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< Back to current issue of Immigration Daily < Back to current issue of Immigrant's Weekly

[Federal Register: April 24, 2003 (Volume 68, Number 79)]
[Page 20214-20217]
From the Federal Register Online via GPO Access []



[Public Notice 4341]

Bureau of Educational and Cultural Affairs Request for Grant 
Proposals: English as a Foreign Language (EFL) Institutes for Teachers 
and Administrators From Jordan and Morocco

SUMMARY: The Fulbright Teacher Exchange Branch, Office of Global 
Educational Programs of the Bureau of Educational and Cultural Affairs 
(ECA) announces an open competition for an assistance award program to 
support the development of two single-country teacher-training 
institutes. Accredited, post-secondary educational institutions meeting 
the provisions described in Internal Revenue Code section 26 U.S.C. 
501(c)(3) may submit proposals to develop two English-as-a-Foreign 
Language (EFL) Institutes for teachers and administrators from Jordan 
and Morocco. Each Institute will provide an intensive five-week 
academic and one-week site visit program for 8-10 qualified English 
teachers and administrators from one of the respective countries.

Program Information


    The Bureau asks for detailed proposals from U.S. institutions of 
higher education, which have expertise in the field of EFL. Proposals 
should demonstrate deep understanding of the local educational systems 
in Jordan and Morocco as well as the issues confronting English 
language education. Special expertise in handling cross-cultural 
programs is highly desired. Proposals should also outline practical and 
feasible follow-on activities that build on the achievements of the 
Institute while promoting the continued exchanges of ideas between the 
participants and the U.S. institution receiving the grant.
Project Objectives
    The proposal should reflect three overall goals: First, to produce 
a highly focused seminar setting or ``Institute'' that updates 
participants in best practices in EFL at the primary through secondary 
levels; second, to provide participants with train-the-trainer skills 
that will enable them to conduct workshops on institute topics in their 
home countries in the future; and third, to provide participants with 
opportunities to interact with Americans, thereby allowing them to gain 
awareness and understanding of U.S. culture and society.


Project Planning and Implementation

Grant Inception and Duration
    Pending availability of FY 2003 funds, the Institute should begin--
and in-country follow-on workshops be conducted--as soon as local and 
international conditions allow.
    With the concurrence of the Jordanian and Moroccan Ministries of 
Education, participants will be recruited and selected in-country by 
the Public Affairs Section of the U.S. Embassy, the Department of 
State's Regional English Language Officers (RELOs), and the Fulbright 
Commissions. U.S. embassy officials will work with the Ministries to 
facilitate follow-on training activities.
    After the participants have been selected but prior to their 
arrival in the U.S., the grantee institution will be responsible for 
conducting an initial planning visit to both countries to consult with 
representatives from the U.S. Embassy, Fulbright Commissions, RELOs and 
local educators. During these meetings and in coordination with the 
local Fulbright Commission, the grantee institution will conduct a 
three-day pre-departure orientation workshop for the participants. For 
information on contacting the Fulbright Commissions please refer to the 
POGI. This workshop should provide information about the Institute, its 
goals, and expectations of participants. It should also offer a 
framework for integrating the Institute and its objectives into 
participants' previous training, and promote team-building strategies. 
At the workshops, organizers should seek input about the needs of local 
teachers, review comparative teaching practices, and address issues 
about participants' stay in the U.S.
    In planning for the Institute, the U.S. grantee organization will 
identify and select specific training and instructional materials (up 
to a value of approximately $800-$1,000 per set) in consultation with 
the State Department, RELOs and local experts. Costs for the purchase 
of the materials and for their shipment will be paid through a separate 
contract. The grantee organization should not budget for these sets of 
materials. The materials will support the five-week academic program of 
the Institute as well as the in-country follow-on workshops. Numerous 
sets of these materials will be sent to both Jordan and Morocco and 
distributed to local teachers and schools participating in the follow-
on workshops.

