[Federal Register Volume 60, Number 40 (Wednesday, March 1, 1995)]
[Notices]
[Pages 11084-11089]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-5027]
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ENVIRONMENTAL PROTECTION AGENCY
[FRL-5159-8]
Invitation for Proposals; Environmental Education and Training
Program
I. Important Application Information
Eligible applicants: U.S. institutions of higher education or not-
for-profit institutions or a consortia of such institutions.
Funding: One cooperative agreement of approximately $1.8 million
per year for a three year project period (for a total of approximately
$5.4 million), subject to performance and the availability of
appropriations
Purpose: To operate the Environmental Education and Training
Program
Application deadline: Applications (one original and four copies)
must be POSTMARKED no later than Friday, April 28, 1995 and mailed to
U.S. EPA, Environmental Education Division (1707), Environmental
Education and Training Program, 401 M Street S.W., Washington, D.C.
20460
Award made: By September 29, 1995
II. Purpose of Notice
A. What is the purpose of this notice?
The purpose of this notice is to invite eligible institutions to
submit proposals to operate the Environmental Education and Training
Program as authorized under section 5 of the National Environmental
Education Act of 1990 (the Act) (Pub.L. 101-619).
B. What is the relationship between the Environmental Education and
Training Program and the Environmental Education Grants Program?
This notice applies only to the Environmental Education and
Training Program as authorized under section 5 of the Act. This notice
does not apply to the Environmental Education Grants Program authorized
under section 6 of the Act in which EPA funds approximately 250
individual projects annually. To obtain information on the
[[Page 11085]] grants program, please write to George Walker, U.S. EPA,
Environmental Education Division (1707), Environmental Education Grants
Program, 401 M Street, S.W., Washington, D.C. 20460, or call 202-260-
8619.
III. Purpose of Environmental Education and Training Program
C. What is environmental education and training?
The long term goal of environmental education is to increase public
awareness and knowledge about environmental issues as well as provide
the public with the skills necessary to make informed decisions and the
motivation to take responsible actions. Environmental education
enhances critical-thinking, problem-solving, and effective decision-
making skills. Environmental education engages and motivates
individuals, and enables them to weigh various sides of an
environmental issue to make informed and responsible decisions. Under
this program, training refers to activities such as classes, workshops,
or seminars which are designed to prepare education professionals to
teach about the environment.
D. What is the goal of the Environmental Education and Training
Program?
EPA's broad goal is to increase the public's ability to make
responsible environmental decisions. To accomplish this, EPA believes
that it is critical to train education professionals who can develop
and deliver quality environmental education and training programs. EPA
believes that such efforts should, at a minimum, include the following:
(1) supporting and expanding existing quality training efforts;
(2) identifying, evaluating, and disseminating information on
``model'' education materials, teaching methods, and programs; and
(3) strengthening and expanding partnerships and networks.
E. Who should be targeted for training under this program?
The education professionals, in both formal and non-formal
education and in pre-service and in-service programs, who may receive
training under this program are:
(1) Teachers, faculty, and administrators with local education
agencies (e.g., schools and school districts, K-12th grades), colleges,
and universities;
(2) Employees of State, local, or tribal education, environmental
protection, and natural resource departments; and
(3) Employees of not-for-profit organizations as well as businesses
and their professional trade groups and associations who are involved
in environmental education activities and issues.
Training efforts may include a ``train-the-trainer'' approach or
may directly reach the education professionals identified above.
IV. Funding and Project Period
F. How much money is available to fund this program? When will the
award be made?
To implement this program over the past three years, EPA awarded
$1.6 million in FY 1992, $1.8 million in FY 1993, and $2.0 million in
FY 1994, for a total of $5.4 million. EPA expects annual funding for
this program to remain relatively constant. For planning purposes, EPA
suggests applicants plan for approximately $1.8 million per year for
three years. However, funding for this program is subject to annual
Congressional appropriations. EPA expects to announce the award by
September 29, 1995.
G. How many awards will be made? What is the expected project
period for the award?
EPA will award one cooperative agreement per year for a three year
project period to the institution (or lead institution in a consortium)
which is responsible for managing the implementation of the entire
environmental education and training program. By law, EPA must award
this cooperative agreement on an annual basis. However, EPA expects to
award three consecutive cooperative agreements to the same institution
(or the same lead institution in a consortium) over a three year
project period, subject to the recipient's ability to meet the goals of
the program and the availability of appropriations. Thus, EPA expects
to fund this program over a three year project period from
approximately October 1, 1995 through September 30, 1998.
