Opportunity Information: Apply for PAGA PAAQM 16 001
Apply for PAGA PAAQM 16 001
- The DOS-PA in the arts (see cultural affairs in cfda), education sector is offering a public funding opportunity titled "A Diplomatic Simulations Program: Project Coordination, Curriculum Design and Video Production" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 19.040.
- This funding opportunity was created on Apr 21, 2016 and posted on Apr 21, 2016.
- Applicants must submit their applications by Jun 10, 2016. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $198,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Public and State controlled institutions of higher education, Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education, Private institutions of higher education, Others (see text field entitled Additional Information on Eligibility for clarification).
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Opportunity Summary:
The U.S. Diplomacy Center (USDC), under the U.S. Department of State (DOS-PA), offered a cooperative agreement funding opportunity titled "A Diplomatic Simulations Program: Project Coordination, Curriculum Design and Video Production" to support the continued development of its Diplomatic Simulations Program. The award was structured as a discretionary cooperative agreement, meaning the selected implementer would carry out the work in close collaboration with USDC staff rather than operating independently. The program itself is an educational initiative where students role-play as diplomatic representatives, negotiate with other parties, and work toward resolving an international dispute. While the materials are meant to be useful broadly, the primary audience emphasis is international students, with the larger aim of teaching practical diplomacy skills and helping participants engage constructively with governments and international organizations on global challenges.
The funding ceiling for the project was up to $198,000, with the Department anticipating a single award. The opportunity was posted on April 21, 2016, and the application deadline was June 10, 2016. The funding activity focus sits at the intersection of education and cultural/arts-related public diplomacy (CFDA 19.040), aligning with the USDC mission to serve as a leading public-facing resource for diplomacy education for both U.S. and international audiences.
The core work described for the implementer (referred to as a simulations coordination team) combined project management with hands-on educational content development and multimedia production. Key responsibilities included coordinating the overall project plan and timeline, managing tasks across contributors and any external vendors, and ensuring deliverables met USDC expectations. On the content side, the implementer was expected to design curriculum elements and write the simulations themselves, meaning they would develop realistic negotiation scenarios, roles, supporting documents, and facilitator guidance that help students practice diplomatic problem-solving, negotiation, and perspective-taking. In addition to written curriculum and simulation packages, the project also required filming and editing video clips to introduce the program and reinforce the simulation content. These videos were intended to function as instructional and promotional supports, helping teachers and students understand how the simulations work and providing context for the issues being negotiated.
A major deliverable was the creation of online educational resources aimed at both U.S. and international audiences, with a specific emphasis on usability by teachers working with students. These materials were to be published on the U.S. Diplomacy Center website (diplomacy.state.gov) and positioned as part of USDCs broader strategic outreach plan. In practical terms, that suggests the implementer needed to think not only about the accuracy and quality of the content, but also about packaging: clear instructions, flexible classroom implementation options, accessibility for different education systems, and a web-friendly format suitable for public distribution.
The opportunity set a high bar for applicant qualifications. Eligible applicants included public and state-controlled colleges and universities, private institutions of higher education, and nonprofit organizations with 501(c)(3) status, along with other applicants as clarified in the full eligibility text. Beyond basic eligibility, applicants were expected to demonstrate strong experience coordinating education projects, especially those involving multiple moving parts such as outside vendors and complex production schedules. The Department also emphasized the need for an expert-level understanding of innovative 21st century skills education, along with substantial experience in global affairs and global studies education, program management, and assessment. Another explicit expectation was proven knowledge and experience collaborating with U.S. and international educators to create materials suitable for a broad student audience across different national contexts, which implies sensitivity to varied curricula, classroom norms, and cultural considerations.
Because this was a cooperative agreement, USDC anticipated substantial, ongoing involvement throughout planning and implementation. The notice signaled that USDC would provide substantive guidance and remain actively engaged through calls or meetings, routine updates, iterative reviews, and formal approvals. For an implementer, that arrangement typically means success depends not just on producing deliverables, but on maintaining strong coordination, responsiveness to feedback, and the ability to translate USDC subject-matter guidance into polished educational and media products that meet public diplomacy and education standards.
Frequently Asked Questions (FAQs)
What is the title of this funding opportunity?
