[Federal Register Volume 64, Number 190 (Friday, October 1, 1999)]
[Notices]
[Pages 53381-53388]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-25567]
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ENVIRONMENTAL PROTECTION AGENCY
[FRL-6450-1]
Invitation for Proposals; National Environmental Education
Training Program (Referred to as ``Training Program'')
AGENCY: Environmental Protection Agency (EPA).
ACTION: Notice.
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Section I. Summary of Important Application Information
Application Deadline: Applications must be postmarked no later than
December 15, 1999.
Where to Mail Applications: U.S. EPA, Office of Environmental
Education, Training Program, 401 M Street SW (MC: 1704, RM: 366WT),
Washington, DC 20460.
Eligible Applicants: U.S. institutions of higher education or not-
for-profit institutions or a consortia of such institutions.
Purpose: To build on existing efforts that deliver environmental
education training and related support services to education
professionals across the U.S.
Funding: One cooperative agreement of approximately $1.4 million
per year for a three year project period (for a total of approximately
$4.2 million), subject to annual performance reviews and Congressional
appropriations. The program may be extended to a maximum of five years
subject to these conditions. Matching funds of at least 25%
(approximately $350,000 per year) are required. This requirement may be
met with in-kind contributions.
Project Period: October 1, 2000-September 30, 2003 (with a possible
extension to 2005).
Award Date: By September 30, 2000.
Section II. Purpose of Notice and Relationship to Other Programs
A. What is the Purpose of This Notice?
The purpose of this notice is to invite eligible institutions to
submit proposals to operate the 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 Training Program and the
Environmental Education Grants Program?
This notice applies only to the Training Program 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. The
grants program funds approximately 200 individual projects annually.
Please visit our web site at www.epa.gov/enviroed/grants.html> to
obtain information on the grants program or contact Diane Berger, U.S.
EPA, Office of Environmental Education (1704), Environmental Education
Grants Program, 401 M Street, SW, Washington, DC 20460,
berger.diane@epa.gov, 202-260-8619.
C. What Is the Relationship Between the Training Program and the
Environmental Education and Training Partnership (EETAP) and Its
Predecessor the National Consortium for Environmental Education and
Training (NCEET)?
In 1995, EPA awarded a cooperative agreement to a consortium led by
the North American Association for Environmental Education (NAAEE) to
operate the training program authorized under section 5 of the Act.
This program, titled the Environmental Education and Training
Partnership (EETAP), will operate from October 1, 1995 through
September 30, 2000. Additional information on EETAP can be obtained by
accessing EPA's web site at www.epa.gov/enviroed/educate.html> or
EETAP's web site at www.eetap.org>. NCEET as a separate entity no
longer exists. However, some key elements of NCEET's program have been
incorporated into EETAP (e.g., promotion of the ``EE Toolbox'' and
expansion of the World Wide Web Site ``EE-Link'' (www.eelink.net>)).
This solicitation notice requests proposals that build on the
current EETAP program. This new program can be viewed as an evolution
of EETAP which reflects the progress the environmental education field
has made over the past few years. This means that EETAP's core themes
of building state capacity, linking environmental education to
education reform, reaching out to diverse audiences, ensuring quality,
utilizing technology, and promoting synergy in the environmental
education field will remain key components of the new program (see
section III.E.1-6. below).
Section III. Definitions
D. What Is ``Environmental Education Training''?
Environmental education (EE) increases public awareness and
knowledge about environmental issues and provides the skills needed to
make informed and responsible decisions. It enhances critical-thinking,
problem-solving, and effective decision-making skills and teaches
individuals how to weigh various sides of an environmental issue before
making decisions. Environmental education does not advocate a
particular viewpoint or course of action. Training refers to activities
such as classes, workshops, seminars, conferences, programs, and other
forums which are designed to prepare education professionals to teach
about the environment.