H. What is a cooperative agreement? How is a cooperative agreement
different from a grant?
Under the Federal Grant and Cooperative Agreement Act of 1977 (Pub.
L. 95-224), both a grant and cooperative agreement are legal
instruments in which the Federal government transfers money to a state
or local government or other recipient for the benefit of the public. A
grant is used when ``no substantial involvement'' is anticipated
between the federal agency and the recipient during the performance of
the project. By contrast, a cooperative agreement is used when
``substantial involvement'' is anticipated between the federal agency
and the recipient of the funds.
Because EPA will award a cooperative agreement to fund this
training program, applicants should expect EPA to have ``substantial
involvement'' in the recipient's overall implementation of this program
to ensure that it meets the goals of this notice. EPA's involvement
will include active participation in advisory committee and other
planning meetings (in an ex-officio capacity), review and approval of
yearly work plans, as well as review of products under development.
Specific conditions regarding the relationship of EPA and the recipient
will be identified in the award document.
I. If selected, when should proposed activities start and how much
time will the selected institution have to complete its activities?
Proposed activities cannot begin before the funds are awarded.
Therefore, start dates should not be scheduled to begin before October
1, 1995. Note that during the first quarter following the award,
additional planning activities may need to take place along with the
development of a final work plan for the first year. The selected
institution will have a total of three years to complete the activities
specified in three consecutive annual work plans, from about October 1,
1995 through September 30, 1998. Work plans must be submitted to and
approved by EPA annually and activities for a given year must be
completed before additional funds can be awarded.
J. How will funds be awarded in years two and three of the three
year project period?
The institution which received funding for the first year of the
program must submit a new application, work plan, and other required
forms to obtain funding for each of the two subsequent years of the
three year project period. The actual award of funds for years two and
three will depend on the institution's ability to meet the goals of the
program and the annual appropriation of funds by Congress.
K. Are matching funds required?
Yes, non-federal matching funds of at least 25% of the total cost
of the program are required. The matching funds must be from a non-
federal source. For planning purposes, you may wish to estimate a
matching share of approximately $600,000 per year or $1.8 million for
three years. The match may be provided in cash or by in-kind
contributions.
L. What cannot be funded under this program? [[Page 11086]]
As specified by the Act, no funds shall be used for the acquisition
of real property (including buildings) or the construction or
substantial modification of any building, the technical training of
environmental management professionals, or the support of
noneducational research and development.
V. Eligible Institutions
M. What types of institutions are eligible to apply to operate this
program?
Only U.S. institutions of higher education or not-for-profit
institutions (or a consortia of such institutions) may apply to operate
the Environmental Education and Training Program as specified under the
Act.
N. What type of institution has the best chance of being selected
to operate this program?
EPA strongly encourages institutions to cooperate and, where
appropriate, to form a consortium to operate this program. EPA believes
that a consortium of institutions would be best suited to operate this
training program. Under this scenario, EPA envisions that there would
be a lead institution who is responsible for managing the overall
implementation of the training program and for ensuring that the
training program meets the goals of this notice. The lead institution
would select other institutions as partners who would implement
specific components of the training program under the overall direction
and guidance of the lead institution. Thus, the lead institution and
its partners would be working cooperatively to develop and deliver a
cohesive training program which benefits both formal and non-formal
education professionals in various geographic regions of the country.
EPA believes that a strong consortium must include both not-for-
profit environmental and/or education institutions as well as
institutions of higher education. Furthermore, EPA believes a strong
consortium should include partners that have demonstrated experience in
operating training programs, not just academic programs. Consortium
partners may also include Federal, state, local, and tribal education,
environmental protection, and natural resource agencies as well as
private sector businesses and/or training institutions. EPA also
strongly encourages cooperation which builds upon existing
environmental education and training programs, such as those operated
by the National Consortium for Environmental Education and Training
(NCEET), the North American Association for Environmental Education
(NAAEE), and the Western Regional Environmental Education Council
(WREEC) which sponsors Project Wild, Project Learning Tree, and Project
WET.
EPA believes that a cooperative approach is important not only
because partnerships can help leverage scarce resources, but also
because working together can help improve effectiveness and avoid
duplication of effort in a field which is highly fragmented.
Cooperation is also important to ensure that the program reaches a
culturally diverse audience of both formal and non-formal educators in
various geographic region of the country.
O. May an institution be part of or submit more than one
application?
An educational or not-for-profit institution may appear in more
than one application as a member of a consortium. However, an
educational or not-for-profit institution may not apply as the sole
applicant or as the lead institution in a consortium in more than one
application.
P. How has this program been operated since the first award was
made in 1992?
