Notice of Availability of Funds and Solicitation for Grant Applications (SGA) for Community-Based Job Training Grants, 37948-37960 [06-5951]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 71, Number 127 (Monday, July 3, 2006)]
[Notices]
[Pages 37948-37960]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 06-5951]


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DEPARTMENT OF LABOR

Employment and Training Administration


Notice of Availability of Funds and Solicitation for Grant 
Applications (SGA) for Community-Based Job Training Grants

    Announcement type: Notice of Solicitation for Grant Applications.
    Funding Opportunity Number: SGA/DFA PY 05-11.
    Catalog of Federal Assistance Number: 17.269.

DATES: Key Dates: The closing date for receipt of applications under 
this announcement is August 29, 2006. Applications must be received at 
the address below no later than 5 p.m. (Eastern Time). Application and 
submission information is explained in detail in Part IV of this SGA. 
Virtual Prospective Applicant Conferences will be held for this grant 
competition. The dates and access information for these Prospective 
Applicant Conferences will be posted on ETA's Web site at https://
www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.

SUMMARY: The Employment and Training Administration (ETA), U.S. 
Department of Labor (DOL), announces the availability of approximately 
$125 million in grant funds for Community-Based Job Training Grants.
    Community-Based Job Training Grants will be awarded through a 
competitive process to support workforce training for high-growth/high-
demand industries through the national system of community and 
technical colleges. The primary purpose of these grants is to build the 
capacity of community colleges to train workers to develop the skills 
required to succeed in local or regional: (i) Industries and 
occupations that are expected to experience high-growth and (ii) 
industries where demand for qualified workers is outstripping the 
supply. Funds will be awarded to individual community and technical 
colleges, community college districts, state community college systems, 
and One-Stop Career Centers to support or engage in a combination of 
capacity building and training activities for the purpose of building 
the capacity of community colleges to train for careers in high-growth/
high-demand industries in the local and/or regional economies. This 
Solicitation contains an exception for rural areas and other 
communities that are educationally underserved due to their lack of 
access to community or technical colleges.
    In awarding Community-Based Job Training Grants, every effort will 
be made to fairly distribute grants across rural and urban areas and 
across the different geographic regions of the United States. It is 
anticipated that individual awards will range from $500,000 to $2 
million.
    This solicitation provides background information and describes the 
application submission requirements, outlines the process that eligible 
entities must use to apply for funds covered by this solicitation, and 
details how grantees will be selected.

ADDRESSES: Mailed applications must be addressed to the U.S. Department 
of Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 05-11, 
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210. 
Telefacsimile (fax) applications will not be accepted. Information 
about applying online can be found in Section IV(C) of this document. 
Applicants are advised that mail delivery in the Washington area may be 
delayed due to mail decontamination procedures. Hand delivered 
proposals will be received at the above address.

SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
     Part I provides background information on the Employment 
and Training Administration's demand-driven vision and Community-Based 
Job Training Grants, and a description of the critical elements of 
Community-Based Job Training Grants.

[[Page 37949]]

     Part II describes the size and nature of the anticipated 
awards.
     Part III describes eligibility information and other grant 
specifications.
     Part IV provides information on the application and 
submission process.
     Part V describes the criteria against which applications 
will be reviewed and explains the proposal review process.
     Part VI provides award administration information.
     Part VII contains DOL agency contact information.
     Part VIII lists additional resources of interest to 
applicants.

I. Funding Opportunity Description

    The Community-Based Job Training Grants (CBJTGs) are designed to 
support workforce training for high-growth/high-demand industries 
through the national system of community and technical colleges. The 
primary purpose of these grants is to build the capacity of community 
colleges to train workers to develop the skills required to succeed in 
local or regional (i) industries and occupations that are expected to 
experience high-growth and (ii) industries where demand for qualified 
workers is outstripping the supply. Part A of this section provides an 
overview of ETA's demand-driven workforce investment strategies. Part B 
provides background information on the principles underlying the 
CBJTGs. Part C describes the critical elements of CBJTGs.

A. The Employment and Training Administration's Demand-Driven Workforce 
Investment Strategies

    Each year, the Federal government invests billions of dollars in a 
state and local workforce investment network to assist businesses in 
recruiting, training, and retaining a skilled workforce. While these 
investments have, in the past, supported a set of standard services for 
employers and workers, the realities of today's rapidly changing global 
economy make it imperative that the workforce investment system support 
customized activities that are driven by local and regional employer 
demand. This demand-driven approach to workforce development is 
necessary to prepare workers to take advantage of new and increasing 
job opportunities in high-growth/high-demand and economically vital 
industries and sectors of the American economy.
    In a demand-driven workforce investment system, State and Local 
Workforce Investment Boards should invest strategically in workforce 
development activities that are relevant to the requirements of local 
industry, defined in the context of the regional economy, and prepare 
individuals to compete in a global economy through better access to 
post-secondary education and training. Additionally, those investments 
should have a long-term impact on the ability of the community to meet 
local or regional workforce demands. The impact of workforce 
development activities is maximized through the partnership of 
Workforce Investment Boards (WIBs) and One-Stop Career Centers with 
entities critical to the development of America's workforce: employers 
and education and training providers, particularly community colleges.
    Within the context of these strategic partnerships, communities 
should use a solutions-based approach to workforce development 
planning, in which the partnering entities work through the cycle of: 
(1) Collecting and analyzing information about local or regional 
workforce needs and critical capacity constraints; (2) incorporating a 
business or demand-driven perspective into issue identification and 
solutions development; (3) ensuring that the right strategic partners 
are at the table; (4) working collaboratively to explore, frame, and 
implement solutions; and (5) assessing how the products and outcomes of 
the project can be effectively deployed and replicated. The goal of 
this process is to ensure that workforce system dollars help workers 
get skills training that aligns with local and regional industry needs.
    The solutions-based approach engages each collaborative partner in 
its area of strength. Industry representatives and employers define 
workforce challenges facing the industry and identify the competencies 
and skills required for the industry's workforce. The workforce 
investment system, including One-Stop Career Centers, provides access 
to human capital (youth, unemployed, underemployed, incumbent workers, 
and dislocated workers); assists with training programs by recruiting, 
identifying, assessing, and referring qualified candidates for 
training; provides training funds for qualified individuals, where 
appropriate; places trained workers in jobs; and offers access to wrap-
around supportive services through One-Stop Career Center partners. 
Community colleges and other training providers assist in developing 
competency models and training curricula and train new and incumbent 
workers. The K-12 public education system, colleges, and universities 
ensure that investments at the community college are part of a 
continuum of education and training leading to successful skill 
development.
    ETA first modeled the power of these strategic partnerships through 
the President's High Growth Job Training Initiative (High Growth 
Initiative). The High Growth Initiative is a strategic effort to 
prepare workers for new and increasing job opportunities in high-
growth, high-demand, and economically vital industries and sectors of 
the American economy. Through the initiative, ETA identifies high-
growth/high-demand industries, evaluates their skills needs, and funds 
local, regional, and national partnership-based demonstration projects 
that provide workforce solutions to ensure that individuals can gain 
the skills to get good jobs in these rapidly expanding or transforming 
industries. The products, models and effective approaches that result 
from the High Growth Initiative are being broadly disseminated to 
employers, education and training providers, and the workforce 
investment system to build their capacity to respond to employer 
demands.

