The Commissioner may make grants or contracts under this subpart to grantees and contractors who are eligible under § 182.21 for the following purposes: (a) To train persons for planning, establishing, administering, or coordinating programs of cooperative education; (b) To demonstrate or explore the feasibility or value of innovative methods of cooperative education; or (c) To research methods of improving, developing, or promoting the use of programs of cooperative education. (20 U.S.C. 1087c) § 182.23 Funding criteria for training projects. The Commissioner shall evaluate applications for training projects under this subpart in accord both with the criteria set out under § 100a.26(b) of this chapter and with the following: (a) The extent to which the project proposes to make trainees aware of the need to modify existing undergraduate teaching practices, and the student calendar, and curricula in order to inaugurate and administer cooperative education programs; (b) The extent to which the training project incorporates prior experience in or builds upon prior successful cooperative education programs or introduces successful innovations; (c) The extent to which the proposed training project provides for clearly defined procedures that give evidence of comprehensive and indepth planning; (d) The extent to which the proposed training project shows promise of developing trainees who may apply their expertise in more than one type of cooperative education program; and (e) The extent to which the applicant demonstrates its commitment to a coop § 182.24 Trainee stipends and dependency allowances. (a) Stipends. The Commissioner shall include in any grant or contract for a training project an amount sufficient to pay each trainee attending a full-time training institute of at least one week's duration a stipend of $75 per week. (b) Dependency allowances. The Commissioner shall include in any grant or contract for a training project an amount sufficient to pay dependency allowances up to $15 per week for each dependent of a trainee in a full-time institute which is four weeks or more in duration. For purposes of this subparagraph, “dependent" means any of the following persons, if the trainee to whom the allowance is paid is providing over half of such person's support for the calendar year in which the training institute begins: (1) A spouse; (2) A son or daughter of the trainee or a descendent of either; (3) A stepson or stepdaughter of the trainee; (4) A brother, sister, stepbrother or stepsister of the trainee; (5) A father or mother of the trainee or an ancestor of either; (6) A stepfather or stepmother of the trainee; (7) A son or daughter of a brother or sister of the trainee; (8) A brother or sister of the father or mother of the trainee; (9) A son-in-law, daughter-in-law, father-in-law, mother-in-law, brotherin-law, or sister-in-law of the trainee; (10) An individual (other that the trainee's spouse) who during the calendar year in which the training begins, has been living in the trainee's home and is a member of the trainee's household (but not if the relationship between the individual and the trainee is in violation of local law); or (11) An individual who (i) Is a descendent of a brother or sister of the father or mother of the trainee; (ii) For the academic year of the trainee receives institutional care required by reason of a physical or mental disability; and (iii) Before receiving such institutional care was a member of the same household as the trainee. (20 U.S.C. 1087c) § 182.25 Funding criteria for research and demonstration projects. The Commissioner shall evaluate applications for research or demonstration projects under this subpart in accord both with the criteria set out in § 100a.26 (b) of this chapter and with the following: (a) The extent to which the research project proposes to assess the degree of change necessary to modify existing undergraduate teaching practices, the student calendar or curricula to meet the needs of students participating in a cooperative education program; (b) The extent to which the research provides for: (1) Well delineated methodologies; (2) Realistically designed work schedules; and (3) A logical relationship between stated objectives and research design; (c) The extent to which the proposed project would explore innovative approaches to the operation of cooperative education programs and evaluate them; and (d) The extent to which the project proposes to demonstrate the feasibility of a stated hypotheses for developing, improving, and promoting the use of cooperative education nationally through: (1) Experimental models; and (2) Various methods of information dissemination. (20 U.S.C. 1087c) $182.26 Reporting requirements. (a) A recipient of a grant or contract under this subpart shall submit quarterly or other progress reports as the Commissioner may require, which shall include information on; (1) The extent to which the objectives of the projects have been accomplished; (2) What factors, if any, have prevented the accomplishment of project objectives, and what, if any, corrective measures are being taken; and (3) Any highly significant aspects of the project. (b) The recipient of a grant or contract under this subpart shall also submit a final report to the Commissioner General provisions. 