EPA awarded the first cooperative agreement in June 1992 to a
consortia of institutions led by the University of Michigan. This
program, called the National Consortium for Environmental Education and
Training (NCEET), supports environmental education in grades K-12
through three primary mechanisms: teacher in-service training,
information dissemination, and innovations and assessments. Subsequent
cooperative agreements were awarded in 1993 and 1994.
NCEET has developed an ``EE Toolbox'' which includes workshop
resource manuals for in-service teacher trainers, and ``EE Link'' which
provides computerized access to environmental education information and
instructional materials through the Internet. NCEET also supports
``small experiments'' which explore methods of teaching environmental
education, and conducts assessments of student environmental literacy
and the needs of teachers. For more information, contact: NCEET, School
of Natural Resources and Environment, University of Michigan, 430 East
University/Dana Building, Ann Arbor, MI 48109-1115, 313-998-6726.
VI. Program Activities
Q. What activities must be carried out under this program?
At a minimum, this program must include:
(1) Support for and dissemination of training for classroom
teachers and other education professionals. The goal of training is to
ensure that formal and non-formal education professionals in various
academic disciplines or curriculum areas and in diverse geographic,
ethnic, and cultural regions of the country benefit from this program.
Training activities may include classes, workshops, or seminars which
prepare education professionals to better utilize new or existing
education materials. Training activities should emphasize an
investigative approach to learning and should use a ``hands-on''
process approach to learning that leads to the development of problem-
solving and critical-thinking skills. Examples of training activities
are:
a. how to integrate environmental problem-solving into existing
science, social science, and other curricula areas;
b. how to effectively reach an urban and multicultural audience;
and
c. how to use specific methods or practices to teach about the
environment.
Special emphasis should be placed on:
d. using existing good quality training programs and networks;
e. ensuring that the needs of diverse ethnic and cultural groups
are met;
f. designing classes, workshops, or seminars that can be broadly
disseminated; and
g. including opportunities for the international exchange of
teachers and other education professionals between the U.S., Canada,
and Mexico.
(2) Support for or the development and maintenance of an
environmental education resource library. The goal of the resource
library is to ensure that good quality education materials, teaching
methods, and programs which have already been developed are utilized
more fully. New materials, methods, and programs should be developed
only if it is determined that they do not exist and are truly needed.
Thus, success should be measured in terms of the effective
dissemination of existing materials, methods, and programs, not the
development of new ones. A process should be established for
identifying, evaluating, and disseminating information on existing
materials, methods, and programs to identify ``model'' materials,
methods, and programs. An effective program should also use appropriate
technology to widely disseminate this information through mechanisms
that include hard copy and electronic distribution.
(3) Strengthen and expand existing partnerships and networks. The
goal is to improve the effectiveness of the environmental education
community by facilitating communication, sharing
[[Page 11087]] information, and leveraging scarce resources. Specific
activities may include the support for or sponsorship of national,
regional, or multi-state leadership conferences or seminars for
education professionals. These conferences or seminars should bring
together education and environmental education professionals who
represent the various sectors of society (e.g., federal agencies;
state, local, and tribal governments; non-profit environmental and
environmental education organizations; educational institutions such as
schools, colleges, universities and their professional associations; as
well as businesses and their professional trade groups and
associations). Such activities should also emphasize the importance of
strengthening the capacity of state governments to provide training
programs for education professionals, and integrating environmental
education into current education reform efforts in the sciences, social
sciences, and other curricula areas. This may include the development
of education standards, curriculum frameworks, and assessment
strategies.
VII. The Application
R. What must be included in the application?
To qualify for review, the application must include the three
components discussed below.
(1) Application for Federal Assistance (SF 424). This form, which
requests basic information about proposals such as the name of the
project and the amount of money requested, is required for all federal
grants. A completed SF 424 must be submitted as part of the
application. The SF 424 may be obtained by contacting EPA as discussed
under Section VII.S. below.
(2) Budget Information: Non-Construction Programs (SF 424A). This
form, which requests budget information by object class categories such
as personnel, travel, and supplies, is also required for all federal
grants. A completed SF 424A must also be submitted as part of the
application. The SF 424A may be obtained by contacting EPA as discussed
under Section VII.S. below. Note that additional budget information
describing how the funds will be used for all major activities such as
workshops or education materials evaluation is also required under the
budget section of the work plan as discussed under Section VII.3.e.1.
below.
