Notice of Availability of Funds and Solicitation for Grant Applications (SGA) for Community-Based Job Training Grants, 44574-44589 [E7-15362]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 72, Number 152 (Wednesday, August 8, 2007)]
[Notices]
[Pages 44574-44589]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E7-15362]


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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 07-01.
    Catalog of Federal Assistance Number: 17.269.

DATES: The closing date for receipt of applications under this 
announcement is October 10, 2007. Applications must be received at the 
address below no later than 4 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 on August 14 and 15, 2007 at 1 p.m. Eastern Time. 
Additional information and links to registration for these Virtual 
Prospective Applicant Conferences will be posted on ETA's Web site at 
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. 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 
individuals 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 07-01, 
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 is the funding opportunity description that 
includes background information on the topics of:

[[Page 44575]]

Globalization, regional innovation, economic competitiveness, and 
talent development; the Employment and Training Administration's 
solutions-based approaches to workforce investment strategies; and a 
description of the critical elements of Community-Based Job Training 
Grants.
     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 evaluated, 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 purposes of these grants are to build the capacity of community 
colleges to provide training and 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 
provides an overview of globalization, regional innovation and economic 
competitiveness and ETA's transformational vision of talent development 
in a regional economy; Part B; describes ETA's solutions-based 
approaches to workforce investment strategies; and Part C describes the 
critical elements of CBJTGs.

A. Background

1. Globalization, Regional Innovation and Economic Competitiveness

    The world is now witnessing one of the greatest economic 
transformations in history. Revolutions in technology and information 
have ushered in the globalization of the economic marketplace. 
Globalization is marked by tremendous advances in communications, 
travel, and trade--allowing individuals instant access to commerce from 
almost anywhere in the world. At the same time, American businesses now 
compete not only with companies across the street, but also with 
companies around the globe.
    Global competition is typically seen as a national challenge. In 
reality, regions are where companies, workers, researchers, 
entrepreneurs and governments come together to create a competitive 
advantage in the global marketplace. That advantage stems from the 
ability to transform new ideas and new knowledge into advanced, high 
quality products or services--in other words, to innovate.
    Regions that are successful in creating a competitive advantage 
demonstrate the ability to organize ``innovation assets''--people, 
institutions, capital and infrastructure--to generate growth and 
prosperity in the region's economy. These regions are successful 
because they have connected three key elements: Workforce skills and 
lifelong learning; learning strategies, investments and entrepreneurial 
strategies; and regional infrastructure and economic development 
strategies.
    In the new global economy, a region's ability to develop, attract, 
and retain a well-educated and skilled workforce is a key factor in our 
nation's economic competitiveness. A region may possess a strong 
infrastructure and the investment resources for success, but without 
the talented men and women to use those elements for economic growth, 
they are meaningless. Talent can also drive investment and 
infrastructure because investment capital is smart money and will 
follow talent, while infrastructure can be built to support a growing 
economy.

2. Talent Development In the Global Economy

    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. This network 
is called the workforce investment system and consists of state and 
local workforce investment boards, state workforce agencies, and One-
Stop Career Centers and their cooperating partners.
    In this 21st century globally competitive economy, it is becoming 
increasingly important that the workforce system act as a strategic 
partner in regional economic development. As the leader in regional 
talent development, the workforce system aligns workforce investment 
dollars with regional economic growth goals by focusing on workforce 
and lifelong learning strategies that are demanded by employers and 
based on an understanding of future job growth in emerging, high-growth 
and economically vital industries and sectors of the American economy. 
Through this strategic alignment, the workforce system helps to ward 
off and respond to economic shocks, creating more stable and rewarding 
employment opportunities for the workforce. In addition, the system 
serves as a galvanizing partner by bringing together entities that can 
grow talent as well as leverage that talent base in attracting industry 
investment to the local or regional economy.
    To maximize the impact of talent development activities, workforce 
investment boards must partner with a strong team composed of 
individuals and organizations necessary to transform the regional 
economy, including: Employers; educators at all levels, including 
community colleges; economic development entities; local, regional, and 
state government; the philanthropic community; faith-based and 
community organizations; research institutions; and other civic leaders 
with a stake in economic growth and talent development.

