Community-Based Job Training Grant Solicitation (SGA/DFA PY 08-02) Frequently Asked Questions
The Employment and Training Administration announced this competition on October 10, 2008 and conducted a subsequent virtual prospective applicant conference. Click here for access to that webinar.
The agency will post responses to any additional questions raised by prospective applicants on this website.
Will attachment A be available as a separate document on grants.gov?
Attachment A will not be available as a separate document on grants.gov, so if they wish applicants may simply use the text provided in attachment A to craft their statement regarding the evaluation. The amendment to the SGA posted in the Federal Register on November 19, 2008 provides additional information on attachment A.
We currently have a CBJT grant; can we submit an application for a new grant?
This SGA does not prohibit applicants from submitting an application if they already have or have had a Community Based Job Training (CBJT) grant.
On p. 60349 column 3 of the SGA, requirements for abstract, summary of outcomes, table of contents, timeline, and evaluation statement are described. Will points be awarded for these components? Should this information also be included in the 20 page narrative?
The abstract, summary of outcomes, table of contents, time line, and statement regarding participation in the evaluation are not included in the Technical Proposal page limitation (though most have their own page limitations as listed in the SGA). Applications that do not provide Part II of the application may be removed from consideration prior to the technical review process. (See the bottom of page 60350, first column, for additional information.)
Am I eligible to apply for a Community-Based Job Training Grant?
The criteria for who is an eligible applicant under this Solicitation are clearly stated in 73 Fed. Reg. 60346 (October 10, 2008):
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 of the SGA. Requirements for each of these applicant types are provided below.
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. 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 be eligible to apply under the exception in Section III.C.5, if the conditions of that section are met. However, private for-profit institutions of higher education are not eligible to apply at all under this Solicitation.
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.
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.
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 Local Workforce Investment Board; (2) demonstrate that the proposed activities are consistent with the state and local 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 Local 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 Local 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.
As part of the application process, you must determine your institution's eligibility; however, ETA will validate the eligibility of applicants during the review process. Applicants must demonstrate that they comply with the definitions of eligible entities provided in the Solicitation.
Can I submit more than one proposal?
Within each specific category of applicant type noted above, an applicant may only submit one individual proposal. For example, an individual community college applying for a grant award may only submit one proposal, and a state community college system may only submit one proposal. However, please note that an individual community college may submit a proposal as an applicant and also be a partner in other applications submitted by other eligible applicants, but may not also be the applicant for a separate proposal submitted on behalf of a consortium.
Can local Workforce Investment Boards be applicants?
A One-Stop Career Center in partnership with its Local Workforce Investment Board is one of the eligible applicant types. 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 Local Workforce Investment Board; (2) demonstrate that the proposed activities are consistent with the state and local 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 Local 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).
Industry Focus and Partners
Should applicants target one industry, or can they focus on more than one industry?
Applicants may submit proposals for cross-cutting capacity building and training strategies that 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. Please note that training must 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.
Regarding linkages to key partners, if the applicant fits one of the four required categories, does the applicant still need a partner from that category?
The applicant must identify and provide evidence that the partnership contains each of the required partner entities. Applications that do not have each of the four required entities represented in the partnership will not receive any points for this factor. The applicant must identify the partners by organizational name and category, the meaningful role each partner will play in the project, and document the resources leveraged from each partner. (See page 60352 - 2nd column Linkages to Key Partners and Evidence of Required Partners for additional information.)
I understand that ETA has identified high-growth industries under the President's High-Growth Job Training Initiative. Must my proposal target one of these industries?
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. Applicants must demonstrate a clear and specific need for the Federal investment in the proposed activities by: (a) identifying the industry or industries of focus; (b) establishing that the identified industry satisfies ETA's criteria for a high-growth/high-demand industry in the local or regional economy as described in Section I.B.1 of this solicitation; (c) providing evidence of industry demand for training in the local or regional economy; and (d) describing in detail the capacity challenges the community college(s), or other entity as specified in the exception detailed in Section III.C.5, faces that limit its ability to provide sufficient quantity or quality of training to meet the identified industry's demand.
In section I.B.1, the SGA states that 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.
Who are eligible training providers under CBJTGs?
Community and technical colleges are the required training providers under Community-Based Job Training Grants, regardless of the applicant, with the exception of rural areas and other educationally underserved communities with no reasonable access to community colleges. Please see the SGA for more information on the exception.
Capacity Building and Training Activities
Is there a specific ratio you are looking for in regard to spending on capacity building and training?
The SGA does not specify how funds should be split between capacity building and training activities. 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 of the SGA, that target skills and competencies demanded by local high-growth/high demand industries that are defined in the context of the regional economy.
Is it a requirement for workers to receive a "certification" that is portable? If a curriculum meets the needs of the regional economy, but the certification is not an "industry standard," would that still meet the requirements of having a certification?