(3) Work Plan. A detailed plan of no more than 20 pages (not
including the appendices) which describes how the applicant proposes to
design and operate the training program. Note that the recipient of the
cooperative agreement will have an opportunity to revise their work
plan once the award is made. For example, EPA expects that the
recipient may need to revise the implementation or evaluation plans to
further clarify the relationship and responsibilities of the lead
institution and its partners and to set up and hold advisory committee
and other planning meetings. Thus, the recipient may wish to or be
asked to submit a revised work plan to EPA at the end of the first
quarter if it is determined that additional changes are needed.
Work plans must contain all four sections discussed below, in the
format presented. Note that each section of the work plan includes a
brief discussion of some of the factors that will be considered in
reviewing and scoring applications.
a. Summary: A brief synopsis of no more than two pages stating:
1. the nature of the institution requesting funding and all major
partners (if applicable);
2. the key activities of the proposed program and how it will be
implemented;
3. the total number of education professionals to be reached and
their demographics;
4. the expected results of the project by the end of years one,
two, and three; and
5. how the funds will be used.
Scoring: The summary will be scored on its overall clarity and the
extent to which all five of the elements identified above are
addressed. Maximum Score: 5 points.
b. Mission Statement: A discussion of the goals and objectives of
the program and how they will meet the requirements of this notice.
Also include a discussion about the needs of the environmental
education community and how these needs will be met.
This statement should include a discussion about both the short-
term and the long-term goals and objectives of the program. (The short-
term refers to the first three years of the program; the long-term
refers to the period beyond the three-year project period of this
notice. Although EPA funds may be available to support this program
beyond the three-year project period, EPA considers funding for this
program to be ``seed money'' to get the program ``off-the-ground.'' All
applicants should establish a long-term goal of self-sustainability and
demonstrate, in their application, an effective method for achieving
it).
Scoring: The mission statement will be scored based upon factors
that include its overall clarity as well as the extent to which the
applicant demonstrates their capability to meet the goals of the
training program identified under Section III.D. and the stated needs
of the environmental education community. Maximum Score: 20 points.
c. Management and Implementation Plan: A detailed plan of how the
project will be managed and implemented (i.e., what steps will be taken
to reach the goals of the program). The plan should identify the target
audience as well as key activities and deliverables/products. It should
also describe the major responsibilities of the Program Director, key
staff, and various partners in the consortium (if applicable).
The plan must include a matrix or table identifying all key
activities and deliverables/ products as well as a precise schedule for
conducting these activities and completing these deliverables/products.
The plan must also include an organizational chart which clearly shows
the responsibilities and relationships of the Program Director, key
staff, and various partners (if applicable).
Scoring: The management and implementation plan will be scored
based upon factors that include its overall clarity as well as the
extent to which the applicant demonstrates their capability to:
--deliver training to the broad range of education professionals
identified under Section III.E.1-4;
--carry out the specific program activities identified under Section
VI.Q.1-3; and
--effectively manage the program, including effectively managing the
lead institution's relationship with various partners as discussed
under Section V.N. Maximum Score: 20 points
d. Evaluation Plan: A detailed plan of how the effectiveness of the
program will be evaluated (i.e., how the applicant will know whether
the goals and objectives of the program are being met, the program
meets the requirements of this notice, and the program meets the needs
of the environmental education community). The evaluation plan must
discuss the anticipated strengths and challenges expected in
implementing the program.
The evaluation plan must also include a discussion on the approach,
mechanisms, and amount of money that will be used to conduct annual
evaluations of the program. This evaluation must be conducted by an
[[Page 11088]] advisory committee established by the recipient to help
guide the program. The advisory committee must include representatives
from the various sectors involved in environmental education, including
teachers, state and local education officials, institutions of higher
education, nonprofit organizations, and the private sector. Advisory
committee members may not include partners in the consortium (if
applicable).
Scoring: The evaluation plan will be scored based upon factors that
include its overall clarity as well as the extent to which the proposal
demonstrates that an effective evaluation process will be used to
strengthen the program and facilitate the realization of the program's
goals. Maximum Score: 20 points
e. Appendices: Attachments to the work plan which contain
information on the budget, key personnel, and letters of commitment
from partners (if applicable).
1. Budget: A statement describing how funds will be used, including
budget milestones for each major proposed activity and a timetable
showing the month/year of completion. Estimates must include the
allocation of funding for all major activities. Budget estimates are
for planning and evaluation purposes only, recognizing that neither EPA
nor the applicant can predict in advance exactly how much money will be
appropriated by Congress for this program. Minor deviations from these
amounts are expected. Include estimates of overhead and/or indirect
costs as well as a statement on the relative economic effectiveness of
the program in terms of the ratio of overhead costs to direct services.