B. Solutions-Based Approaches To Workforce Investment Strategies: A Key 
Component For Regional Innovation and Talent Development

    Within the context of these strategic partnerships, the workforce 
system should take a solutions-based approach to workforce development, 
focusing on systemic solutions that address short-term challenges while 
contributing to long-term talent development and economic growth. 
Partners should work collaboratively to:
    (1) Identify the regional economy.
    (2) Form the Core Leadership Group.
    (3) Conduct a SWOT Analysis.
    (4) Identify a Shared Regional Identity and Vision for the Regional 
Economy.
    (5) Devise Strategies in Support of the Shared Vision.
    (6) Leverage resources and implement.
    Please note, this process is not linear--the steps may occur and 
reoccur depending on regional circumstances. The goal of this process 
is to ensure that workforce system resources help workers get education 
and training that aligns with regional industry-identified needs and 
job opportunities, and that these needs reflect economic development 
priorities in the region.
    The Employment and Training Administration (ETA) has modeled the 
role of strategic partnerships in demand-driven workforce investment 
through the President's High Growth Job Training Initiative (HGJTI). 
Through the HGJTI, ETA identified high-growth, high-demand industries; 
evaluated their skill needs; and funded local and national partnership-
based

[[Page 44576]]

demonstration projects that provide workforce solutions to ensure that 
individuals can gain the skills to get good jobs with career pathways 
in rapidly expanding or transforming industries.
    The foundation of the HGJTI has been partnerships between the 
publicly funded workforce investment system, business and industry 
representatives, and the continuum of education. These partnerships 
engage each 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. Education and training providers, such as community 
colleges, assist in developing competency models and curricula and 
train new and incumbent workers. The workforce investment system 
compiles and analyzes local labor market information, accesses human 
capital (e.g. youth, unemployed, underemployed, and dislocated 
workers), provides funding to support training for qualified 
individuals, and connects trained workers to good jobs.
    The Community-Based Job Training Grants (CBJTGs) continue the work 
of the HGJTI by incorporating its focus on high-growth, high-demand 
industries and its emphasis on the role of strategic partnerships in 
workforce development while addressing the critical capacity 
constraints of community colleges.
    Businesses in high growth, high demand industries face increasing 
difficulties in finding workers with the right skills. 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, 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 
their regional economy.
    However, community college leaders and industry executives report 
that many community colleges are unable to meet the demand for training 
in their region 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 community 
colleges from funding the programs, faculty, and student services 
needed to be responsive to regional workforce demands.
    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 
regional workforce and education systems, and more individuals being 
trained and employed in high-growth/high-demand sectors.
    Recognizing the growing need for regional economic competitiveness 
in the global economy, ETA has continued to evolve its strategies for 
supporting strategic workforce development. In February 2006, ETA 
launched the Workforce Innovation in Regional Economic Development 
(WIRED) Initiative, focusing on the role of talent development in 
driving regional economic competitiveness, leading to increased job 
growth and new opportunities for American workers. To optimize 
innovation and successful regional economic transformation, the WIRED 
framework brings together all the key players in a region to leverage 
their collective public and private sector assets and resources, and to 
devise strategies that focus on infrastructure, investment, and talent 
development.
    The WIRED strategic framework supports regions in incorporating 
demand-driven talent and skills development into their larger economic 
strategies and integrating workforce development, economic development, 
and education efforts into a comprehensive system that is both flexible 
and responsive to the needs of business and workers. More information 
and tools to help implement a WIRED strategic framework can be found at 
www.doleta.gov/WIRED.

 C. Critical Elements of Community-Based Job Training Grants

    It is ETA's expectation that CBJTGs will contain at least seven 
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; (6) clear and specific outcomes; and (7) 
integration with regional economic and talent 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. Regions are typically 
defined as geographically contiguous areas and can include multiple 
counties and cities and cross state lines. A range of factors 
contribute to the formation of a region, including economic 
interdependence (such as a common industry or industries) and shared 
assets (such as human capital, research and development entities, 
educational institutions, and airports and other types of 
infrastructure). 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

[[Page 44577]]

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:
    a. 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.
    b. 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 region. 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.
    c. 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 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 of 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-
based 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 must 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.