B. Background on the Community-Based Job Training Grants

    The Community-Based Job Training Grants (CBJTGs) continue the work 
of the High Growth Initiative by incorporating its focus on high-
growth, high-demand industries and its emphasis on the role of 
strategic partnerships in workforce development. The CBJTGs build on 
the work of the High Growth Initiative by highlighting the critical 
role community colleges play as partners in a demand-driven workforce 
investment system, and by supporting community efforts to link training 
initiatives to the skill demands of local and regional employers. As a 
result, CBJTG activities will lead to an increased number of high-
growth/high-demand firms being supported by the local or regional 
workforce and education systems, and more individuals being trained and 
employed in high-growth/high-demand sectors.
    Community and technical colleges represent a critical 21st century 
training resource for workers needing to attain, retool, refine, and 
broaden their skills to meet industry demand. According to the Bureau 
of Labor Statistics, ninety percent of the fastest growing jobs in the 
United States require some level of education or training beyond high 
school. The accessibility and affordability of community college 
training, combined with the adaptability of community college curricula 
to changing skill needs, make community colleges a vital training 
resource for many U.S. workers. Furthermore,

[[Page 37950]]

community colleges are closely connected to local and regional labor 
markets, making them well-positioned to prepare workers for good jobs 
with good wages in the local and regional economies.
    However, community college leaders and industry executives report 
that many community colleges are unable to meet their local and 
regional demand for training because of critical capacity constraints. 
These capacity constraints occur when community colleges lack 
sufficient resources to support training facilities and equipment, 
curriculum development, faculty appointments, clinical experiences, 
and/or other elements that are necessary to provide either the volume 
or quality of training that industry requires. Despite rising 
application rates, the reality of current state and local budgets often 
prevent colleges from funding the programs, faculty, and student 
services they need to be responsive to local and regional workforce 
demands. The CBJTGs address this critical capacity issue.
    Funds will be awarded to individual community and technical 
colleges, community college districts, state community college systems, 
and One-Stop Career Centers to support or engage in a combination of 
capacity building and training activities for the purpose of building 
the capacity of community colleges to train for careers in high-growth/
high-demand industries in the local and regional economies.

C. Critical Elements of Community-Based Job Training Grants

    It is ETA's expectation that CBJTGs will contain at least six 
critical elements. These elements consist of: (1) A focus on skill and 
competency needs of high-growth/high-demand industries that are locally 
defined in the context of the regional economy; (2) strategic 
partnerships; (3) industry-driven capacity building and training 
efforts; (4) leveraged resources; (5) replication of successful models 
for broad distribution; and (6) clear and specific outcomes. A seventh 
and optional element is integration with regional economic development 
strategies. These characteristics are reflected in the evaluation 
criteria in Part V and are described in further detail below.
    1. Focus on Skill and Competency Needs of High-Growth/High-Demand 
Industries as locally defined in the context of the regional economy. 
The Workforce Investment Act of 1998 (Pub. L. 105-220) (WIA) emphasizes 
a workforce system driven by the needs of local employers. In order for 
America to remain competitive in the global economy, it is essential 
that ETA target its investments to support employers in high-growth/
high-demand industries. Community colleges, Workforce Investment 
Boards, and One-Stop Career Centers play a vital role in this effort by 
understanding the workforce needs of these industries and providing 
training and other services to address those needs.
    A high-growth/high-demand industry meets one or more of the 
following criteria: (1) Is projected to add substantial numbers of new 
jobs to the economy; (2) has a significant impact on the economy 
overall; (3) impacts the growth of other industries; (4) is being 
transformed by technology and innovation requiring new skill sets for 
workers; or (5) is a new and emerging business that is projected to 
grow. CBJTGs will support industry demand for training in local or 
regional high-growth/high-demand industries. ETA encourages applicants 
to define local high-growth industries in the context of their regional 
economy by illustrating how the industry is aligned with and fits into 
the region's economic development activities.
    2. Strategic Partnerships. ETA believes that strategic partnerships 
between community colleges; the workforce investment system, including 
One-Stop Career Centers; business and industry; and the continuum of 
education, including the K-12 system, adult education, and four year 
colleges and universities, need to be in place in order to implement 
effective demand-driven training and capacity building strategies. 
These strategic partnerships may have a local, regional, or statewide 
focus, and may include a consortium of partners or cross-industry 
representatives. Specific requirements for strategic partnerships are 
outlined in Section III(C)(1) and in the exception detailed in Section 
III(C)(5). These strategic partnerships should focus broadly on the 
workforce challenges of one or more high-growth, high-demand industries 
and work collaboratively to identify and implement solutions to those 
challenges. Solutions should include, among others, strategies to 
increase the capacity of community colleges to educate and train more 
workers with industry-defined skills and competencies. Therefore, the 
investment in community college capacity building would be one of many 
strategies and solutions that evolve from the partnership. While ETA 
welcomes applications from newly formed strategic partnerships, 
applicants are advised that grant funds may not be used for partnership 
development.
    In order to maximize the long-term success of the proposed solution 
and to keep pace with the rapid changes in the economy and the nature 
of the skills and competencies necessary for work in these industries, 
these partnerships need to be substantial and sustained. ETA encourages 
partners to plan for the partnership's sustainability beyond the CBJTG 
investment period to enable ongoing assessment of industry workforce 
needs and collaborative development of solutions on a continual basis.
    Within the context of the broader strategic partnership and as it 
relates to this grant, each collaborative partner should have clearly 
defined roles. These roles must be verified through a letter of 
commitment submitted by each partner. The letter of commitment must 
detail the role the partner will play in the project, including 
specific responsibilities and resources committed, if appropriate. The 
exact nature of these roles may vary depending on the issue areas being 
addressed and the scope and nature of the activities undertaken. 
However, ETA expects that each collaborative partner will, at a 
minimum, contribute in the following ways, described below.
    Employers must be actively engaged in the project and should 
participate fully in grant activities including: defining the program 
strategy and goals; identifying needed skills and competencies; 
designing training approaches and curricula; implementing the program; 
contributing financial support; and, where appropriate, hiring 
qualified training graduates.
    Education and training providers, including K-12 (elementary, 
middle, and high schools, as well as career and technical high 
schools), adult education, community and technical colleges, four-year 
colleges and universities, and other training entities, are important 
foundational partners to ensure the project's activities are tied to 
the broader continuum of education in the community. These entities 
assist in developing and implementing industry-driven workforce 
education strategies in partnerships with employers including 
competency models, curricula, and new learning methodologies, including 
technology-based learning.
    The workforce investment system, which may include State and Local 
Workforce Investment Boards, State Workforce Agencies, and One-Stop 
Career Centers and their cooperating partners, as such terms are 
defined under the Workforce Investment Act, may play a number of roles, 
including: identifying and assessing candidates for training; working 
collaboratively to leverage WIA investments; referring qualified 
candidates to the community

