FY18 Western Hemisphere POGI.pdf

UNITED STATES DEPARTMENT OF STATE

Bureau of Educational and Cultural Affairs

PROJECT OBJECTIVES, GOALS, AND IMPLEMENTATION (POGI)

FY 2018 STUDY OF THE U.S. INSTITUTES FOR STUDENT LEADERS FROM THE WESTERN

HEMISPHERE

Funding Opportunity Number: ECA-ECAAE-18-011

Office of Academic Exchange Programs

Study of the U.S. Branch

The POGI guidelines apply specifically to the Notification of Funding Opportunity (NOFO) issued by the

Office of Academic Exchange Programs, Study of the U.S. Branch, for the FY 2018 Study of the U. S.

Institutes for Student Leaders from the Western Hemisphere. Proposals must conform to the NOFO, the

Guidelines stated in this document, and the standard Proposal Submission Instructions (PSI). Applications not adhering to the conditions set forth herein may be deemed technically ineligible. These guidelines are specific to the program mentioned above and are IN ADDITION TO the Standard Guidelines outlined in the PSI. If there is a perceived disparity between the standard and program specific guidelines and the program information supplied in the NOFO, the NOFO is to be the dominant reference.

I. STATEMENT OF WORK

In a cooperative agreement, the Study of the U.S. Branch is substantially involved in program activities above and beyond routine monitoring. The Branch may request that the recipient make modifications to the academic residency and/or educational travel components of the program. The recipient will be required to obtain approval of significant program changes in advance of their implementation. These activities and the roles and responsibilities of the Department and your organization are outlined below.

A. Award Recipient Responsibilities:

1. Designing and overseeing a five-week academic program (five Institutes total) on Public Policymaking, Social Entrepreneurship and Women’s Leadership for up to 100 undergraduate students from selected countries in the Western Hemisphere;

2. Managing and monitoring sub-awards to selected host institutions to conduct the Institutes simultaneously. No host institution should conduct more than two Institutes; the primary award recipient may choose to conduct up to two but no more than two Institutes;

3. Providing syllabi and program calendars to ECA for all five Institutes;

4. Providing programmatic and administrative management of the Institutes including ongoing oversight of selected host institutions;

5. In coordination with U.S. embassies and consulates or Fulbright Commissions, arranging and purchasing international round trip travel for participants and as well as any travel related to visa issuance, and dispersing international travel allowances prior to departure to the United States;

6. Issuing participant DS-2019 forms for Institute participants;

7. Enrolling the participants in an accident and sickness health benefits program for the duration of the

Institute and issuing health benefits identification cards for each participant. The program office will instruct the recipient how to access informational brochures and claim forms;

8. Coordinating, in conjunction with host institutions, logistical and administrative arrangements for participants such as pre-departure information, airport pick-up and drop off, lodging and meals, domestic travel, simultaneous translation/interpretation (English-Spanish) when needed, medical treatment, and the disbursement of program funds;

9. Developing and implementing, in coordination with ECA, a media (including social media) outreach plan to promote the program;

10. Informing and consulting with ECA about any program or participant problems, emergencies, or other issues as well as the progress of necessary corrective action or an instance;

11. Organizing, staffing, and coordinating the conclusion of the program in Washington D.C. for all participants (up to 60 participants in the summer and up to 40 participants in the winter) including a one day final event where participants will present on their experience and participation in the program, will have the opportunity to hear from speakers from the Department of State (arranged by ECA program officer), and will participate in a debriefing discussion with the program officer;

12. Providing participants with follow-on guidance and resources and facilitating continued interaction among participants and U.S. students after the conclusion of the Institutes;

13. Conducting an evaluation program that links outcomes of the Institutes to stated program goals and objectives to ensure that all Institutes meet comparable and high levels of quality in fulfilling program goals;

14. Managing ECA and other funds for this activity, including the timely submission of required quarterly and final financial and program reports to ECA, as well as weekly updates to the program office during the five-week Institutes; and

15. Providing reasonable accommodations for participant needs, including disability accommodations if needed, in support of ECA’s commitment to diversity and the involvement of participants from traditionally underrepresented audiences (see budget template for guidance).

