[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