183.41 Supplementation of effort. AUTHORITY: Public Law 91-516, 84 Stat 1312-1315 (20 U.S.C. 1531-1536). SOURCE: 39 FR 17842, May 21, 1974, unless otherwise noted. Subpart A-Description of Program § 183.1 Scope and purpose. (a) The Environmental Education Act, as amended (20 U.S.C. 1531-1536) authorizes a program of grants and contracts to suport research, demonstration and pilot projects designed to educate the public on the problems of environmental quality and ecological balance while giving due consideration to economic factors related thereto. Such projects shall support the development of educational processes dealing with man's relationship with his natural and man-made surroundings, and include the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology, economic impact, and urban and rural planning to the total human environment. Such project shall support the development of educational processes dealing with man's relationship with his natural and man-made surroundings, and include the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology, and urban and rural planning to the total human environment. These processes would be designed to help the learner both to perceive and understand the concepts of "environment" and environmental principles and problems and to be able to identify and evaluate alternative solutions to environmental problems. Emphasis shall be placed on the development of skills and insights needed to understand the structure, requirements, and impact within and among various environmental entities, systems and subsystems. (b) In accordance with this purpose, financial assistance will be provided for projects involving participants in inquiries into both the specific and general environmental implications of human activities and their short and long range effect on societal resources and general public policy. Thus the environmental education process is multifaceted, multidisciplinary, and issue- or problemoriented. Otherwise worthwhile but specialized and narrowly defined educational approaches, such as traditional learning approaches to such areas as conservation and resource use, environmental science, nature study, outdoor education, or sex education, which normally tend to exclude consideration of mutually reinforcing social, physical, cultural, economic, and policy implications of these concerns do not adequately meet the scope and purposes of the act. Areas of participant inquiry should encompass or fall within one or more of the following: (1) The import of the application of scientific and technological findings (e.g., the impact of "inventions" on social and environmental quality and resources). (2) Human settlements-urban, suburban, and rural (e.g., impact of urban, suburban, and rural balance on ecology of an area and the human condition). (3) Food production; energy production; population dynamics; transportation; planning-urban, suburban, and rural (e.g., implication of selected interrelated human life support activities). (4) Air; water-fresh, estuarine, marine; land use; and other resource utilization, allocation, depletion, and conservation; and environmental pollution (e.g., use, depletion, and destruction of life support resources). Thus the environmental education process is multifaceted, multidisciplinary, and issue or problem-oriented. Otherwise worthwhile but specialized and narrowly defined educational approaches, such as traditional learning approaches to such areas as conservation and resource use, environmental science, nature study, outdoor education, or sex education, which normally tend to exclude consideration of mutually reinforcing social, physical, cultural, and policy implications of these concerns do not adequately meet the scope and purposes of the act. While an environmental education project supported under this part could draw upon some of the ideas and materials of these traditional subject areas, it could do so only in synthesis with ideas and materials from a number of other subject areas, including social sciences, technology, arts and humanities as appropriate and needed for the area of inquiry. (20 U.S.C. 1532(a) (2)) [39 FR 17842, May 29, 1974, as amended at 40 FR 12990, Mar. 24, 1975] "Nonformal education sectors" means public or nonprofit private agencies or organizations which contribute, directly or indirectly, to the education of citizens, such as libraries, museums, community centers, organized citizens' groups, etc.; "Nonprofit organization or agency" means an organization or institution owned or operated by one or more nonprofit corporations or associations no part of the net earnings of which inures, or may lawfully inure, to the benefit of any private shareholder or individual, (20 U.S.C. 1531) 139 FR 17842, May 29, 1974, as amended at 40 FR 12990, Mar. 24, 1975] § 183.3 Categories of assistance. Applications for financial assistance may be submitted for one of two basic project categories denominated as "Gen eral Projects" and "Minigrant (Workshop) Projects." These two basic project categories are distinguished as to purpose and type of activity. (a) General projects. Under this category financial assistance may be awarded for: (1) Projects designed to assist the development of effective environmental education practices and materials suitable for use by formal and/or nonformal education sectors, and (2) projects designed to assist utilization of effective environmental education practices and materials. (20 U.S.C. 1532) (b) Minigrant (workshop) projects. Under this category, grants in amounts not to exceed $10,000 may be made for the conduct of workshops, seminars, symposiums, and conferences (especially for adults and community groups other than the group funded). The projects must be designed to assist communities in acquiring an understanding of the causes, effects, issues and options surrounding a local environmental problem. (20 U.S.C. 1534) § 183.4 Applications. (a) Applications shall contain, in the case of minigrant (workshop) project applications, documentary evidence that