[[Page 37951]]

college for enrollment in training programs; providing access to wrap-
around supportive services, when appropriate; and connecting qualified 
training graduates to employers that have existing job openings. 
Additionally, the workforce investment system in general, and One-Stop 
Career Centers in particular, have substantive experience in tracking 
the outcomes of program participants. One-Stop Career Centers may 
coordinate, provide support, or manage the tracking training recipients 
for the performance management aspect of the CBJTG.
    Partnerships with faith-based and community organizations, while 
not required, are also encouraged. These organizations may provide a 
variety of grant services, such as case management, mentoring, and 
English language acquisition, among others. Faith-based and community 
organizations can also provide comprehensive supportive services, when 
appropriate.
    3. Industry-Driven Capacity Building and Training Efforts. Under 
CBJTGs, community colleges, or other entities as specified in the 
exception detailed in Section III(C)(5), must develop and implement a 
combination of capacity building and training activities that target 
skills and competencies demanded by local high-growth/high-demand 
industries as defined in the context of the region's economy. 
Applicants are not limited in the strategies and approaches they may 
employ to implement college capacity building and training strategies, 
provided the activities meet the following requirements:
    a. Training. Training activities must: (1) Be provided by a 
community or technical college, except as specified in Section 
III(C)(5) of this Solicitation; (2) occur within the context of 
workforce education that supports long-term career growth, such as an 
articulated career ladder/lattice; and (3) result in college credit or 
other credentials that are industry-recognized and indicate a level of 
mastery and competence in a given field or function. Please note, when 
using credentials, CBJTGs should follow the definition of certificate 
and/or credential found in Attachment B to TEGL 17-05 on Common 
Measures, found at: https://wdr.doleta.gov/directives/attach/TEGL17-05_
AttachB.pdf.
    The credential awarded to participants upon completion should be 
based on the type of training provided through the grant and the 
requirements of the targeted occupation, and should be selected based 
on consultations with industry partners. For example:
    i. Customized and short-term training should result in a 
performance-based certification or credential. This certification may 
be developed jointly by employers and the community college, based on 
defined knowledge and skill requirements for specific high-demand 
occupations/functions. Performance-based certifications may also be 
based on industry-recognized curriculum and standards.
    ii. Training in information technology, allied health professions, 
and other fields with established professional standards and 
examinations should result in certification.
    iii. In states where licensure is required for the specific 
occupation targeted by the training, the credentialing requirement 
should be set accordingly.
    iv. In some instances, training provided under CBJTGs may lead to a 
degree after the grant program is over. In these instances, the 
credential required will be the college credit for each course leading 
to an Associate's or Applied Associate's degree.
    b. Capacity Building. CBJTG applicants are encouraged to broadly 
assess their capacity to meet the training needs of the targeted high-
growth/high-demand industry or industries. Proposed capacity building 
strategies are expected to address significant barriers which impede 
the ability of the community college, or other entity as specified in 
the exception detailed in Section III(C)(5), to meet local and regional 
industry demand for workforce training. These strategies should not 
simply address isolated deficits, but rather provide a comprehensive 
solution to identified capacity challenges as they relate to the 
industry or industries of focus. Examples of capacity building 
activities include, but are not limited to:
    i. The development or adaptation of competency models and curricula 
to support training;
    ii. The development of innovative curricula, teaching methods and 
instructional design to maximize the impact of the initiative in 
meeting the skills needs of employers;
    iii. Innovative strategies to ensure availability of qualified and 
certified instructors;
    iv. Procurement of equipment and simulation equipment necessary to 
train to industry-demanded skills;
    v. Support for clinical experiences required for certification or 
licensure; or
    vi. Development of technology-based distance learning curricula and 
programs to promote better access to education and training programs.
    Capacity building activities must meet two criteria: (1) The 
proposed capacity building efforts must be directly linked to the 
specific training supported under the grant; and (2) grantees must use 
their grant funds in a manner consistent with the regulations and 
policies governing use of funds under section 171(d) of WIA, which 
broadly allows the funds to be utilized to test an array of approaches 
to the provision of training services and supports the development and 
replication of effective training strategies.
    In their capacity building and training activities, ETA encourages 
CBJTG applicants, particularly those serving rural areas and other 
areas that are educationally underserved due to lack of access to 
community colleges, to look at technology-based distance learning 
options when building their capacity to provide training. Technology-
Based Learning (TBL) is transforming the way people learn and can 
increase the geographic reach of training. TBL can be defined as the 
learning of content via all electronic technology, including the 
Internet, intranets, satellite broadcasts, audio and video tape, video 
and audio conference, Internet conferencing, chat rooms, bulletin 
boards, Web casts, computer-based instruction and CD-ROM. It 
encompasses related terms, such as online learning, Web-based learning, 
computer-based learning and e-learning. For example, a college may 
convert industry-specific curricula typically offered in traditional 
classroom settings to technology-based learning (e-learning or online) 
or develop technology-based learning training programs so that 
dislocated workers, incumbent workers, and/or new job entrants can 
access training 24/7.
    4. Leveraged Resources. Projects funded through CBJTGs should 
leverage resources from key entities in the strategic partnership. 
Leveraging resources in the context of strategic partnerships 
accomplishes three goals: (1) It allows for the strategic pursuit of 
resources; (2) it increases stakeholder investment in the project at 
all levels including design and implementation phases; and (3) it 
broadens the impact of the project itself. Applicants are encouraged to 
leverage significant resources from key partners and other 
organizations to maximize the impact of the project on the community.
    Leveraged resources include both Federal and non-Federal funds and 
may come from many sources. Businesses, faith-based and community 
organizations, economic development entities, education systems, and 
philanthropic foundations often invest