E. How Are the Training Program's ``Core Themes'' Defined?
(1) Building state capacity refers to the development of effective
leaders and organizations that ensure the quality and long-term
sustainability of coordinated and comprehensive EE programs across a
state or states. Effective efforts address both leadership and
organizational needs as well as coordination issues that decrease
fragmentation and duplication across programs. ``Coordination'' refers
to the involvement of all major education and environmental education
providers in a state or across states (e.g., especially
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state and local education, environmental protection, natural resource,
and related government agencies as well as schools and school
districts, professional education associations, and nonprofit education
and environmental education organizations). Coordination efforts are
also encouraged to include tribal entities where tribal lands are
involved, as appropriate. ``Comprehensive'' refers to EE programs that
have multiple components such as an EE coordinator, master plan,
curriculum and instruction requirements, and frameworks and assessments
as determined by each state or tribe.
(2) Linking EE to education reform refers to using EE as a catalyst
to advance state, local, or tribal education reform goals for improving
student academic achievement. Reform efforts often focus on changes in
curriculum, instruction, assessment or how schools are organized. EE
can be used to advance these changes by providing a real-world,
interdisciplinary context for learning; developing critical-thinking
and problem-solving skills; promoting ``hands-on,'' cooperative, and
learner-centered instruction methods; and setting, measuring, and
meeting high academic standards.
(3) Reaching diverse audiences refers to targeting traditionally
under-served education professionals, especially educators who work
with low-income and culturally-diverse audiences. Other traditionally
under-served audiences include non-formal educators, high school
teachers, community college faculty, pre-service education
institutions, and state, local, and tribal education, environmental
protection, natural resource, and other related agency officials.
(4) Ensuring quality refers to the development, use, and
dissemination of guidelines on what constitutes quality EE that is,
among other things, scientifically-sound, educationally-appropriate,
and inclusive of diverse perspectives.
(5) Utilizing technology refers to using the latest computer and
World Wide Web technologies to provide education professionals with
increased opportunities for accessing EE information and resource
materials, communicating and networking, and learning.
(6) Promoting synergy refers to forming and encouraging
partnerships among key EE providers and educational institutions to
leverage resources, improve efficiency, and reduce duplication of
effort.
F. Are There Priorities Among the ``Core Themes''?
EPA believes that addressing all six ``core themes'' is essential
to a successful Training Program. However, to enable the field of EE to
become more unified and sustainable over the long-term, the state
capacity building ``core theme'' will serve as the ``umbrella'' for
guiding all training and support activities that encompass the other
five ``core themes.'' Over the past few years, tremendous progress has
been made with respect to several other ``core themes'' such as
promoting quality through the development of EE guidelines and
furthering communication and access to information and resources
through the World Wide Web. These efforts as well as those to promote
synergy among EE providers should be continued. Regarding efforts to
link with education reform (and the education community in general) and
in reaching low income and culturally-diverse communities, progress has
been made but a significant amount of additional work needs to be done.
Thus, greater emphasis needs to be placed on meeting the needs of the
education community as well as low-income and culturally-diverse
audiences.
Section IV. Purpose of Training Program and Eligible Participants
G. What Is the Purpose of the Training Program?
The purpose of this program is to provide training and related
support services to education professionals who are or can become
leaders in ensuring the quality and long-term sustainability of
coordinated and comprehensive EE efforts across a state or states. Such
state capacity building efforts must support all of the Training
Program's five other ``core themes'' of education reform, diversity,
quality, technology, and synergy as described under section III.E. and
F. Ultimately, through this Training Program, education professionals
will be better able to develop and deliver more effective programs that
will enable students and communities to make informed and responsible
environmental decisions.
H. Who Should Be Targeted for Training and Related Support Services
Under This Program?
The education professionals who may receive training and related
support services under this program are:
(1) Teachers, faculty, curriculum specialists, administrators and
others who are employed by or impact decision-making in schools and
school districts, community colleges, and four-year colleges and
universities;
(2) Employees of federal, state, local, and tribal education,
environmental protection, natural resource, and related agencies; and
(3) Employees of not-for-profit organizations, including non-formal
educators, as well as businesses and their professional trade groups
and associations who are involved in EE and education efforts.