Note that additional budget information is also requested on the SF
424A which must be submitted as part of the application as discussed
under Section VII.R.2. above.
Scoring: The budget will be scored on the extent to which the
budget clearly and accurately shows how the funds will be used and
whether the budget demonstrates the effective use of public funds.
Maximum Score: 20 points
2. Key Personnel and Letters of Commitment: Include resumes of up
to three pages for the Program Director as well as each of the key
staff and key partners responsible for implementing the project.
Resumes should describe the educational, administrative, management,
and professional qualifications and experience of the Program Director,
key staff, and key partners. Also include one page letters of
commitment from each partner with a significant role in the proposed
program (if partners will be used to implement the program). Letters of
endorsement from individuals or organizations who are not partners will
not be considered in evaluating proposals.
Scoring: This section will be scored on the extent to which the
Project Director, key staff, and key partners are qualified to manage
and implement the program. In demonstrating the capability of key
personnel, EPA strongly encourages applicants to provide examples of
relevant experience in designing and operating similar programs. In
addition, the score will reflect whether letters of commitment are
included from key partners and whether a firm commitment is made (if
applicable). Maximum Score: 15 points
S. Where may I obtain an application kit and how must the
application be submitted?
Institutions may request an application kit by contacting U.S. EPA,
Environmental Education Division (1707), Environmental Education and
Training Program, 401 M Street, S.W., Washington, D.C., 20460, 202-260-
3335. The applicant must submit one original and four copies of the
application (a signed SF 424, SF 424A, and a work plan). The SF 424
must be signed by a person authorized to receive funds. Applications
must be reproducible; do not submit bound copies of applications. They
should be on white paper and stapled in the upper left hand corner, and
include page numbers.
Work plans must be no more than 20 pages (not including the
appendices). A ``page'' refers to one side of a single-spaced typed
page. The pages must be letter sized (8\1/2\ x 11 inches), with
normal type size (10 or 12 cpi) with at least 1 inch margins. To
conserve paper, please provide double-sided copies of the work plan and
appendices where possible.
T. When are applications due to EPA and where must they be
submitted?
Applications (a signed original and four copies of the SF 424, SF
424A, and work plan) must be mailed to EPA POSTMARKED no later than
Friday, April 28, 1995. Any application which is postmarked after April
28, 1995 will not be considered for funding. All applications must be
mailed to U.S. EPA, Environmental Education Division (1707),
Environmental Education and Training Program, 401 M Street, S.W.,
Washington, D.C. 20460. VIII.
VIII. Review and Selection Process
U. What will be the basis for selection and award?
As discussed above, applications will be evaluated on factors that
include the extent to which the proposed program meets the goals
specified in this notice and the key personnel are qualified to
successfully manage and implement the program. This means that
applications will be evaluated not only on the strategic planning
aspects of the proposal, but on project management, implementation, and
evaluation aspects as well. Section VII.R.3 above identifies some of
the specific factors which will be used to evaluate the proposals.
V. How will the applications be reviewed and the final selection
made?
Applications will be reviewed in three primary phases by federal
officials and external environmental education experts. First, EPA will
assemble teams of federal environmental and education officials (from
EPA and the Department of Education) to review applications and
identify approximately ten of the top proposals which best meet the
criteria in this notice. Second, EPA will select external reviewers
from among the National Environmental Education Advisory Council to
review and provide comments on the top proposals. Third, EPA will
convene a federal panel with representatives from various federal
agencies who implement environmental education programs to further
review the top proposals, taking into account the comments provided
during the first two phases of the review process. The federal panel
will rank the top proposals and provide their recommendations for
funding to EPA.
EPA expects to conduct site visits to a small number of the highest
ranking proposals. The purpose of the site visits is to provide EPA
with an opportunity to ask questions and to discuss the strengths and
weaknesses of the proposals. The Administrator of EPA will then select
the recipient from among the highest ranking proposals, taking into
account the comments and recommendations of the federal panel and the
Advisory Council as well as observations made during the site visits.
Section IX. Additional Information
W. Who can I contact to obtain additional information?
To clarify the information provided in this notice, please contact
Kathleen MacKinnon at U.S. EPA, Environmental Education Division
(1707), Environmental Education and Training Program, 401 M Street,
S.W., Washington, D.C., 202-260-3335.
[[Page 11089]] Dated: February 15, 1995.
Loretta M. Ucelli,
Associate Administrator, Office of Communications, Education, and
Public Affairs.
[FR Doc. 95-5027 Filed 2-28-95; 8:45 am]
BILLING CODE 6560-50-P