[[Page 44578]]

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 as well as increase the capacity of the college to provide 
training resulting in an increase in the pipeline of skilled workers 
ready for employment or promotion in the regional economy. 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. Additionally, to 
avoid duplication, applicants are encouraged to align and leverage 
their proposed capacity building activities with existing curricula, 
competency models and other frameworks developed by existing HGJTI and 
CBJT grantees.
    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. Applicants are strongly 
encouraged to review Section 171(d) of WIA and to review allowable 
types of capacity building activities under federal funds. In addition, 
OMB Circular A-21 provides guidance to educational institutions on 
allowable costs. Grantees may not utilize federal funds on unallowable 
activities, even if those activities are written in a successful 
application, and any such activities will need to be removed from a 
grant statement of work.
    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 hours a day and seven days a week.

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 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. For applicants who choose to leverage 
resources, please include the following information: (1) The total 
amount leveraged from federal sources; (2) the total amount leveraged 
from non-federal sources; (3) the partners contributing the resources; 
and (4) the projected activities, broken out by the source of the 
leveraged resource (federal or non-federal), to be implemented 
utilizing these resources.
    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.
    ETA will award 5 bonus points to applications that demonstrate the 
integration of WIA training funds into grant activities, such as 
covering tuition costs for eligible new or incumbent workers. Examples 
of WIA training funds include Individual Training Accounts, customized 
training, and Career Advancement Accounts. 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. 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

[[Page 44579]]

employer providing not less than 50% of the cost of the training.
    Career Advancement Accounts (CAAs) have been proposed in the 
President's Fiscal Year 2008 budget and are currently being piloted in 
eight states: Georgia, Indiana, Michigan, Minnesota, Missouri, Ohio, 
Pennsylvania, and Wyoming. CAAs are self-managed accounts an individual 
would apply for at a One-Stop Career Center that would enable the 
individual to gain the education and training needed to successfully 
enter, navigate, and advance in 21st century jobs.

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 achievements 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.
    ETA is currently pursuing an aggressive national dissemination 
strategy for grant products that focuses on widely distributing grantee 
tools, models, and products through a network of stakeholders including 
education and industry partners, and the public workforce system. The 
products and tools developed through the CBJTGs, including curriculum, 
competency models, distance learning tools, career awareness and 
outreach materials, research, case studies, career lattices, creation 
of industry skill centers, and Web sites, will be part of this 
dissemination strategy. CDs with available products will be developed 
and distributed to appropriate education, workforce, and business and 
industry association partners. All of these products will also be 
available online at www.Workforce3One.org. CBJT grantees are required 
to submit to ETA products developed with grant funding; these products 
will be included in ETA's dissemination strategy.
    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 its 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. Grants are expected 
to generate clear and specific outcomes that are appropriate to the 
nature of the solution and size of the project; that are achievable by 
the partnership during the life of the grant; and that indicate 
progress towards meeting the workforce challenges identified by the 
partnership. Because CBJT 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 must demonstrate the effectiveness of the proposed 
training activities by creating appropriate outcome projections for the 
project, which will be considered baseline performance measures for the 
grant if awarded. Additionally, applicants should note that CBJT 
grantees must report to ETA, on a quarterly basis, their progress 
towards meeting the projected capacity building and training outcomes 
listed in their applications.
    a. Training Outcomes: Training outcomes must include those tracked 
by the Common Measures, which are uniform evaluation metrics for job 
training and employment programs. The Common Measures are an integral 
part of ETA's performance accountability system. Applicants must 
include projected outcome numbers to be achieved during the life of the 
grant for each of the Common Measures. 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. 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/corr_
doc.cfm?DOCN=2195). A basic list of Common Measures is provided as 
attachment A to the TEGL (https://wdr.doleta.gov/directives/attach/
TEGL17-05_AttachA.pdf). Applicants are strongly encouraged to review 
these documents prior to submitting applications under this 
Solicitation.
    In addition to Common Measures, grantees will be required to report 
the number and types of credentials awarded to trainees, if 
appropriate, and the number of individuals placed in employment related 
to training. Applications must include projections of the number and 
type of credentials to be awarded and, if appropriate, the number of 
individuals placed in employment related to training. Please note that 
the Common Measures provide only part of the information necessary to 
measure CBJTGs successes effectively. CBJTG recipients may also have 
additional outcome measures appropriate to their project.
    On a quarterly basis, ETA will collect data from CBJT grantees on 
spending, program activities, participants, and all outcomes necessary 
to convey the full and accurate information on the performance of 
grantees and the program in general to policymakers and stakeholders. 
Applicants should note that proposals are evaluated based on outcomes, 
per the evaluation criteria in Section V(4)(A). Therefore, all outcomes 
and outcome projections provided in the application will become part of 
the project's statement of work as the baseline goals for the grant, 
should the application be funded. It is not ETA's intent to renegotiate 
performance outcomes after grant awards are made.
    Please note, ETA has published in the Federal Register a report 
format for Grantees under the High Growth Job Training Initiative and 
Community-Based Job Training Grants entitled: ``High Growth and 
Community-Based Job Training Grants: General Quarterly Reporting Forms 
& Instructions.'' This report format contains all of the above 
referenced outcomes, as well as other outcome categories, and was open 
for viewing and public comment through July 30, 2007. To view the 
entire proposed reporting package, including a link to the Federal 
Register, visit:  https://www.doleta.gov/OMBCN/OMB_1205-0NEW_
20070530.cfm. ETA strongly encourages applicants to review the proposed 
report format to ensure that they will be able to track and report on 
the information required.
    b. Capacity Building Outcomes: Grantees will be required to report, 
on a quarterly basis, the status of all capacity building 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