Training and related support services must include opportunities
for both formal and non-formal education professionals and address both
pre-service and in-service education needs, as appropriate. In
addition, as required under the Act, training opportunities must also
include education professionals from Mexico and Canada. Note that
federal employees may be included in training opportunities, but can
not receive funds for any travel related expenses.
Section V. Program Activities
I. What Activities Must Be Carried Out Under This Program?
Activities must, at a minimum, include the following:
(1) Training
The continuation and expansion of existing EE training efforts that
support the ``core themes'' and the priorities among them as defined
under section III.E. and F. Such training must, at a minimum, include
classes, workshops, seminars, conferences, programs or other forums
which provide education professionals with knowledge and skills on the
following:
a. Leadership and organizational development issues such as how to
effectively recruit board members and volunteers, raise funds,
communicate, develop partnerships, as well as reach low-income and
culturally-diverse audiences;
b. Educational approaches such as how to effectively integrate
environmental problem-solving into existing science, social science,
and other subject areas, use existing and future EE guidelines and link
them to national and state academic standards and curriculum
frameworks, as well as use specific instructional methods or practices
to teach effectively; and
c. Environmental education approaches such as how to effectively
identify, evaluate, adapt, and expand existing materials and programs
that are, among other things, scientifically-sound, inclusive of
diverse perspectives, and use an investigative, problem-solving, and
critical-thinking approach to learning and decision-making.
[[Page 53383]]
(2) Information
The collection, evaluation, and dissemination of information,
especially through the World Wide Web, regarding quality EE materials,
programs, and teaching methods as well as the benefits, challenges,
techniques, and progress made in using the ``core themes'' identified
under section III.E. to advance the field of EE. The goal is to ensure
that a wide array of education professionals have access to such
information and are able to replicate such efforts, as appropriate.
Information collection, evaluation, and dissemination activities must,
at a minimum, include the following:
a. An existing EE resource library (or libraries), primarily based
on the World Wide Web, which provides information on quality materials,
programs, and teaching methods and links libraries across the country
(and in Mexico and Canada, as appropriate);
b. An existing World Wide Web site (or sites) with state-of-the-art
communication technology that enables education professionals to share
information, to network, and to learn;
c. The continued development, use, and dissemination of EE
guidelines (including existing guidelines for EE materials, learners,
and educator preparation as well as new guidelines for programs and
professional development) and their correlation to national and state
education standards and curriculum frameworks, as appropriate;
d. The continued development, use, and dissemination of existing
and new assessment tools to evaluate the effectiveness of addressing
the ``core themes'' identified under section III.E. and F.; and
e. Support for the development and dissemination of newsletters and
other publications which communicate the successes and challenges of
addressing the ``core themes'' identified under section III.E. and F.
(3) Partnerships and Networks
Continuation and expansion of existing EE partnerships and
networks, especially those which seek to include organizations,
institutions, or agencies that represent the education community, low-
income and culturally-diverse audiences, and state and local government
agencies. The goal is to improve the effectiveness of the EE community
by facilitating communication, sharing information, leveraging scarce
resources, and expanding partnerships and networks beyond existing
relationships. Various important partnership and networking activities
have already been identified under the training and information
activities identified above such as leadership conferences and
electronic communications.
J. Are All Three Types of Activities Discussed Above of Equal
Importance?
EPA believes that all three types of activities identified above
are inter-related and, therefore, essential to an effective program.
Note that in designing and implementing these activities, special
emphasis must be placed on:
(1) Continuing and expanding existing quality state capacity
building training programs, partnerships, and networks;
(2) Improving linkages between the EE and education communities;
(3) Expanding the inclusion of low-income and culturally-diverse
education professionals, audiences, organizations, and programs;
(4) Designing classes, workshops, seminars, conferences, programs
or other forums that can be broadly disseminated to education
professionals; and
(5) Including opportunities for teachers and other education
professionals from Canada and Mexico to participate in training along
with their U.S. counterparts.
Section VI. Eligible Institutions
K. 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 Training Program as specified under the Act.
L. What Approach or Organizational Structure Has the Best Chance of
Being Selected To Operate the Training Program?