[[Page 37952]]

resources to support workforce development. In addition, other Federal, 
state, and local government programs may have resources available that 
can be integrated into the proposed project. Examples of such programs 
include other Department of Labor programs such as registered 
apprenticeship, as well as non-DOL One-Stop partner programs such as 
Vocational Rehabilitation, Adult Education, and Department of Education 
Pell Grants. Faith-based and community organizations may provide 
resources such as supportive services, mentoring, tutoring, and 
volunteers, all of which are important for grantees to leverage when 
assisting certain individuals targeted by these funds. ETA encourages 
CBJTG applicants and their strategic partners to be entrepreneurial as 
they seek out, utilize, and sustain these resources, whether they are 
in-kind or cash contributions, when creating capacity building and 
training strategies to effectively address the workforce challenges 
identified by industry.
    ETA also encourages applicants to integrate WIA funding at the 
state and local level into their proposed project. Integrating WIA 
funds ensures that the full spectrum of assets available from the 
workforce system is leveraged to support capacity building and training 
activities. The wide variety of WIA programs and activities provide 
both breadth and depth to the proposed solution offered to both 
businesses and individuals. The use of WIA funds also serves to embed 
the solutions-based approach into the local or regional workforce 
investment system, which strengthens the system's ability to become 
more demand-driven.
    Applications that demonstrate the use of Workforce Investment Act 
(WIA) funds for Individual Training Accounts, the pilot of Career 
Advancement Accounts, or for customized training to cover the tuition 
costs for the CBJTG training program for eligible new or incumbent 
workers, will receive 5 bonus points. Individual Training Accounts 
(ITAs) are training funds that can be used by individuals who have been 
determined eligible by their local One-Stop Career Center(s) to receive 
Workforce Investment Act (WIA) funded training. Career Advancement 
Accounts (CAAs) have been proposed in the President's Fiscal Year 2007 
budget and are self-managed accounts an individual would apply for at a 
One-Stop Career Center, or through other processes developed by states, 
that would enable them to gain the education and training needed to 
successfully enter, navigate, and advance in 21st century jobs. 
Customized training, defined under the Workforce Investment Act and 20 
CFR 663.715, is designed to meet the special requirements of an 
employer; is conducted with a commitment by the employer to employ, or 
continue to employ, an individual on successful completion of the 
training; and has the employer providing not less than 50% of the cost 
of the training. To receive bonus points, applicants will have to 
demonstrate that ITAs, CAAs, or customized training funds are a 
component of their proposed training program.
    5. Replication of Successful Models for Broad Distribution. CBJTGs 
are intended to drive the community college and workforce investment 
systems to be more responsive to the workforce demands of industry by 
making the products, models, and effective approaches that result from 
CBJTG investments available to both systems. To that end, grantees will 
develop the foundations and outcomes of CBJTG projects, including the 
learning and achievement resulting from the projects, into solutions-
based models that can be shared with, and implemented by, other 
community colleges, the workforce system, and industry leaders.
    To support the replication and distribution of solution models, ETA 
has developed an integrated Web space called https://
www.workforce3one.org. Workforce\3\ One offers the public workforce 
system, employers, economic development professionals, and education 
professionals an innovative knowledge network designed to create and 
support demand-driven communities, one that responds directly to 
business needs and prepares workers for good jobs in the fastest 
growing careers. By supporting replicable projects that can be 
implemented in multiple areas and industries, ETA is able to maximize 
the investment by expanding the grant's impact beyond the initial grant 
site and helping additional businesses and workers in other regions.
    6. Clear and Specific Outcomes. The CBJTGs are fundamentally 
results-oriented and grantees are expected to demonstrate clear and 
specific outcomes that are appropriate to the nature of the solution 
and size of the project and that indicate progress towards the 
workforce challenges identified by the partnership. Because CBJTG 
grantees are expected to invest in customized strategies to address 
local and regional workforce and skills shortages, ETA recognizes that 
specific outcomes will vary from project to project based on the 
specific activities proposed by applicants. CBJTG applicants should 
demonstrate the effectiveness of proposed training activities by 
creating appropriate benchmarks and measuring against them on a regular 
basis.
    a. Training Outcomes: Training outcomes should include those 
tracked by the Common Measures, which are uniform evaluation metrics 
for job training and employment programs and are an integral part of 
ETA's performance accountability system. The Common Measures for adults 
include entered employment, job retention, and average earnings. For 
youth, the Common Measures include placement in employment or 
education, attainment of a degree or certificate, and literacy and 
numeracy gains. The value of implementing Common Measures is the 
ability to describe, in a similar manner, the core performance of the 
workforce system and its partners: how many people found jobs; did they 
stay employed; and what did they earn. In the recent past, multiple 
sets of performance measures have burdened states and grantees, as they 
have required the reporting of performance outcomes based on varying 
definitions and methodologies. By minimizing the different reporting 
and performance requirements, common performance measures can 
facilitate the integration of service delivery, reduce barriers to 
cooperation among programs, and enhance the ability to assess the 
effectiveness and impact of the workforce investment system across 
programs. A detailed description of ETA's policy on the Common Measures 
can be found in the Training and Employment Guidance Letter (TEGL) No. 
17-05 (https://wdr.doleta.gov/directives/attach/TEGL17-05.pdf). A basic 
list of Common Measures is provided as attachment A to the TEGL (http:/
/wdr.doleta.gov/directives/attach/TEGL17-05--AttachA.pdf).
    In addition to Common Measures, grantees will be required to report 
the number and types of credentials awarded to trainees, if 
appropriate. Please note that the common measures provide only part of 
the information necessary to oversee CBJTGs effectively. CBJTG 
recipients may also have additional outcome measures appropriate to 
their project. ETA will continue to collect from CBJTG recipients data 
on spending, program activities, participants, and outcomes that are 
necessary for program management to convey the full and accurate 
information on the performance of this program to policymakers and 
stakeholders.
    b. Capacity Building Outcomes: Grantees will be required to report 
on the status of all capacity building