B. U.S. Department of State Responsibilities for this program include:

1. Providing advice and assistance to the award recipient and its staff including final approvals of key project plans and activities;

2. Reviewing syllabi and program calendars for each Institute and providing input;

3. Coordinating all communications with participating U.S. embassies, consulates, and Fulbright commissions, including the recruitment and selection of participants. ECA will make final participant selections;

4. Issuing the participants’ J-1 visas;

5. Monitoring the Institutes through regular communication with the award recipient and host institutions and possibly one or more site visits;

6. Collaborating with the recipient on the media engagement plan and approving all promotional materials;

7. Assisting with participant emergencies other significant issues, and medical evacuations;

8. Liaising with relevant U.S. embassies, consulates, Fulbright commissions, the recipient, host institutions, and other relevant parties as it relates to crisis management; and

9. Conducting formal debriefing sessions and plan for speakers from the Department of State to address participants during the one day final event in Washington D.C.

II. PROGRAM SPECIFIC GUIDELINES

A. Overview

The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State invites proposal submissions for the design and implementation of five Study of the U.S. Institutes for Student Leaders from the

Western Hemisphere (one Institute on Public Policymaking in Spanish, two Institutes on Social

Entrepreneurship with one conducted in Spanish and the other in English, and two Institutes on Women’s

Leadership conducted in Spanish). Each five-week Institute should be designed for groups of 20 undergraduate students from selected countries in the Western Hemisphere as specified by the Notification of Funding

Opportunity (NOFO). Proposals should present an integrated and imaginatively designed academic residency and integrated educational travel program, as well as community service activities, leadership development, cultural activities, and robust opportunities to interact with a diverse group of Americans. The program must include a one-day final event in Washington, D.C. (one in summer and one in winter).

All aspects of the program, including presentations and other class work, readings, writing assignments, leadership training, community service, site visits, and the one-day final event should be integrated to illuminate the Institutes’ themes of Public Policymaking, Social Entrepreneurship, or Women’s Leadership, and contribute to the participants’ understanding of the United States, including the history and evolution of

U.S. society, culture, and values. The conception and structure of the Institute programs are the responsibility of the award recipient. It is essential that proposals provide a full, detailed, and comprehensive narrative describing how the applicant and/or host institutions will achieve the objectives of the Institute. A tentative academic program, including lectures, discussions, presentations, site visits and study tour for each of the five Institutes should be included. Proposals will be reviewed on the basis of the review criteria in section E.1. of the NOFO.

B. Program Dates

All Institutes should last approximately 36 days (including arrival and departure days). Three Institutes will take place in summer 2018 and two programs should be conducted in winter 2019. Summer Institutes should begin on the same date no earlier than June 1, 2018, and should conclude no later than August 15, 2018. Winter

Institutes should begin on the same date no earlier than January 2, 2019 and should conclude no later than

March 31, 2019. To ensure adequate time for the award recipient to make pre-program arrangements, ECA will make every effort to award the approved Cooperative Agreement in a timely fashion, pending the availability of FY 2018 funding.

C. Program Administration

Applicants must discuss their capacity to successfully manage international exchange programs, including institutional strengths such as experience, relevant departments, and major administrative units. Proposals should include a staffing pattern that details how staff will share responsibilities. The award recipient must designate a project director to oversee all of the Institutes and the one-day final event. The project director will coordinate logistical and administrative arrangements ensure an appropriate level of continuity among the various host institution programs, serve as the principal liaison between ECA and the host institutions, and serve as ECA’s primary point of contact. The project director will be required to attend a briefing in Washington, D.C. tentatively scheduled for April 2018, pending final award approval.

The award recipient must also designate an academic director at each host institution who will be present throughout the academic programs in their entirety to ensure the continuity, coherence, and integration of all aspects of the academic program, including the study tour. The academic director will plan and implement the program at their respective host institution, oversee its day-to-day management, and monitor program participants. In addition, an administrative director or coordinator must be assigned at each host institution to oversee all student support services, including supervision of the program participants, and budgetary, logistical, reporting, and other administrative arrangements. Other staff may be designated as appropriate.

Applicant organizations may choose to incorporate qualified “cultural ambassadors” or “graduate mentors” (or another appropriate name) at each Institute who exhibit cultural sensitivity, an understanding of the program’s objectives, and a willingness to accompany the students throughout the program. Program coordinators and/or graduate student assistants may be employed to carry out clerical duties and to assist with the day-to-day concerns and needs of participants, but should not be the principal point of contact for participants’ administrative concerns.

Since four of the five institutes will be conducted in Spanish, the academic director, principal faculty, and staff, who will be in direct contact with participants, must be fluent in Spanish. The recipient should make arrangements for professionally-trained, Spanish-English interpreters for guest speakers, local site visits, and others who are not fluent in Spanish.