EPA strongly encourages institutions to form a consortium to manage
and implement this program, as appropriate. EPA believes that an
effective consortium would build upon existing national, regional, and
state capacity building training efforts as well as the other ``core
themes'' discussed under section III.E. and F. Under this scenario, a
lead institution would provide strong leadership in setting the
direction of the entire consortium, select other institutions as
partners that would implement specific activities, manage the overall
implementation of the program, and ensure the program meets the goals
and requirements in this notice. To be most effective, the lead
institution should have experience in delivering state capacity
building training and in addressing other ``core themes.'' Partners may
include not-for-profit organizations, institutions of higher education,
and Federal, state, local, and/or tribal education, environmental
protection, natural resource, and related agencies. Partners may not
necessarily have prior experience in addressing the ``core themes,''
but their addition to a consortium should strengthen these themes. Note
that a balance needs to be reached between the benefits of including a
large number of partners with a broad range of programs and the
administrative costs of managing a large, broad-based consortium.
EPA believes that a cooperative approach is important because
strong partnerships can expand current networks, help leverage scarce
resources, improve effectiveness, and avoid duplication of effort in a
field which remains fragmented. Cooperation is also important to ensure
that the program reaches low-income and culturally-diverse audiences
and reaches both formal and non-formal education professionals. Thus,
the lead institution and its partners would be working cooperatively to
deliver a cohesive training program which benefits education
professionals in all geographic regions of the U.S. and includes
training opportunities for education professionals from Canada and
Mexico.
M. May an Institution Be Part of or Submit More Than One Application?
Yes, eligible institutions may appear in more than one application
as a member of a consortium. However, such institutions may not apply
as the sole applicant or as the lead institution in a consortium in
more than one application.
Section VII. Funding and Project Period
N. How Much Money Is Available To Fund This Program? When Will the
Award Be Made?
To implement this program over the past five years, EPA awarded
between $1.4 and $1.95 million each year from FY 1995--FY 1999 for a
total of $8.875 million. Funding levels for this program are subject to
annual Congressional appropriations. For planning purposes, EPA
suggests that applicants plan for approximately $1.4 million per year
for three years. EPA expects to announce the award by September 30,
2000.
[[Page 53384]]
O. How Many Awards Will Be Made? What Is the Expected Project Period
for This Program?
EPA will award only one cooperative agreement, with annual
amendments, on or about September 30 of each year for an estimated
three year project period. The agreement may be extended to a maximum
of five years. Funding for any given year is subject to Congressional
appropriations and annual performance reviews. The award will be made
to only one institution (or to the lead institution in a consortium)
which is responsible for managing the entire Training Program. EPA
expects to award this cooperative agreement, and its annual amendments,
to the same institution (or the same lead institution in a consortium)
over the three to five year project period. Thus, EPA expects to fund
this program for a project period which runs from approximately October
1, 2000 through September 30, 2003 (or to September 30, 2005 if the
program is extended to five years).
P. What Is a Cooperative Agreement? How Is a Cooperative Agreement
Different From a Grant?
Under the Federal Grant and Cooperative Agreement Act of 1977
(Public Law 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
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 planning meetings, review and
approval of annual work plans, as well as review of all major draft and
final products and publications prior to use and dissemination.
Specific conditions regarding the relationship of EPA and the recipient
will be identified in the award document.
Q. When Should Proposed Activities Start?
Proposed activities cannot begin before the funds are awarded and
the first year's annual work plan is approved by the EPA Project
Officer. The project period is expected to begin October 1, 2000.
However, actual training and related activities may not begin
immediately, if the recipient and the EPA Project Officer need
additional time to finalize the work plan. Work plans must be submitted
to and approved by the EPA Project Officer annually.
R. How Will Funds Be Awarded in Years Two and Three of the Program?
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 subsequent years of the
program. The actual award of funds for subsequent years is subject to
annual Congressional appropriations and annual performance reviews.
S. 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, applicants should estimate a
matching share of approximately $350,000 per year. The source of
matching funds must be identified in the application and may be
provided in cash or by in-kind contributions. All in-kind contributions
must be verifiable costs that are carefully documented.
