apprenticeship Occupations and Standards Center eligible applicants are defined as national organizations or organizations with a national reach that are for-profit,18 non-profit,19 education, economic, and/or workforce development agencies/associations, and state and government entities that are one of the following:

1. Private/Public Partnerships: Collaborative that focuses on combining public and private sector resources to implement national large-scale implementation projects. This collaborative is a mutually beneficial arrangement between two or more public and private sector organizations;

2. Industry-recognized Associations of Credentialing: Organizations that focus primarily on validating education and work experience acquired, resulting in the issuance of a credential/license/certificate;

3. Institutional Accrediting Agencies: Organizations deemed by the U.S. Department of Education as being reliable authorities concerning the quality of education or training offered by the institutions of higher education or higher education programs they accredit;

18 For-profit organizations are defined as entities that exist primarily to generate a profit.

19 Non-profit organizations are defined as entities with tax exempt status under Internal Revenue Code, section 501(c)(3), and must be organized and operated exclusively for exempt purposes set forth in section 501(c)(3).

http://www2.ed.gov/about/offices/list/ocr/edlite-minorityinst.html http://ope.ed.gov/accreditation/

4. Post-Secondary Education Associations: Organizations accredited in accordance with the guidelines established by the U.S. Department of Education;

5. Institutional Accreditation Organizations:20 Organizations that are certified to recognize and accredit programs;

6. Higher Education Consultants: Organizations comprised of subject matter experts whose primary focus is to support parents, students and organizations with educational planning;

7. Workforce Development Agencies and Associations: Organizations that primarily focus on workforce development. Workforce development is a term used to describe employment initiative services offered by agencies and government programs;

8. Curriculum Development Agencies: Organizations that research, analyze and design curriculum;

9. Competency-based Curriculum Design Organizations: Organizations whose primary mission is to design competency-based curriculums. This includes the general conceptualization of competency-based learning, which is an ongoing sequence of particular interactions that are systematically designed to approach and approximate performance standards.

10. Research-focused Institutions, specifically:

o Education and Workforce Research Organizations: Organizations that conduct detailed research on education and workforce systems;

o Higher Education Research Organizations: Educational institutions that focus on research and analysis; and o Industry-based Human Resource Research and Development Groups: Employer led research organizations that support workforce development.

11. Government Entities: Any federal, state, provincial or similar government agency with a focus on education, economic, and/or workforce development; or

12. Consortia: Consortium of organizations that is led by an eligible entity whose principal function(s) is consistent with the capabilities associated with either one or more of the above-listed organizations. A consortium is a group made up of two or more

20 See Institutional Accreditation Organizations listings available at, https://ope.ed.gov/dapip/#/agency-list https://ope.ed.gov/dapip/#/agency-list

C.1. Required Partners: There are no required partners for the Apprenticeship Occupations and Standards Center.