The applicant will provide evidence that proposed training activities lead to appropriate credentialing. (See page 60353 Section V. Application Review Information, sub-section: 3. Training and Capacity Building Strategies.) Applicants must also identify the credential the participants will earn as a result of the proposed training, and the employer-, industry-, or state-defined standards with the credential. If the credential targeted by the training project is a certificate or performance-based certification, applicants should either (a) demonstrate employer engagement in the curriculum development process, or (b) indicate that the certification will translate into concrete job opportunities with an employer. (See page 60353 (Section V. Application Review Information, sub-section: 4. Outcomes, Benefits and Impact.))
Does the SGA require that all three common measures be included as outcomes in the grant, or can we select one of the three to include as an outcome?
The SGA requires all three common measures be tracked. Applicants must provide projections for ETA’s Entered Employment Rate Adult Common Measure for participants served with grant funds. Grantees must track outcomes for all three Adult Common Measures - Entered Employment Rate, Employment Retention Rate, and Average Earnings. 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 available at: http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2195. Applicants may find it useful to review this document prior to submitting applications under this Solicitation.
Who retains ownership of curricula, other documents, and products that are developed during the project?
Applicants should note that grantees must agree to provide ETA a paid-up nonexclusive and irrevocable license to reproduce, publish, or otherwise use for Federal purposes all products developed or for which ownership was purchased under an award including but not limited to curricula, training models, technical assistance products, any related materials, and to authorize them to do so. (See page 60351-3rd column, Section E. Cost Principles: ETA Intellectual Property Rights.) As stated during the Prospective Applicant Webinar on October 28, 2008: applicants may also review the administrative requirements, which for ETA programs are codified at 29 CFR Part 95. Section 9534 talks about copyrights and other intellectual property rights and that will give the applicant the basis for ETA’s assertion of the right of distribution and collection.
Is there an identified source for regional economic and talent development plans, or specific types of plans that we should align with and integrate into?
CBJTGs assist individual community colleges in building their capacity to provide training in high-growth/high-demand industry sectors of the economy and play a vital role in the development of a regional talent development system. 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; regional economic development organizations; the philanthropic community; seed and venture capital organizations or individuals; investor networks; entrepreneurs; faith-based and community organizations; and other regional entities. Finally, applicants should demonstrate that leveraged resources come from regional partners or from existing or planned talent development efforts within the region.
What types of individuals are eligible to be served through Community-Based Job Training grants?
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 SGA indicates that training activities must result in a credential. Does the credential have to be an associate's degree?
Training activities must result in 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 credential and (if applicable) certificate in Attachment B to TEGL 17-05 on Common Measures, found at: http://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:
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.
Training in information technology, allied health professions, and other fields with established professional standards and examinations should result in certification or appropriate licensure.
In states where licensure is required for the specific occupation targeted by the training, the credentialing requirement should take licensing requirements into account.
What training outcomes should I provide projections for and/or track?
Applicants must provide projections for ETA's Entered Employment Rate Adult Common Measure for participants served with grant funds. Grantees must track outcomes for ETA's Adult Common Measures (Entered Employment Rate, Employment Retention Rate, and Average Earnings) for these participants as well. Applicants must also provide projections and track outcomes for each of the following outcome categories for participants served with grant funds: total participants served; total number of participants beginning education/training activities; total number of participants completing education/training activities; total number of participants that complete education/training activities that receive a degree/certificate; total number of participants that complete education/training activities that enter employment; and total number of participants that complete education/training activities that enter training-related employment.
Applicants must also identify the credential that participants will earn as a result of the proposed training, and the employer-, industry-, or state-defined standards associated with the credential. If the credential targeted by the training project is a certificate or performance-based certification, applicants should either a) demonstrate employer engagement in the curriculum development process, or b) indicate that the certification will translate into concrete job opportunities with an employer.
Finally, applicants should identify the increase in enrollment attributed to the grant (i.e. the number of additional students that will be served as a result of the grant). This projection demonstrates the grant's impact on education and training provided by college or other provider as a direct result of the grant.
Do grantees need to provide ETA with products that are developed with grant funds?
Grantees must agree to provide ETA a paid-up, nonexclusive and irrevocable license to reproduce, publish, or otherwise use for Federal purposes all products developed or for which ownership was purchased under an award, including but not limited to curricula, training models, technical assistance products, and any related materials, and to authorize them to do so. Such uses include, but are not limited to, the right to modify and distribute such products worldwide by any means, electronically or otherwise.
Do applicants need to plan for sustainability after grant funds end?
Partnerships need to be substantial and sustained. Points will be awarded based on the robustness of the applicant's plan for sustaining the partnership beyond the funding period.
Leveraged Resources
Can WIA provide other resources other than tuition support, such as assistance to participants with support services, participant referral, or other?
Yes. However, applicants must demonstrate the integration of WIA training resources into grant activities, such as covering tuition costs for eligible new or incumbent workers. Examples of WIA training resources include Individual Training Accounts, customized training, and career advancement accounts. Other key sources of leveraged resources may be businesses, faith-based and community organizations, economic development entities, education systems, and philanthropic foundations, which often invest resources to support workforce development. Other Federal, state, and local government programs may have resources available that can be integrated into the proposed project. (See page 60344-2nd column, Section 4. Leveraging Resources for additional information.)
Will attachment A be available as a separate document on grants.gov?