T. What Cannot Be Funded Under This Program?
As specified by the Act, no funds shall be used for (1) the
acquisition of real property (including buildings) or construction or
substantial modification of any building, (2) technical training for
environmental management professionals, or (3) non-educational research
and development. In addition, funds may not be used to pay for any
travel related expenses for federal employees.
Section VIII. The Application
U. What Must Be Included in the Application?
To qualify for review, the application must include the following
three components. Note that only finalists will be asked to submit
additional federal forms needed to process the application (e.g.,
certification regarding debarment and lobbying).
(1) Application for Federal Assistance (SF 424)
A form which requests basic information about proposals such as the
name of the project and the amount of money requested. This form is
required for all federal grants and cooperative agreements. A completed
SF 424 for the first year of the program must be submitted as part of
the application. See section VIII.W. below for information on how to
obtain this form.
(2) Budget Information: Non-Construction Programs (SF 424A)
A form which requests budget information by object class categories
such as personnel, travel, and supplies. This form is also required for
all federal grants and cooperative agreements. A completed SF 424A for
the first year of the program must also be submitted as part of the
application. See section VIII.W below for information on how to obtain
this form. Note that additional budget information describing how the
funds will be used for all major activities during the first year is
also required under the budget section of the work plan as discussed
under section VIII.V.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 operate the
Training Program during the first year. The work plan must also discuss
in general terms what the goals, objectives, and major activities will
be for the second and third years. Note that the recipient of the award
may be asked to revise their first year's work plan once the award is
made subject to the discretion of the EPA Project Officer. 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 identifying:
1. The institution requesting funding and its key partners, if
applicable, and the mission of each organization;
2. The primary goals, objectives, and activities of the proposed
program, how it will be implemented, and how it builds on existing
programs;
3. The total number of education professionals to be reached as
well as the expected demographics of such education professionals and
the audiences they reach;
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)
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b. Mission Statement: A discussion of the short (first year) and
long-term (3 to 5 years) goals and objectives of the program and how
such goals and objectives will meet the requirements of this notice.
Also include a discussion about the needs of the EE and education
communities and how these needs will be met.
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 in this notice and the stated needs of the
EE and education communities. (Maximum Score: 5 points)
c. Management and Implementation Plan: A detailed plan of how the
project will be managed and implemented in the first year (i.e., what
steps will be taken to reach the goals of the program), along with a
summary of the project in the second and third years. The plan must
discuss how the proposed program continues and expands existing
national, regional, and state capacity building training efforts. The
plan must also indicate how the proposed program will address other
five ``core themes'' and priorities among them as identified under
section III.E. and F., audiences identified under section IV.H., and
activities identified under section V.I. The plan must also identify
all key activities and deliverables/products as well as describe the
major responsibilities of the Program Director, key staff, and key
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 during the first year. 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:
1. Continue and expand existing national, regional, and state
capacity building training efforts and address all other ``core
themes'' identified under section III.E. and F.;
2. reach audiences identified under section IV.H.;
3. conduct the training and other activities identified under
section V.; and
4. effectively staff and manage the program, including effectively
managing the lead institution's relationship with key partners, if
applicable. (Maximum Score: 30 points)
d. Evaluation Plan: A detailed plan on 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 EE and education communities). The evaluation plan must discuss
the strengths and anticipated challenges expected in implementing the
program. It must also discuss the approach, mechanisms, and amount of
money that will be used to conduct independent annual evaluations of
the program. This evaluation must be conducted by an institution that
is independent of the lead institution and key partners and has
appropriate credentials and experience in evaluating education
programs.
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. (Maximum Score: 20 points)
e. Appendices: Important attachments to the work plan which contain
information on the budget, qualifications and experience of key
personnel, and letters of commitment from key partners, if applicable.
1. Budget: A statement describing how funds will be used in the
first year, 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 FY 2000 funds have not yet been appropriated by
Congress for this program. Minor deviations from these amounts are
expected. Include estimates of overhead 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 competitive
proposals are expected to use a relatively low overhead rate. For
example, the current training program uses an overhead rate of 17% of
the total cost of the project. Also note that additional budget
information is also required on the SF 424A which must be submitted as
part of the application as discussed under section VIII.U.2.