the applicant organization or group has been organized and active for 1 or more years prior to the submission of the application. (20 U.S.C. 1532(b) (3) (A) (1)) (b) In addition, applications for assistance under this part must: (1) Provide that the activities for which assistance is sought will be administered by, or set forth the method by which the applicant proposes to supervise the administration of these activities; (2) Set forth such policies and procedures that assure that the applicant will adequately evaluate activities to be carried out under the application; and (20 U.S.C. 1532(b) (3) (A) (111); 1534) (3) Provide assurance that the applicant will comply with the requirements of the act, the regulations in this part, and general terms and conditions as have been made generally applicable to Office of Education grants. (20 U.S.C. 1532 (b), 1534) § 183.5 Level of support. (a) Except with respect to general projects for evaluation, dissemination (including national demonstration projects), curriculum development, and minigrant (workshop) projects which are eligible for 100 percent funding, the Federal dollar contribution to any project will not exceed the following ceilings: (1) 80 percent of the project cost for the first year; and (2) an amount for second and third year funding, not in excess of 60 and 40 percent respectively of the first year project cost. (b) Within the ceilings set out under paragraph (a) of this section the amount to be awarded for the conduct of a project will be an amount determined by the Commissioner, on the basis of the following factors: (1) The cost of the project in relation to the total cost of all similar projects; (2) The availability of funds in the light of the number of approvable projects; (3) The need for reasonable distribution of funds among the various categories of projects; and (4) The ability of the applicant to obtain funds from sources other than pursuant to this part. (c) Funds awarded may be expended only to the extent consistent with the assurance given under § 183.41 and in accordance with Subpart G of Part 1008 of this chapter (cost principles). (20 U.S.C. 1532(b) (4)) Subpart B-General Projects § 183.10 General projects. (a) Awards for general projects, as authorized by section 3 of the act, will be made by the Commissioner for research, demonstration or pilot project activities, including but not limited to such activities as: (1) The development of curricula (including interdisciplinary curricula) in the preservation and enhancement of environmental quality and ecological balance; (2) Dissemination of information relating to such curricula and to environmental education generally; (3) In the case of grants to State and local educational agencies, for the support of environmental education programs at the elementary and secondary education levels; (4) Preservice and inservice training programs and projects (including fellowship programs, institutes, workshops, symposia, and seminars) for educational personnel to prepare them to teach in subject matter areas associated with environmental quality and ecology, and for public service personnel, Government employees, and business, labor and industrial leaders and employees; (5) Planning of outdoor ecological study centers; (6) Community education programs on environmental quality, including special programs for adults; (7) Preparation and distribution of materials suitable for use by the mass media in dealing with the environment and ecology; and (8) Demonstration, testing, and evaluation of activities, whether or not assisted under this section. (b) In carrying out the purposes of section 3 of the act, the Commissioner may from time to time establish priorities among activities to be funded in any given year. (20 U.S.C. 1532(b) (2)) § 183.11 Applicants. (a) Applicants for general project awards may be institutions of higher education, State or local educational agencies, and other public and nonprofit private agencies, organizations and institutions including libraries and museums. (b) The Commissioner reserves the right to make contracts to either profitmaking or nonprofit agencies, organizations, or institutions to carry out the purposes of this subpart. Proposals for such contracts will be entertained by the Commissioner on invitation only and in accordance with such specifications as are developed by him. (20 U.S.C. 1532(b)(1)) Subpart C Minigrant (Workshop) $183.20 Migrant ects. (workshop) proj. 983 § 183.31 Requirement for technical eligibility. An application for an award under either Subpart B or Subpart C of this part will be initially considered by the Commissioner if the following conditions are met: (a) The proposed project activity falls within the scope and meets the purposes described in § 183.1; (b) The applicant qualified as an eligible applicant under § 183.11 or § 183.21; (c) In the case of applications by local school systems, the applicant indicates that the State education agency has received a copy of the proposal for review and comments; and (20 U.S.C. 1532(b) (3) (B)) (d) The application, whether or not submitted with respect to a project funded in a previous year, complies with the provisions in § 183.4. (20 U.S.C. 1532(b) (c)) § 183.32 Criteria for awards. Applications which have met the requirements listed in § 183.31 will be further evaluated by the Commissioner in addition to the criteria set forth in § 100a.26(b) of this chapter on the extent to which they meet the following criteria as reflected by the particular factors indicated under each criterion, as appropriate. (a) The project is well designed: (1) The objective, approach (methodology), and primary content areas/ |