[[Page 20215]]

U.S. Based Training
    Following the pre-departure orientation, participants will spend 
approximately six weeks in the U.S. immersed in the EFL Institute 
organized by the U.S. grantee. The Institutes should meet the needs of 
the Jordanian and Moroccan participants through activities designed by 
U.S. education specialists with appropriate expertise in EFL 
instruction, curriculum development and training. The Institutes should 
have two components: A five-week intensive academic program and a one-
week cultural and educational program in Washington, DC. The five-week 
academic program should address innovative EFL teaching methodologies 
and approaches and their implementation in Jordan and Morocco. 
Significant time should also be allotted for the inclusion of related 
professional activities outside the classroom which will introduce 
participants to U.S. education specialists, such as visits to schools, 
consultations with U.S. teachers, in-school mentoring, and attendance 
at professional meetings. At a minimum, a one-week experiential 
component should be included in the five-week academic program in which 
participants observe best practices in EFL instruction and training in 
a U.S. school. Among the topics to be addressed during the Institutes 
are: Computer literacy skills for EFL instruction, critical thinking, 
communication, conflict resolution, analytical and evaluation skills, 
and student development and motivation.
    Few participants will have visited the United States previously. In 
view of this, an initial orientation to the host institution, its 
community, and an introduction to U.S. society and its system of 
education should be an integral part of the Institute shortly after 
arrival on the U.S. campus. The five-week study program should also 
include cultural activities that facilitate interaction among the 
participants, American students, faculty, and administrators and the 
local community to promote mutual understanding between the people of 
the United States and the people of Jordan and Morocco countries.
    The next component of the Institute is the one-week site visit to 
Washington, DC. The site visit should complement and reinforce the 
five-week academic program. Visits will include a meeting at the Bureau 
of Educational and Cultural Affairs and other meetings as advised by 
the Fulbright Teacher Exchange Branch.
    Administration and management of the academic program and the week 
in Washington, DC will be the responsibility of the U.S. grantee 
organization. The U.S. institution is responsible for arrangements for 
domestic and international travel, lodging, food, and allowances for 
participants while at the host institution and in Washington.
In-Country Workshops
    The final stage of this program will consist of a series of follow-
on workshops in each country for a total of an additional 80-100 in-
country participants. However, the U.S. grantee institution will be 
responsible for only facilitating the first of these workshops, which 
will bring together the U.S. trained participants with 12-15 of their 
fellow countrymen in each country. Assistance will be provided from the 
RELOs, and when possible, with a resident English Language Fellow--an 
experienced U.S. teacher trainer with expertise in TEFL/TESL supported 
by the Department of State to assist with the improvement of English 
teaching capacity in host country educational institutions. Institute 
participants will coordinate the additional workshops with assistance 
from the RELOs and Fellow. The Fulbright Commissions will provide 
administrative support and work with the Ministry of Education to 
encourage continued communication among all participants. At these 
workshops, Institute participants will showcase the teaching strategies 
they developed in the U.S., and practice the teacher training skills 
acquired during the program.

Budget Guidelines

    Applicants must submit a comprehensive budget for the entire 
program. There must be a summary budget as well as breakdowns 
reflecting both administrative and program budgets. Applicants may 
submit separate sub-budgets for each program component, phase, 
location, or activity to provide clarification. The grant cost to the 
Bureau for the two Institutes and follow-on activity may not exceed 
$430,000. Subject to availability of funds, one grant will be awarded 
to conduct the EFL Institutes and follow-on for the two countries.
    Bureau grant guidelines require that organizations with less than 
four years experience in conducting international exchanges be limited 
to $60,000. Therefore, organizations with less than four years of 
experience in conducting international exchanges are ineligible to 
apply under this competition.
    Allowable costs for the program include the following:
    (1) Instructional costs, including salaries and benefits of grantee 
organization, honoraria for outside speakers, educational materials;
    (2) Travel, lodging, meals, and incidentals for participants;
    (3) Expenses associated with cultural activities planned for the 
two groups of participants (for example, tickets, transportation);
    (4) Administrative costs as necessary.
    Proposals should maximize cost-sharing through private sector 
support as well as institutional direct funding contributions.
    Please refer to the POGI for complete budget guidelines and 
formatting instructions.
    Announcement Title and Number: All correspondence with the Bureau 
concerning this RFGP should reference the above title and number ECA/A/