Scoring: The budget will be scored based upon factors that include
its overall clarity as well as the extent to which the budget is
clearly and accurately linked to the project's goals and objectives,
shows how the funds will be used, and demonstrates 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 and each key staff member with
major responsibilities for implementing the program. Resumes should
describe the educational, administrative, management, and professional
qualifications and experience. In addition, include up to three page
resumes and one page letters of commitment from key partners with a
significant role in the program, if applicable. Letters of endorsement
from individuals or organizations who are not partners will not be
considered in the evaluation process.
Scoring: Personnel and partner commitment will be scored on the
extent to which the Project Director, key staff, and key partners are
identified in the proposal as well as 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 delivering environmental education training
on a large scale. 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: 20 points)
V. Where May I Obtain an Application and How Must the Application Be
Submitted?
Institutions may obtain an application (SF424 and SF424A) by
downloading it from EPA's web site at http://www.epa.gov/enviroed/
educate.html> or contacting U.S. EPA, Office of Environmental Education
(MC:1704; RM 366WT), Training Program, 401 M Street, SW, Washington, DC
20460, 202-260-4965. The applicant must submit one original and three
copies of the application (a signed SF 424, SF 424A, and a work plan).
Applications must be reproducible. Do not submit bound copies of the
application. They must be on white paper and stapled or secured 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-
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spaced typed page. The pages must be letter sized (8 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.
W. When Are Applications Due to EPA and Where Must They Be Submitted?
Applications must be mailed to EPA postmarked no later than
December 15, 1999. Do not hand deliver applications due to restricted
access to federal buildings. ``Mail'' refers to delivery by the U.S.
Postal Service or any commercial overnight service. Any application
postmarked after this date will not be considered for funding. All
applications must be mailed to U.S. EPA, Office of Environmental
Education, Training Program, 401 M St, SW (MC:1704, Rm 366WT),
Washington, DC 20460.
Section IX. Review and Selection Process
X. What Will Be the Basis for Selection and Award?
Applications will be evaluated on factors that include those
identified under section VIII.U.3. Especially important will be the
extent to which the proposed program builds on the existing training
program, effectively incorporates all ``core themes,'' is able to
deliver training and related support services early in the first year,
and is able to hire management and staff that have the experience to
successfully manage the program.
Y. How Will Applications Be Reviewed and the Final Selection Made?
Applications will be reviewed by federal officials and external
experts who are qualified to evaluate environmental education programs.
EPA's Office of Environmental Education (OEE) will conduct an initial
screening of all applications to identify those which meet the basic
requirements of this document. OEE will then forward all eligible
applications to federal and external experts for review and comment.
Such reviewers may include individual members of the Federal Task Force
on Environmental Education and the National Environmental Education
Advisory Council. Reviewers' comments will be reviewed by OEE who will
make recommendations for funding to the Associate Administrator of the
Office of Communications, Education, and Public Affairs and the
Administrator of EPA. EPA may conduct site visits to provide an
opportunity for further discussion about the strengths and weaknesses
of the top proposals, if needed.
Section X. Additional Information
Z. Where Do I Get Additional Information?
Please contact Kathleen MacKinnon, U.S. EPA, Office of
Environmental Education, 401 M St, SW (MC:1704; RM 366WT), Washington,
DC, 20460, 202-260-4965 or mackinnon.kathleen@epa.gov if you have any
questions. Also, to obtain additional information about the existing
training program, visit EPA's environmental education web site at
www.epa.gov/enviroed/educate.html> or EETAP's web site at
www.eetap.org>.
Dated: September 24, 1999.
David L. Cohen,
Acting Associate Administrator, Office of Communications, Education,
and Media Relations.
BILLING CODE 6560-50-P
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[GRAPHIC] [TIFF OMITTED] TN01OC99.058
[FR Doc. 99-25567 Filed 9-30-99; 8:45 am]
BILLING CODE 6560-50-C