The opportunity is titled "A Diplomatic Simulations Program: Project Coordination, Curriculum Design and Video Production."
Which office is offering this opportunity?
The opportunity was offered by the U.S. Diplomacy Center (USDC) under the U.S. Department of State (DOS-PA).
What type of award is this?
This is a discretionary cooperative agreement. The selected implementer would carry out the work in close collaboration with USDC staff rather than operating independently.
What is the purpose of the Diplomatic Simulations Program?
It is an educational initiative where students role-play as diplomatic representatives, negotiate with other parties, and work toward resolving an international dispute. The larger aim is to teach practical diplomacy skills and help participants engage constructively with governments and international organizations on global challenges.
Who is the primary audience for the simulations materials?
While the materials are meant to be broadly useful, the primary audience emphasis is international students.
How much funding was available?
The funding ceiling for the project was up to $198,000.
How many awards did the Department anticipate making?
The Department anticipated a single award.
When was the opportunity posted and when were applications due?
The opportunity was posted on April 21, 2016, and the application deadline was June 10, 2016.
What is the CFDA number and focus area for this opportunity?
The opportunity aligns with CFDA 19.040 and sits at the intersection of education and cultural/arts-related public diplomacy, consistent with USDC's mission to serve as a public-facing resource for diplomacy education for U.S. and international audiences.
What kind of organization or team was expected to implement the project?
The implementer is described as a simulations coordination team responsible for project management, educational content development, and multimedia production.
What were the core project management responsibilities?
Key responsibilities included coordinating the overall project plan and timeline, managing tasks across contributors and any external vendors, and ensuring deliverables met USDC expectations.
What curriculum and content development work was required?
The implementer was expected to design curriculum elements and write the simulations themselves, including realistic negotiation scenarios, roles, supporting documents, and facilitator guidance to help students practice diplomatic problem-solving, negotiation, and perspective-taking.
Were videos required as part of the project?
Yes. The project required filming and editing video clips to introduce the program and reinforce the simulation content.
What were the videos intended to be used for?
The videos were intended to function as instructional and promotional supports, helping teachers and students understand how the simulations work and providing context for the issues being negotiated.
What online resources were expected as deliverables?
A major deliverable was the creation of online educational resources aimed at both U.S. and international audiences, with a specific emphasis on usability by teachers working with students.
Where would the completed materials be published?
The materials were to be published on the U.S. Diplomacy Center website at diplomacy.state.gov.
How were the resources expected to be packaged for educators?
Deliverables were expected to be web-friendly and suitable for public distribution, with clear instructions, flexible classroom implementation options, and accessibility for different education systems. The description also signals the need for content that is accurate, high-quality, and easy for teachers to use with students.
What kinds of applicants were eligible to apply?
Eligible applicants included public and state-controlled colleges and universities, private institutions of higher education, and nonprofit organizations with 501(c)(3) status, along with other applicants as clarified in the full eligibility text.
What experience and qualifications were emphasized for applicants?
Applicants were expected to demonstrate strong experience coordinating education projects, particularly those involving multiple moving parts such as outside vendors and complex production schedules. The opportunity also emphasized expert-level understanding of innovative 21st century skills education, substantial experience in global affairs and global studies education, program management, and assessment.
Was experience working with both U.S. and international educators important?
Yes. An explicit expectation was proven knowledge and experience collaborating with U.S. and international educators to create materials suitable for a broad student audience across different national contexts, including sensitivity to different curricula, classroom norms, and cultural considerations.
How involved would USDC be during the project?
Because this was a cooperative agreement, USDC anticipated substantial, ongoing involvement throughout planning and implementation, including substantive guidance, calls or meetings, routine updates, iterative reviews, and formal approvals.
What does the cooperative agreement structure imply for the implementer?
It implies that success would depend not only on producing deliverables, but also on strong coordination with USDC, responsiveness to feedback, and the ability to translate USDC subject-matter guidance into polished educational and media products that meet public diplomacy and education standards.
What are the main deliverable types mentioned in the opportunity?
The main deliverables described include written curriculum and simulation packages (scenarios, roles, supporting documents, facilitator guidance), video clips (filmed and edited), and online educational resources prepared for publication on diplomacy.state.gov.
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