[[Page 37953]]

activities under the grant; how the activity is linked to the specific 
training supported under the grant; and, if appropriate, the impact of 
the capacity building activity, including the exact methodology with 
operational parameters of how the impact measure is calculated. An 
example of a capacity building activity where it is appropriate to 
report impact is for teacher professional development/train-the-trainer 
activities, in which there are no employment related outcomes for those 
being trained; however, the impact of the grant activities has a far 
greater effect than on those just being trained. In this example, a 
grant may train 25 college students to be volunteer after-school 
``instructors'' and the impact would be a total of 500 high school 
students because, over the three year period under the grant, each 
``instructor'' taught one class with 20 high school students. Another 
area where it is appropriate to report impact is career awareness 
activities. Some capacity building activities, such as equipment 
purchases and faculty hires, may not have impact measures; therefore 
they do not require reports on impact numbers or methodology.
    Please note that capacity building outcomes and impacts of the 
proposed project should satisfactorily address the industry-identified 
workforce need and the capacity constraint identified by the community 
college, or other entity as specified in the exception detailed in 
Section III(C)(5).
    7. Optional Critical Element: Integrating the Project into Regional 
Economic Development Strategies. ETA recognizes that workforce 
development is a key factor in our nation's economic competitiveness. 
To remain competitive in the global marketplace, we must identify 
strategies to further integrate workforce education and talent 
development with economic development, particularly at the regional 
level. Strategic collaboration among business and industry, educators, 
workers, researchers, entrepreneurs and governments is critical to 
ensure the necessary talent to drive a region's economic growth. 
Therefore, ETA encourages applicants to integrate and align their 
proposed grant activities into their regional economic development 
strategies. Applicants that can clearly demonstrate that their proposed 
grant activities are integrated into regional economic development 
strategies will receive five (5) bonus points. Full demonstration of 
this integration can be achieved by summarizing the region's strategic 
vision and workforce education strategies in support of economic growth 
and describing how the proposed education and training activities in 
the grant proposal will integrate, build upon, and align with those 
strategies.

II. Award Information

A. Award Amount

    ETA intends to fund approximately seventy-five (75) grants ranging 
from $500,000 to $2 million through this competition; however, this 
does not preclude ETA from funding grants at either a lower or higher 
amount, or funding a smaller or larger number of projects, based on the 
type and the number of quality submissions. Applicants are encouraged 
to submit budgets for quality projects at whatever funding level is 
appropriate to their project. Nevertheless, applicants should recognize 
that the funds available through this SGA are intended to complement 
additional leveraged resources rather than be the sole source of funds 
for the proposal.

B. Period of Performance

    The period of grant performance will be up to 36 months from the 
date of execution of the grant documents. This performance period shall 
include all necessary implementation and start-up activities, 
participant follow-up for performance outcomes, and grant close-out 
activities. A timeline clearly detailing these required grant 
activities and their expected completion dates must be included in the 
grant application. ETA may elect to exercise its option to award no-
cost extensions to grants for an additional period, based on the 
success of the program and other relevant factors, if the grantee 
applies for, and provides a significant justification for, such an 
extension.

III. Eligibility Information and Other Grant Specifications

A. Eligible Applicants

    In order to be eligible for consideration under this solicitation, 
the applicant must be either: (1) An individual Community or Technical 
College, (2) a Community College District, (3) a state Community 
College System, or (4) an individual One-Stop Career Center in 
partnership with its Local Workforce Investment Board. For 
educationally underserved communities without access to community or 
technical colleges, there are other eligible applicants; please see 
Section III(C)(5) . Requirements for each of these applicant types are 
provided below.
    1. Community or Technical College applicants must demonstrate that 
they comply with the definition of a community college in 20 U.S.C. 
2371:

    ``The term `community college'--(a) means an institution of 
higher education [as defined in 20 U.S.C. 1001] that provides not 
less than a 2-year program that is acceptable for full credit 
towards a bachelor's degree; and (b) includes tribally controlled 
colleges and universities.''

    2. Community College District applicants must demonstrate that they 
are an education district organized by the state to define the 
community in which the college operates. Community College District 
applications must specify one or more community college(s) within the 
district where capacity building and training activities will occur 
under the grant.
    3. State Community College System applicants must demonstrate that 
their office represents the management and supervision of a unified 
statewide system of community and technical colleges. State system 
applications must specify one or more community college(s) within the 
state where capacity building and training activities will occur under 
the grant.
    4. One-Stop Career Center, as established under section 121 of the 
Workforce Investment Act of 1998 (Pub. L. 105-220), applicants must 
demonstrate that: (1) The Local Workforce Investment Board supports and 
is a partner in the application; (2) the proposed activities are 
consistent with the state strategic Workforce Investment Act plan; and 
(3) the Local Workforce Investment Board, or its designated fiscal 
agent, will serve as the fiscal agent for the grant. The Workforce 
Investment Board's involvement in the project should be demonstrated 
through a letter of commitment that specifically addresses these three 
requirements. Applications from One-Stop Career Centers without a 
letter of commitment from the Workforce Investment Board will be 
considered non-responsive. One-Stop Career Center applications must 
specify one or more community college(s) where all capacity building 
and training activities will occur under the grant.