[[Page 44580]]

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 must satisfactorily address the industry-identified 
workforce need and the capacity constraints identified by the community 
college, or other entity as specified in the exception detailed in 
Section III(C)(5).

7. Integration with Regional Economic and Talent Development Strategies

    Today's global economy requires new workforce development 
strategies that build on demand-driven approaches to propel economic 
growth. Successful workforce investment leads to the creation of new 
jobs by attracting new businesses and industries, and expanding 
existing companies in communities through a talent-rich workforce.
    Maintaining America's competitive position in the global economy 
requires a workforce with postsecondary education credentials and the 
capacity to work in a high-technology environment while creatively and 
collaboratively adapting as new technologies and business process 
innovations evolve. To keep pace with change, workers require lifelong 
learning opportunities. Rather than simply training the workforce for 
today's jobs, community colleges, the workforce investment system, and 
other entities in the continuum of education must operate as a talent 
development system, meeting industry's present needs while also 
collaborating with the region's economic development system to identify 
and support emerging industries. The goal is to ensure the availability 
of an educated and prepared workforce that is able to compete in the 
global economy by attracting and sustaining industry's investment in 
regional economies.
    While Community-Based Job Training Grants assist individual 
community colleges in building their capacity to provide training in 
high-growth/high-demand industry sectors of the economy, they also play 
a vital role in the development of a regional talent development 
system. Therefore, the capacity building and training activities 
occurring under CBJTGs should be aligned with, and integrated into, 
regional talent and economic development strategies. A regional 
approach under CBJTGs ensures that the full range of assets, resources, 
knowledge, and leadership are at the table to implement a solution that 
will address the critical capacity constraints faced by the community 
college while supporting talent development in the regional economy.
    To demonstrate that their projects are aligned with and integrated 
into regional talent and economic development strategies, applicants 
should describe how their capacity building and training solution are 
part of or complement existing regional approaches under regional 
talent and economic development plans and initiatives or is the 
catalyst for bringing partners together to begin the analysis and 
strategic planning in their region. Additionally, applicants should 
demonstrate alignment with regional talent and economic development 
strategies by integrating regional partnerships into their proposed 
capacity building and training activities. In addition to the partners 
required under this Solicitation, applicants can demonstrate connection 
to regional talent and economic development activities through broader 
and deeper partnerships with regional business leadership and 
organizations, such as chambers of commerce; economic development 
organizations at the regional level; the philanthropic community; seed 
and venture capital organizations or individuals; investor networks; 
entrepreneurs; faith and community-based organizations; and other 
regional entities. Finally, for applicants leveraging resources, 
applicants should demonstrate that the funds leveraged come from 
regional partners or from existing or planned talent development 
efforts within the region.