D. Participants

Each Institute will host approximately 20 foreign undergraduate participants, for a total of 100 participants primarily from indigenous, Afro-Latino, and underserved communities in selected countries of the Western

Hemisphere. ECA will make the final decisions regarding participating countries based upon U.S. foreign policy priorities.

The participants will be highly motivated undergraduates from colleges, universities, and other institutions of higher education, who demonstrate leadership through academic work, community involvement, and extracurricular activities. Their fields of study will be varied, and may include sciences, social sciences, humanities, education, business, and other professional fields. Every effort will be made to recruit participants from indigenous, Afro-Latino, and other historically undeserved communities from both rural and urban sectors, and who have had little or no prior experience in the United States or elsewhere outside their home country.

The award recipient will NOT participate in the selection of candidates. U.S. embassies, consulates, and

Fulbright Commissions will identify and nominate participants. ECA will make the final selections. A final list will be sent to the award recipient prior to the start of the Institutes.

Please note: ECA reserves the right to amend or modify the list of participating countries should conditions change in the nominating country or if other countries are identified as U.S. priorities. Participating countries will be determined by ECA, in consultation with the WHA Regional Bureau.

E. Institutes

Each Institute should include a four-week academic residency at a U.S. college or university campus and a one-week educational study tour that should include two to four days in Washington, D.C. Applicants are encouraged to design creative, thematically coherent programs that draw upon institutional strengths, including faculty and other resources. The academic residency component should be a specially designed and well-integrated seminar that imaginatively combines lectures, discussions, readings, debates, and site visits and regional travel into a coherent program.

Applicants must provide a comprehensive narrative, no more than 20 double spaced pages, describing the program objectives. There also should be a calendar or itinerary per Institute of all program activities. The overall program for each Institute should be supported by a bibliography and a syllabus that indicates the subject of each class session and explains how assigned readings and other materials support the session. The readings should relate directly to the Institute theme.

Additionally the Institutes should:

Be designed around the theme designated for the program (Public Policymaking, Social Entrepreneurship or

Women’s Leadership) as well as include topics on U.S. history, government, institutions, culture, and society. All programs must contribute to a deeper understanding of the United States, while at the same time providing useful skills and concepts for future leaders. The Institutes should not simply replicate an existing lecture course, survey, or seminar designed for U.S. students. To encourage interaction with

Americans, it is acceptable for applicants to create a course for participants in this program that is also offered to U.S. students for credit. The cost for U.S. students to take this course may not be included in the funding request from ECA.

1. Academic Residency

The Academic Residency component should:

Consist of a carefully integrated series of lectures, panel presentations, seminar discussions, debates, simulations, individual and group classroom activities, and reading assignments.

Be tailored for the particular group of foreign students and include a discussion of relevant issues facing their countries and region. Efforts should be made to encourage active student participation in the educational process. The design of classes should take into account that the participants may have little or no prior knowledge of the United States and varying degrees of experience in expressing their opinions. For the Institute conducted in English, consider that participants might have different levels of proficiency in

English.

Expose participants to a variety of presenters representing diverse backgrounds, viewpoints, and occupational fields on the topics and issues to be explored. Women should be appropriately represented as speakers and presenters in all programs. In addition to host college or university faculty and professionals from the region where the Institute takes place, course presenters should include outstanding scholars and other professional experts from throughout the United States, as appropriate.

Include time for discussion at each session and throughout the program to allow for questions and answers and for a collegial exchange of views among participants, presenters, and panelists.

Include a bibliography of readings for the various program components. It should include at least one survey text or reader, as well as a number of interpretative readings directly related to the Institute themes.

Include at least one leadership development session per week that should serve to both develop and enhance participants’ leadership and collective problem-solving skills, and inspire participants to apply them. These workshops should be creative, highly interactive, and team-oriented. They should require input and contribution from all participants, and provide students with basic leadership skills. The recipient may decide to recruit qualified instructors for these sessions from other organizations.

Include at least one hands-on volunteer activity per week with local community service organizations to provide the participants the opportunity to experience first-hand the U.S. tradition of grassroots approaches to solving community problems, as well as additional opportunities to meet and interact with diverse

Americans outside an academic setting.

Include day trips or optional weekend excursions, designed to reinforce the academic curriculum, to various local and nearby locations, including historical sites, schools, places of worship, etc.

For the programs conducted in Spanish, include English language courses at various levels depending on the needs of the participants (at least two sessions per week).