B. Cost Sharing or Matching

    Cost sharing, matching, or cost participation is not required for 
eligibility; however, applicants are encouraged to leverage the 
resources of the partnership whenever possible.

C. Other Grant Specifications

    1. Demonstrated Partnerships. To be considered for funding under 
this SGA, the applicant must demonstrate that the proposed project will 
be implemented by a strategic partnership that includes

[[Page 37954]]

at least one entity from each of the following categories: (1) The 
Workforce Investment System, which may include State and Local 
Workforce Investment Boards, State Workforce Agencies, and One-Stop 
Career Centers and their partners; (2) an individual community or 
technical college; (3) employers and industry-related organizations 
such as associations and unions; and (4) the continuum of education, 
including the K-12 public education system, adult education, four-year 
colleges and universities, and other training providers. Please note 
that some applicants applying under the exception may not have a 
community college partner. In these cases, the applicant should 
substitute the training provider as the required community college 
partner. Please see Section III(C)(5) for more details. The strategic 
partnership may be a legally organized partnership or joint venture, or 
a more informal collaboration. Please note, while at least one entity 
from each category is required, ETA strongly encourages as many 
partners as necessary from each category to fully represent the 
community and the entire continuum of education.
    2. Required Capacity Building and Training Activities. To be 
considered for funding under this SGA, proposed grant activities must 
include a combination of capacity building and training activities at 
the community college, or other entities as specified in the exception 
detailed in Section III(C)(5), that target skills and competencies 
demanded by local high-growth/high-demand industries that are defined 
in the context of the regional economy. A component of all applications 
must be direct training costs that allow participants, without tuition 
payments, to be enrolled in the training program. Additional training 
that is supplemented by leveraged resources may also be provided under 
the grant and is highly encouraged to ensure maximum impact of the 
project.
    Proposed capacity building activities must address barriers that 
impede the ability of the community college, or other entities 
specified in the exception detailed in Section III(C)(5), to meet local 
and regional industry demand for workforce training and must be 
directly linked to the specific training supported under the grant. 
Applicants may propose a cross-cutting capacity building and training 
strategy that will support training in more than one high-growth/high-
demand industry if the applicant can demonstrate that skill needs in 
the identified industries are shared. Applicants that wish to propose 
training programs in two or more high-growth industries that do not 
share skill needs should do so through separate applications.
    3. Participants Eligible to Receive Training. Generally, the scope 
of potential trainees is very broad. WIA Sec. 171(d) authorizes 
demonstration programs to serve dislocated workers, incumbent workers, 
and new entrants to the workforce. This authorization supports a broad 
range of training for a variety of populations, including: incumbent 
workers who need new skills for jobs in demand at higher levels of the 
career ladder or because the skill needs for their current jobs have 
changed; untapped labor pools such as immigrant workers, individuals 
with limited English proficiency, individuals with disabilities, 
veterans, older workers, youth, etc; or entry level workers who need 
basic skills and/or specific occupational skill training. The 
identification of targeted and qualified trainees should be part of the 
larger project planning process undertaken by the required partnership 
and should relate to the workforce challenge that is being addressed by 
the training.
    4. Training Providers. Community and technical colleges are the 
required training providers under Community-Based Job Training Grants, 
regardless of the applicant, with the exception of rural areas and 
other educationally underserved communities with no reasonable access 
to community colleges. Please see Section III(C)(5) below for more 
information on this exception. ETA encourages applicants to be creative 
in integrating partner resources and expertise into the training plan. 
For example, a business partner may provide a qualified instructor to 
the community college; the community college may provide on-site 
training for workers to take advantage of business-loaned equipment; 
the training may be provided jointly; or the training may utilize 
technology-based distance learning alternatives as well as blended 
learning, which combines self-paced and instructor-led interactions.
    5. Exception to Eligible Applicants and Training Provider 
Requirements for Rural and Other Educationally Underserved Areas with 
No Access to Community Colleges. ETA recognizes that some communities, 
particularly those in rural areas, may lack access to community and 
technical college training where physical college facilities are not 
reasonably close and technology-based and distance learning options are 
limited or not available. Educationally underserved communities that 
lack this access may submit proposals under the parameters detailed in 
this exception. In such cases, the applicant will be required to 
clearly state it is applying under this exception and must fully 
demonstrate as part of its statement of need that community college 
training is not reasonably available within commuting distance of the 
community in which grant activities will take place and that there are 
no viable technology-based or distance learning options available. 
Applicants may use mileage, population, and access to classrooms, 
Internet and other technology, public transportation and other 
services, as factors to support their demonstration of the lack of 
access to and availability of community college training. Please note 
that applications submitted under the exception must still meet all 
other requirements set forth in this Solicitation.
    Under this exception, the additional eligible applicants and 
requirements on training are listed below.
    a. Publicly-funded Institutions of Higher Education, as defined in 
20 U.S.C. 1001, that award certificates and both two-year and four-year 
degrees are eligible to apply under this exception. However, the 
emphasis for capacity building and training activities under the grant 
must be at the certificate or two-year Associates Degree level. The 
publicly-funded institution of higher education applicant is also 
required to be the training provider for applications submitted under 
this exception and will serve as a substitute for the required 
community college training provider detailed in Section III(C)(4);
    b. Alternate Educational Entities that are governmental or not-for-
profit organizations that directly deliver, or broker for delivery, 
post secondary education opportunities in educationally underserved 
communities that lack access to community colleges are eligible to 
apply under this exception. Alternate Educational Entity applicants 
must demonstrate that: (1) The emphasis for capacity building and 
training activities under the grant must be at the certificate or two-
year Associates Degree level; (2) the training is offered in 
partnership with a community college outside the underserved area and 
is acceptable for credit at or a credential from the partner community 
college; and (3) a component of the capacity building activities 
supports the partnering community college for the purposes of enhancing 
the training services provided by that college to the underserved area. 
Additionally, applications must specify one or more community 
college(s) where capacity building and training activities will occur 
under the grant.