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 designed 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) a 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 are a public, accredited institution of higher education that 
predominantly awards Associate's Degrees. This definition includes 
tribally controlled colleges and universities. Private for-profit and 
private not-for-profit institutions of higher education are not 
eligible to apply under this Solicitation. For the purposes of this 
paragraph, an ``Institution of Higher Education'' is defined as an 
entity that has its own Federal Tax Identification Number and has 
direct control of its funds. Entities that do not meet the above 
criteria may

[[Page 44581]]

be eligible to apply under the exception in Section III(A)(5).
    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 Centers, as established under Section 121 of the 
Workforce Investment Act of 1998 (Pub. L. 105-220). The eligible 
applicant for One-Stop Career Centers must be the One-Stop Operator, as 
defined under Section 121 of the Workforce Investment Act of 1998 (Pub. 
L. 105-220), on behalf of the One-Stop Career Center. The applicant 
must: (1) Have a letter of concurrence from the Workforce Investment 
Board; (2) demonstrate that the proposed activities are consistent with 
the state strategic Workforce Investment Act plan; and (3) demonstrate 
that the Local Workforce Investment Board, or its designated fiscal 
agent, will serve as the fiscal agent for the grant by clearly 
providing the legal name and EIN of the fiscal agent. The Workforce 
Investment Board's support and involvement in the project should be 
detailed in the letter of concurrence, which should also address the 
above requirements (2) and (3). Applications from One-Stop Career 
Centers without a letter of concurrence from their Workforce Investment 
Board will be considered non-responsive and will not be reviewed. 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. One-Stop Career Center applicants should clearly 
note in the Abstract that they are applying under Section III(A)4, of 
the SGA. Additionally, in the abstract, One-Stop Career Center 
applicants should note that they are the One-Stop Career Center 
operator and provide the name of the One-Stop Career Center.

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. Five bonus points are 
available for applications that demonstrate that WIA training funds are 
integrated into grant activities.

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 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, 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. In all applications, at least 
50 percent of the proposed budget must be for tuition and related 
training costs for a substantive number of students enrolled in the 
grant training program. Related training costs include, but are not 
limited to, books, supplies, tools, and uniforms. Grantees are strongly 
encouraged to leverage other resources to cover the tuition costs for 
the students trained with grant funds to expand the number of 
individuals trained with the grant. Possible sources of leveraged 
resources for tuition include, but are not limited to, Pell Grants, 
student loans, and employer tuition reimbursement. Grantees may charge 
tuition and related training costs to students enrolled in the training 
program whose tuition is not covered by the grant; however, the 
leveraging of resources described above is strongly encouraged. 
Grantees must track and report performance outcomes on any individuals 
trained using grant dollars, either in whole or in part. Where grant 
dollars are combined with other leveraged resources to cover tuition 
for an individual being trained, that individual must be tracked for 
purposes of performance as well.
    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, Indian and Native Americans, 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

[[Page 44582]]

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. Applicants must 
clearly note in the abstract that they are applying under this 
exception.
    Under this exception, the additional eligible applicants and 
requirements on training are listed below.
    a. Public, accredited Institutions of Higher Education that award 
certificates and both two-year and four-year degrees, and satellite 
campuses of such Institutions, 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 
Associate's Degree level. The public 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.
    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.
    7. Re-designation of One-Stop Operators. If at any time the 
applicant One-Stop Operator changes, then DOL and the WIB will modify 
the application or grant on behalf of the One-Stop Career Center, for 
the purpose of designating a new One-Stop Operator.

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.doleta.gov/sga/forms.cfm). 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 
will be considered the Authorized Representative of the applicant.
     All applicants for federal grant and funding opportunities 
are required to have a Data Universal Numbering System (DUNS) number 
provided by Dun and Bradstreet. 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, www.dunandbradstreet.com, 
or call 1-866-705-5711.
     The SF 424A Budget Information Form (available at https://
www.doleta.gov/sga/forms.cfm.) In preparing the Budget Information 
Form, the applicant must provide a concise narrative explanation to 
support the request. The budget narrative should include: (1) The total 
amount leveraged from federal sources; (2) the total amount leveraged 
from non-federal sources; (3) the partners contributing the

[[Page 44583]]

resources; (4) the projected activities to be implemented utilizing 
leveraged resources, broken out by the source of the leveraged resource 
(federal or non-federal); (5) the amount of grant funds to be spent on 
tuition and related training costs (Note: At least 50% of the proposed 
budget must be for tuition and related training costs for a substantive 
number of students enrolled in the grant training program); and (6) 
cost per-participant. In applications submitted by Community College 
Districts, State Community College Systems, One-Stop Career Centers, 
and alternate educational entities, the budget narrative should also 
break out the portion of the budget going to the applicant as well as 
the funds going to the community college for capacity building and 
training.
    Please note that applicants that fail to provide either the SF 424, 
SF 424A or the 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