Be intensive, yet leave sufficient free time for pursuing individual interests, socializing with fellow participants and U.S. students, exercising, and relaxing. The program schedule should include adequate time for reading and preparation of class assignments. Supervised cultural and weekend activities (such as group nights at the theater, concerts, sporting events, and city tours) are encouraged and should offer the students opportunities to experience the diversity of the United States, while fostering group cohesion.

2. Study Tour

The educational travel program for each Institute should:

Be an integral part of the Institute that directly complements and reinforces the academic residency program and theme.

Be arranged and led by the Institute’s academic director and principal Institute staff. All staff that will be working on this component as managers or escorts should be clearly identified in the proposal.

Be approximately one week long, including two to four days in Washington, D.C.

It should include a trip to at least one other region within the United States different from the host institution’s region. The agenda for these educational visits should include an appropriate mix of professional-level meetings (local, state, and/or federal government offices, international organizations, NGOs, etc.), visits to cultural institutions, and recreational activities.

Indicate the cities or other destinations to be visited, as well as the specific sites. Day trips or optional weekend excursions to various local and nearby locations, including historical sites, schools, churches, newspapers or media offices, etc., are encouraged. Proposals should explain how the site visits and presentations included in the educational travel program relate to the Institute’s academic objectives and subject matter.

The conclusion of the program in Washington D.C. must include a final one day event consisting of: a session with Department of State officials (arranged by ECA program officer); presentations from participants about their experience and participation in the program (guidelines for these presentations will be planned in conjunction with ECA program officer); and formal debriefings with ECA program officer.

Please note: The Study of the U.S. Branch may request that the recipient modify the academic residency and/or educational travel program. Similarly, the recipient, in consultation with the Study of the U.S. Branch, may also wish to make program modifications. For further information regarding this program or the NOFO, please contact Program Officer José Marrero in the Study of the U.S. Branch, U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of Academic Exchange Programs, ECA/A/E/USS, SA-5, 4 th

Floor, 2200 C Street, NW, Washington, DC 20037, tel: 202-632-3337, and email: MarreroJA@state.gov.

F. Logistical Considerations

The proposal should discuss your institution’s and your sub-grantees’ capacities to successfully manage these international exchange programs and should include institutional strengths, such as faculty, libraries, relevant departments, and major administrative units.

Housing and meal arrangements are an important dimension of program planning and must be discussed in detail in the proposal. In general, participants should be housed on campus in university dorms or similar designated university housing. When feasible, participants should be housed with

American roommates. Walking distance to daily classes should be taken into account. If possible, participants should have access to kitchen facilities, either in their own rooms or in a common room. A cafeteria meal plan combined with a cash allowance for food that will permit participants to cook or eat at local restaurants is strongly recommended. In many cases, participants may experience difficulties with American eating customs due to religious or other dietary restrictions, cultural differences, and availability of familiar foods. Institute staff should be prepared to discuss such problems with the participants and seek solutions. To the extent permitted by budget limitations, participants should receive up to the U.S. government per diem rate for meals and incidental expenses at the various program locales. See http://www.gsa.gov/perdiem for current U.S. government per diem rates.

http://www.gsa.gov/perdiem

Pre-departure materials should be available to participants via an Institute website or email at least six weeks before the start of the program. For participants who do not have Internet access, your institution should make arrangements to send hard copies of these materials by express mail to the U.S. Embassy or directly to the participants, as appropriate. Program websites should be updated regularly to provide changes in the program schedule, readings, photos of Institute activities, and other useful information.

An administrative orientation to the United States and to the host campus for the participants should address administrative details of the program, identify campus and local resources, and provide general information that will facilitate the participants’ adjustment to daily life in a new cultural environment.

Important topics will be security, medical problems, and availability of foods to which participants are accustomed, or which meet specific dietary requirements.

An academic orientation should provide participants with a concise overview of the program, including principal objectives and major themes. The academic director should also use this opportunity to discuss guidelines for class participation that encourage active participation by all class members, respect for the views of other participants, concise comments and questions that keep the students on-topic, and other ground rules that will promote effective class discussion throughout the program.

III. Opening and closing events (e.g., luncheon, dinner or reception) should formally inaugurate and close the program. These events typically include representatives from the college/university community, as well as individuals from the larger community.