[[Page 37955]]

    6. Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288) 
provides priority of service to veterans and spouses of certain 
veterans for the receipt of employment, training, and placement 
services in any job training program directly funded, in whole or in 
part, by the Department of Labor. In circumstances where a Community-
Based Job Training Grant recipient must choose between two equally 
qualified candidates for training, one of whom is a veteran, the Jobs 
for Veterans Act requires that CBJTG recipients give the veteran 
priority of service by admitting him or her into the program. Please 
note that, to obtain priority of service, a veteran must meet the 
program's eligibility requirements. ETA Training and Employment 
Guidance Letter (TEGL) No. 5-03 (September 16, 2003) provides general 
guidance on the scope of the Job for Veterans Act and its effect on 
current employment and training programs. TEGL No. 5-03, along with 
additional guidance, is available at the ``Jobs for Veterans Priority 
of Service'' Web site (https://www.doleta.gov/programs/vets).

IV. Application and Submission Information

A. Address To Request Application Package

    This SGA contains all of the information and links to forms needed 
to apply for grant funding.

B. Content and Form of Application Submission

    The proposal must consist of two (2) separate and distinct parts, 
Parts I and II. Applications that fail to adhere to the instructions in 
this section will be considered non-responsive and may not be given 
further consideration. Applicants who wish to apply do not need to 
submit a Letter of Intent. The completed application package is all 
that is required.
    Part I of the proposal is the Cost Proposal and must include the 
following three items:
     The Standard Form (SF) 424, ``Application for Federal 
Assistance'' (available at https://www.whitehouse.gov/omb/grants/
sf424.pdf). The SF 424 must clearly identify the applicant and be 
signed by an individual with authority to enter into a grant agreement. 
Upon confirmation of an award, the individual signing the SF 424 on 
behalf of the applicant shall be considered the representative of the 
applicant.
     All applicants for federal grant and funding opportunities 
are required to have a Dun and Bradstreet (DUNS) number. See Office of 
Management and Budget (OMB) Notice of Final Policy Issuance, 68 FR 
38402 (June 27, 2003). Applicants must supply their DUNS number on the 
SF 424. The DUNS number is a nine-digit identification number that 
uniquely identifies business entities. Obtaining a DUNS number is easy 
and there is no charge. To obtain a DUNS number, access this Web site: 
https://www.dunandbradstreet.com or call 1-866-705-5711.
     The SF 424A Budget Information Form (available at https://
www.whitehouse.gov/omb/grants/sf424a.pdf). In preparing the Budget 
Information Form, the applicant must provide a concise narrative 
explanation to support the request. The budget narrative should break 
down the budget and leveraged resources by project activity, should 
discuss cost per-participant, and should discuss precisely how the 
administrative costs support the project goals.
    Please note that applicants that fail to provide a SF 424, SF 424A 
and/or a budget narrative will be removed from consideration prior to 
the technical review process. If the proposal calls for integrating WIA 
or other federal funds or includes other leveraged resources, these 
funds should not be listed on the SF 424 or SF 424A Budget Information 
Form, but should be described in the budget narrative and in Part II of 
the proposal. The amount of federal funding requested for the entire 
period of performance should be shown together on the SF 424 and SF 
424A Budget Information Form. Applicants are also encouraged, but not 
required, to submit OMB Survey N. 1890-0014: Survey on Ensuring Equal 
Opportunity for Applicants, which can be found in at https://
www.doleta.gov/sga/forms.cfm.
    Part II of the application is the Technical Proposal, which 
demonstrates the applicant's capabilities to plan and implement the 
CBJTG in accordance with the provisions of this solicitation. The 
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with 12 point text font and one-inch 
margins. Any pages over the 20 page limit will not be reviewed. In 
addition, in attachments which may not exceed ten (10) pages, the 
applicant may provide resumes, a list of staff positions to be funded 
by the grant, statistical information, general letters of support, and 
other related material. The required letters of commitment from 
partners must be submitted as additional attachments and will not count 
against the allowable 10-page limit on attachments. Please note that 
applicants should not send letters of commitment or support separately 
to ETA because letters are tracked through a different system and will 
not be attached to the application for review. Additionally, the 
applicant must reference grant partners by organizational name in the 
text of the Technical Proposal. Except for the discussion of any 
leveraged resource to address the evaluation criteria, no cost data or 
reference to prices should be included in the Technical Proposal. In 
addition, the following information is required:
     A two-page abstract summarizing the proposed project and 
applicant profile information including: applicant name, project title, 
industry focus, partnership members, proposed training and capacity 
building activities, funding level requested, the amount of leveraged 
resources, and a project description as described in the evaluation 
criteria section at Section V(A) of this solicitation. The abstract 
should also clearly note whether the application is being submitted 
under the exception detailed in Section III(C)(5) .
     A table of contents listing the application sections; and
     A time line outlining project activities and an 
anticipated schedule for deliverables.
    Please note that the abstract, table of contents, and time line are 
not included in the page limitations above. Applications that do not 
provide Part II of the application may be removed from consideration 
prior to the technical review process.
    Applications may be submitted electronically on www.grants.gov or 
in hard-copy via U.S. mail, professional delivery service, or hand 
delivery. These processes are described in further detail in Section 
IV(C). Applicants submitting proposals in hard-copy must submit an 
original signed application (including the SF 424) and one (1) ``copy-
ready'' version free of bindings, staples or protruding tabs to ease in 
the reproduction of the proposal by DOL. Applicants submitting 
proposals in hard-copy are also requested, though not required, to 
provide an electronic copy of the proposal on CD-ROM.