FOR FURTHER INFORMATION CONTACT: The Fulbright Teacher Exchange Branch, 
Office of Global Educational Programs, ECA/A/S/X, Room 349, U.S. 
Department of State, 301 4th Street, SW., Washington, DC 20547, 
Telephone: (202) 260-5322, fax: (202) 401-1433 or e-mail: to request a Solicitation Package. The Solicitation 
Package contains detailed award criteria, required application forms, 
specific budget instructions, and standard guidelines for proposal 
preparation. Please specify Bureau Program Officer Farah Chery on all 
other inquiries and correspondence.
    Please read the complete Federal Register announcement before 
sending inquiries or submitting proposals. Once the RFGP deadline has 
passed, Bureau staff may not discuss this competition with applicants 
until the proposal review process has been completed.
    To Download a Solicitation Package Via Internet: The entire 
Solicitation Package may be downloaded from the Bureau's website at Please read all information 
before downloading.
    Deadline for Proposals: All proposal copies must be received at the 
Bureau of Educational and Cultural Affairs by 5 p.m. Washington, DC 
time on Friday, May 30, 2003. Faxed documents will not be accepted at 
any time. Documents postmarked the due date but received on a later 
date will not be accepted. Each applicant must ensure that the 
proposals are received by the above deadline.
    Applicants must follow all instructions in the Solicitation 
Package. The original and seven (7) copies of the application should be 
sent to: U.S.

[[Page 20216]]

Department of State, SA-44, Bureau of Educational and Cultural Affairs, 
Ref.: ECA/A/S/X-03-04, Program Management, ECA/EX/PM, Room 534, 301 4th 
Street, SW., Washington, DC 20547.
    Applicants must also submit the ``Executive Summary'' and 
``Proposal Narrative'' sections of the proposal on a 3.5'' diskette, 
formatted for DOS. These documents must be provided in ASCII text (DOS) 
format with a maximum line length of 65 characters.

Diversity, Freedom and Democracy Guidelines

    Pursuant to the Bureau's authorizing legislation, programs must 
maintain a non-political character and should be balanced and 
representative of the diversity of American political, social, and 
cultural life. ``Diversity'' should be interpreted in the broadest 
sense and encompass differences including, but not limited to 
ethnicity, race, gender, religion, geographic location, socio-economic 
status, and physical challenges. Applicants are strongly encouraged to 
adhere to the advancement of this principle both in program 
administration and in program content. Please refer to the review 
criteria under the `Support for Diversity' section for specific 
suggestions on incorporating diversity into the total proposal. Public 
Law 104-319 provides that ``in carrying out programs of educational and 
cultural exchange in countries whose people do not fully enjoy freedom 
and democracy,'' the Bureau ``shall take appropriate steps to provide 
opportunities for participation in such programs to human rights and 
democracy leaders of such countries.'' Public Law 106-113 requires that 
the governments of the countries described above do not have 
inappropriate influence in the selection process. Proposals should 
reflect advancement of these goals in their program contents, to the 
full extent deemed feasible.

Adherence to All Regulations Governing the J Visa

    The Bureau of Educational and Cultural Affairs is placing renewed 
emphasis on the secure and proper administration of Exchange Visitor (J 
visa) Programs and adherence by grantees and sponsors to all 
regulations governing the J visa. Therefore, proposals should 
demonstrate the applicant's capacity to meet all requirements governing 
the administration of Exchange Visitor Programs as set forth in 22 CFR 
part 6Z, including the oversight of Responsible Officers and Alternate 
Responsible Officers, screening and selection of program participants, 
provision of pre-arrival information and orientation to participants, 
monitoring of participants, proper maintenance and security of forms, 
record-keeping, reporting and other requirements.
    The grantee will be responsible for issuing DS-2019 forms to 
participants in this program.
    A copy of the complete regulations governing the administration of 
Exchange Visitor (J) programs is available at
 or from: United States Department of State, Office 
of Exchange Coordination and Designation, ECA/EC/ECD--SA-44, Room 734, 
301 4th Street, SW., Washington, DC 20547, Telephone: (202) 401-9810, 
FAX: (202) 401-9809.