IV. Access to resources should be arranged, including campus libraries, computer and internet facilities, local and national newspapers and periodicals, as well as radio and television. A formal orientation to library services should be conducted during the first week of the program, and computer training and technical support should be provided for those participants who require it. Reasonable accommodations should be made for any participants with disabilities and up to $2,000 per Institute should be budgeted toward this expense.

V. Evaluations should be conducted on a regular basis to ensure that academic, administrative, and personal problems are acted upon promptly. At the conclusion of the Institute, a formal evaluation session should permit participants to comment on all aspects of the program.

Please note: All participants will be required to return to their home countries immediately upon the conclusion of the program. Travel to visit family or friends elsewhere in the United States will NOT be permitted before, during, or after the program, including on unscheduled weekends during the academic residency period. Family or friends may be permitted to visit the participants while the latter are in residence at the host institution, at the discretion of the recipient and in consultation with ECA, provided that such visits will not prove disruptive to the program. At no time will family or friends be permitted to accompany the participants during scheduled program activities, whether such activities are mandatory or optional. Institute staff should arrange to escort all participants to airports for their return travel, and to remain at the airport until the students have checked in and entered the security departure area.

I. Fostering Mutual Understanding

ECA’s mission is to foster mutual understanding between the people of the United States and the people of other countries to promote friendly and peaceful relations.

In order to promote this mission, the program should provide ample opportunities to attend informal and formal gatherings of ordinary Americans from a variety of ethnic, social, and professional backgrounds, as well as with

U.S. college students. Programs should strive to include as many of the following program components as possible:

o A weekend-long home stay with a local family;

o A structured way for participants to present their country’s history and culture to diverse groups of

Americans;

o A peer system where international participants are paired with U.S. students for individualized recreational evening and weekend activities;

o Classes with U.S. students or accommodations with U.S. roommates, if possible;

o Informal group activities, between the participants and members of the local community; and o To the extent possible, mentor relationships between participants and academically-appropriate host institution professors.

J. Alumni Outreach/Follow-on Activities

Proposals should provide a plan for continued follow-on activity (with minimal ECA support) that ensures that

ECA-supported programs are not isolated events. Proposed follow-on activities for alumni must reflect the goals and objectives of the program and must contribute to ECA’s mission to foster mutual understanding among the people of other countries and the people of the United States. The proposal should include an outline of follow-on alumni programming (including a timeline), information on how it will be coordinated with existing alumni efforts, and a description of how long-term linkages with alumni will be fostered and maintained. Examples of successful past follow on activities include, but are not limited to, structured mentoring programs, small grant competitions, alumni reunions or workshops, monthly web discussions, reverse exchanges, cooperative publications by participants and their American peers, and distance learning opportunities for alumni. Applicants should incorporate the online communities on the International Exchange

Alumni website (Alumni.State.Gov) into their alumni outreach plans.

Follow-on activities should be well developed, but also remain flexible enough to allow for changes based on the needs of the participants. Alumni activities should be financed using the line item budgeted for follow-on activities as well as significant cost-sharing by the applicant organization.

Please refer to the Proposal Submission Instructions (PSI) and the sample budget template for additional information.

VI. PROPOSAL CONTENTS

Applicants should submit a complete and thorough proposal describing the program in a convincing and comprehensive manner. Since there is no opportunity for applicants to meet with reviewing officials, the proposal should respond to the criteria set forth in the solicitation and other guidelines as clearly as possible.

Proposals should address succinctly, but completely, the elements described below and must follow all format requirements.

NOTE: Proposals submitted through Grants.gov may only be submitted in the following formats:

Microsoft Word

Microsoft Excel

Adobe Portable Document Format (PDF)

ASCII Text

Joint Photographic Experts Group (JPEG images)

Proposals should include the following items under the section headings in the GrantSolutions Application

Checklist:

Online Forms

- SF-424, “Application for Federal Assistance”

- SF-424A, Budget Information – Non-Construction Programs

- SF-424B, “Assurances - Nonconstruction Programs”

- Include other attachments, if applicable, such as indirect agreements, form 990, SF-LLL, etc.

Program Narrative

Executive Summary (One page)

In one double-spaced page, provide the following information about the project:

1. Name of organization/participating institutions

2. Beginning and ending dates of the program

3. Proposed theme

4. Nature of activity

5. Funding level requested from ECA, total program cost, total cost-sharing from applicant and other sources

6. Scope and Goals

a. Number and description of participants

b. Wider audience benefiting from program (overall impact)

c. Geographic diversity of program, both U.S. and overseas

d. Fields covered

e. Anticipated results (short and long-term)

Narrative

In 20 double-spaced, single-sided pages in size twelve Times New Roman font, provide a detailed description of the project addressing the areas listed below.