C. Submission Date, Times, and Addresses

    The closing date for receipt of applications under this 
announcement is August, 29, 2006. Applications must be received at the 
address below no later than 5 p.m. (Eastern Time). Applications sent by 
e-mail, telegram, or facsimile (fax) will not be accepted. Applications 
that do not meet the conditions set forth in this notice will not be 
honored. No exceptions to the

[[Page 37956]]

mailing and delivery requirements set forth in this notice will be 
granted.
    ETA will post Frequently Asked Questions (FAQs) and host Virtual 
Prospective Applicant Conferences for this grant competition. The 
FAQ's, as well as the dates and access information for the Prospective 
Applicant Conferences will be posted on ETA's Web site at: https://
www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm and http:/
/www.workforce3one.org. Please check these pages periodically during 
the solicitation for updates.
    Mailed applications must be addressed to the U.S. Department of 
Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 05-11, 
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210. 
Applicants are advised that mail delivery in the Washington area may be 
delayed due to mail decontamination procedures. Hand delivered 
proposals will be received at the above address. All overnight mail 
will be considered to be hand-delivered and must be received at the 
designated place by the specified closing date.
    Applicants may apply online through Grants.gov (https://
www.grants.gov). It is strongly recommended that applicants using 
Grants.gov immediately initiate and complete the ``Get Started'' 
registration steps at https://www.grants.gov/GetStarted. These steps may 
take multiple days to complete, and this time should be factored into 
plans for electronic application submission in order to avoid facing 
unexpected delays that could result in the rejection of an application. 
If submitting electronically through Grants.gov, it would be 
appreciated if the application is saved as a .doc, .pdf, or .txt files.
    Late Applications: Any application received after the exact date 
and time specified for receipt at the office designated in this notice 
will not be considered, unless it is received before awards are made, 
was properly addressed, and: (a) Was sent by U.S. Postal Service 
registered or certified mail not later than the fifth calendar day 
before the date specified for receipt of applications (e.g., an 
application required to be received by the 20th of the month must be 
post marked by the 15th of that month) or (b) was sent by overnight 
delivery service or submitted on Grants.gov to the addressee not later 
than one working day prior to the date specified for receipt of 
applications. It is highly recommended that online submissions be 
completed one working day prior to the date specified for receipt of 
applications to ensure that the applicant still has the option to 
submit by overnight delivery service in the event of any electronic 
submission problems. ``Post marked'' means a printed, stamped or 
otherwise placed impression (exclusive of a postage meter machine 
impression) that is readily identifiable, without further action, as 
having been supplied or affixed on the date of mailing by an employee 
of the U.S. Postal Service. Therefore, applicants should request the 
postal clerk to place a legible hand cancellation ``bull's eye'' 
postmark on both the receipt and the package. Failure to adhere to the 
above instructions will be a basis for a determination of 
nonresponsiveness.

D. Intergovernmental Review

    This funding opportunity is not subject to Executive Order (EO) 
12372, ``Intergovernmental Review of Federal Programs.''

E. Funding Restrictions

    Determinations of allowable costs will be made in accordance with 
the applicable Federal cost principles, e.g., Educational Institution--
OMB Circular A-21. Disallowed costs are those charges to a grant that 
the grantor agency or its representative determines not to be allowed 
in accordance with the applicable Federal Cost Principles or other 
conditions contained in the grant. pplicants will not be entitled to 
reimbursement of pre-award costs.
    Limitations on Cost Per-Participant. Because the costs of training 
may vary considerably depending on the skills and competencies required 
in different occupations in different industries, flexibility will be 
provided on cost per-participant. However, applications for funding 
will be reviewed to determine if the cost of the training is 
appropriate and will produce the outcomes identified. Applicants should 
demonstrate that the proposed cost per-participant is aligned with 
existing price structures for similar training in the local area or 
other areas with similar characteristics, if available, or with the 
community college's, or other entity's as specified in the exception 
detailed in Section III(C)(5), existing price structures for the type 
of program offered.
    Indirect Costs. As specified in OMB Circular Cost Principles, 
indirect costs are those that have been incurred for common or joint 
objectives and cannot be readily identified with a particular cost 
objective. In order to utilize grant funds for indirect costs incurred, 
the applicant must obtain an Indirect Cost Rate Agreement with its 
Federal Cognizant Agency either before or shortly after the grant 
award.
    Administrative Costs. Under the CBJTGs, an entity that receives a 
grant to carry out a project or program may not use more than 5 percent 
of the amount of the grant to pay administrative costs associated with 
the program or project. Administrative costs could be both direct and 
indirect costs and are defined at 20 CFR 667.220. Administrative costs 
do not need to be identified separately from program costs on the SF 
424A Budget Information Form. They should be discussed in the budget 
narrative and tracked through the grantee's accounting system. Although 
there will be administrative costs associated with the managing of the 
partnership as it relates to specific grant activity, the primary use 
of funding should be to support the actual capacity building and 
training activity(ies). To claim any administrative costs that are also 
indirect costs, the applicant must obtain an indirect cost rate 
agreement from its Federal cognizant agency as specified above.
    Use of Stipends. The provision of stipends to training enrollees 
for the purposes of wage replacement or supportive services, such as 
transportation costs, for unemployed or employed workers, is not an 
allowable cost under this Solicitation for Grant Applications.
    Legal Rules Pertaining to Inherently Religious Activities by 
Organizations that Receive Federal Financial Assistance. The government 
is generally prohibited from providing direct financial assistance for 
inherently religious activities. See 29 CFR part 2, subpart D. These 
grants may not be used for religious instruction, worship, prayer, 
proselytizing or other inherently religious activities. Neutral, non-
religious criteria that neither favor nor disfavor religion will be 
employed in the selection of grant recipients and must be employed by 
grantees in the selection of sub-recipients.
    ETA Intellectual Property Rights. Applicants should note that 
grantees must agree to provide USDOL/ETA a paid-up, nonexclusive and 
irrevocable license to reproduce, publish, or otherwise use for Federal 
purposes all products developed or for which ownership was purchased 
under an award, including but not limited to curricula, training 
models, technical assistance products, and any related materials, and 
to authorize them to do so. Such uses include, but are not limited to, 
the right to modify and distribute such products worldwide by any 
means, electronically or otherwise.

[[Page 37957]]

F. Withdrawal of Applications

    Applications may be withdrawn by written notice or telegram 
(including mailgram) received at any time before an award is made. 
Applications may be withdrawn in person by the applicant or by an 
authorized representative thereof, if the representative's identity is 
made known a