Review Process

    The Bureau will acknowledge receipt of all proposals and will 
review them for technical eligibility. Proposals will be deemed 
ineligible if they do not fully adhere to the guidelines stated herein 
and in the Solicitation Package. All eligible proposals will be 
reviewed by the program office, as well as the Public Diplomacy section 
overseas, where appropriate. Eligible proposals will be subject to 
compliance with Federal and Bureau regulations and guidelines and 
forwarded to Bureau grant panels for advisory review. Proposals may 
also be reviewed by the Office of the Legal Adviser or by other 
Department elements. Final funding decisions are at the discretion of 
the Department of State's Assistant Secretary for Educational and 
Cultural Affairs. Final technical authority for assistance awards 
(grants or cooperative agreements) resides with the Bureau's Grants 

Review Criteria

    Technically eligible applications will be competitively reviewed 
according to the criteria stated below. These criteria are not rank 
ordered and all carry equal weight in the proposal evaluation:
    1. Quality of program idea and planning: Proposals should exhibit 
originality, substance, precision, and relevance to the Bureau's 
mission. Proposals should demonstrate substantive expertise in EFL 
education, curriculum development and teacher training. Proposals 
should also illustrate effective use of community and regional 
resources to enhance the cultural and educational experiences of 
participants. Teaching objectives should be reasonable, feasible, and 
flexible. In addition, proposal should provide a detailed calendar and 
relevant work plan and demonstrate how the institution will meet the 
program's objectives.
    2. Multiplier effect/impact: Proposed program should contribute to 
long-term, mutual understanding and sharing of information about the 
culture of Jordan and Morocco among Americans, as well as to the 
understanding of and knowledge of the U.S. among the Jordanian and 
Moroccan participants.
    3. Support of Diversity: Proposals should demonstrate the 
recipient's commitment to promoting the awareness and understanding of 
diversity. Achievable and relevant features should be cited in both 
program administration (Institute staff and host community, program 
venue and program evaluation) and program content (orientation, program 
meetings, resource materials and follow-up activities). The proposal 
should demonstrate an understanding of the diversity needs in both 
countries and strategies for addressing these needs in terms of the 
project goals.
    4. Institutional Capacity: Proposed personnel and institutional 
resources should be adequate and appropriate to achieve a substantive 
academic program and effective cross-cultural communication with 
Jordanian or Moroccan participants. Proposal should show evidence of 
strong on-site administrative capabilities with specific discussion of 
how logistical arrangements will be undertaken. Proposals that 
demonstrate institutional experience in Jordan and Morocco, knowledge 
of the educational systems in both countries, as well as an 
institutional record of successful implementation of exchange programs 
will receive preference.
    5. Project Evaluation: Proposals should include a plan to evaluate 
the Institute's success, both as the activities unfold and at the end 
of the program. A draft survey questionnaire or other technique plus 
description of a methodology to use to link outcomes to original 
project objectives are recommended. Successful applicants will be 
expected to submit quarterly or intermediate reports after each project 
component is concluded, whichever is less frequent.
    6. Follow-on Activities: Proposals should provide a detailed plan 
outlining the follow-on workshop that the U.S. grantee organization is 
responsible for conducting in each country. Workshops should enable 
Institute participants to provide training to local teachers on the 
skills and teaching strategies acquired in the five-week program. As 
with the Institute, the workshop should integrate the collection of 
pre-selected instructional materials into the training

[[Page 20217]]

and draft a syllabus for the training of local teachers during follow-
on activities. In addition to these workshops, proposals should also 
include a plan for other follow-on activity (without Bureau support) 
ensuring that Bureau supported programs are not isolated events.
    7. Cost-effectiveness: The overhead and administrative components 
of the proposal, including salaries and honoraria, should be kept as 
low as possible. All other items should be necessary and appropriate.


    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 terms and conditions published in this RFGP are binding and may 
not be modified by any Bureau representative. Explanatory information 
provided by the Bureau that contradicts published language will not be 
binding. Issuance of the RFGP does not constitute an award commitment 
on the part of the Government. The Bureau reserves the right to reduce, 
revise, or increase proposal budgets in accordance with the needs of 
the program and the availability of funds. Awards made will be subject 
to periodic reporting and evaluation requirements.


    Final awards cannot be made until funds have been appropriated by 
Congress, allocated and committed through internal Bureau procedures.

    Dated: April 17, 2003.
C. Miller Crouch,
Principal Deputy Assistant Secretary, Bureau of Educational and 
Cultural Affairs, Department of State.
[FR Doc. 03-10176 Filed 4-23-03; 8:45 am]

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