1. Vision (statement of need, objectives, goals, benefits)

2. Participating Organizations

3. Program Activities (advertisement, recruitment, orientation, academic component, cultural program, participant monitoring)

4. Design and Implementation of the one-day conference

5. Program Evaluation

6. Follow-on

7. Project Management

8. Work Plan/Time Frame

Additional Information to be Submitted

Detailed Budget, Summary Budget, and Budget Narrative

All budget guidelines must be followed. The budget should indicate any cost sharing in the form of in-kind or cash contributions to the program from sources other than the Department of State.

See standard guidelines (PSI) in the Solicitation Package for information on cost sharing and the cost of audits.

A sample budget is provided as pdf document as part of the application package for this solicitation. You may request this budget template in Excel format by contacting José Marrero by email at MarreroJA@state.gov or by phone at 202-632-3337. Please note there are five tabs in this document, the Sample Budget Instructions, the Total Cost by Grant Category, the

Summary Budget, the Admin Detailed Budget, and the Program Detailed Budget. Applicants should complete tabs 2-5, where applicable. The sample budget includes an explanation of specific budget categories and line items. Unless otherwise indicated, each of the line items should appear in the proposed budget. Separate budgets for sub-awardees should be included and should resemble the Admin Detailed Budget and Program Detailed Budget for the award recipient. You are urged to be as detailed and specific as possible, adding line items if needed.

Please be sure to include a Summary Budget on a separate page before the Detailed Budget. The

Summary Budget should clearly indicate the number of program participants and provide an overall unit cost per participant, as well as a unit cost breakdown by program and administrative costs. A sample of this format is provided on the first tab of the sample budget. Please note the summary budget includes estimated cost projections for the non-competitive continuation years of the award. You are not required to provide a detailed budget for the option years until ECA decides to exercise the non-competitive continuation.

Following the Detailed Budget, please include a Budget Narrative that concisely explains how costs were calculated and the rationale for including them in the budget. The Budget Narrative should also explain costs for sub-awardees. Please make note of the following in the Budget

Narrative:

If you do not have an established indirect cost rate agreement, please explain what costs are excluded when calculating the Modified Total Direct Costs (MTD.C.) base in accordance with 2 CFR 200.68 and 2 CFR 200.414.

List and explain the participant support costs.

State if the above two questions are part of your organization’s existing policies and if they are consistently applied in all budgets throughout your organization.

Applicant institutions should attempt to maximize cost-sharing throughout the program by enlisting the support of the U.S. private sector, including foundations and corporations. ECA reserves the right to reduce, revise, or increase proposal budgets and participant numbers and the number of institutes based on program needs and the availability of U.S. Government funding.

Calendar of activities/itinerary for each Institute

Draft conference agenda

Letters of endorsement

Social Media and Traditional Media Plan

Resumes and CVs (resumes of all new staff should be included in the submission; no resume should exceed two pages.)

First time applicant attachments (if applicable)

Please note: All applicants for ECA federal assistance awards must include in their application the names of directors and/or senior executives (current officers, trustees, and key employees, regardless of amount of compensation). In fulfilling this requirement, applicants must submit information in one of the following ways:

Those who file Internal Revenue Service Form 990, “Return of Organization Exempt From

Income Tax,” must include a copy of relevant portions of this form.

Those who do not file IRS Form 990 must submit information above in the format of their choice.

As part of the final program reporting requirements, award recipients will also be required to submit a one-page document, derived from their program reports, listing and describing their grant activities. For award recipients, the names of directors and/or senior executives (current officers, trustees, and key employees), as well as the one- page description of grant activities, will be transmitted by the State

Department to OMB, along with other information required by the Federal Funding Accountability and

Transparency Act (FFATA), and will be made available to the public by the Office of Management and

Budget on its USASpending.gov website as part of ECA's FFATA reporting requirements.

VII. APPLICATION SUBMISSION

The NOFO indicates the date the complete proposal is due and the manner in which proposals must be submitted. There are NO EXCEPTIONS to this deadline. For further information regarding this program or the competition, contact Program Officer José Marrero in the Study of the U.S. Branch, U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of

Academic Exchange Programs, ECA/A/E/USS, SA-5, 4 th

Floor, 2200 C Street, NW, Washington, DC 20037, tel: 202-632-3337, and email: MarreroJA@state.gov.