English Acquisition for Guatemalan Leaders and Entrepreneurial Skills – Year 2 (EAGLES II) | PAS GUA FY22 03

Frequently Asked Questions (FAQs)

1) What is EAGLES II?

English Acquisition for Guatemalan Leaders and Entrepreneurial Skills - Year 2 (EAGLES II) is a U.S. Department of State (U.S. Mission to Guatemala), Public Affairs Section grant opportunity. It is designed to expand English-language programming as part of the Mission's broader English language strategy in Guatemala, while also building leadership and entrepreneurship skills and reinforcing civic-minded themes.

2) What is the main purpose of the program?

The program aims to combine practical English instruction with leadership development, entrepreneurship training, personal growth, and civic-minded content. The intended result is that participants leave with stronger English skills, clearer personal and professional goals, and more tools to improve their lives and contribute to their communities.

3) How intensive is the English instruction component?

The core instructional commitment is a 290-hour program. This indicates a structured and intensive curriculum rather than short workshops or one-off activities.

4) What English proficiency outcomes are expected?

The grant is aimed at delivering measurable English learning outcomes aligned with the Common European Framework of Reference (CEFR). A central target is that students reach at least a CEFR B1 level (intermediate), meaning they can handle everyday situations, understand the main points of clear standard input, and produce simple connected text.

5) Does the opportunity specify particular writing skills participants should develop?

Yes. The opportunity emphasizes the ability to write five-paragraph essays in English using vocabulary, spelling, and grammar that are appropriate to the purpose and audience.

6) What reading skills does the program prioritize?

Reading development is a stated priority, particularly practical comprehension strategies such as skimming and scanning. The opportunity notes the use of accessible texts and stories connected to students' daily experiences.

7) Are there required activities related to U.S. culture or values?

Yes. EAGLES II requires structured enrichment that exposes students to U.S. history, culture, and/or values.

8) How many enrichment (enhancement) activities must each participant complete?

Each participant is expected to take part in at least seven enhancement activities.

9) What kinds of enhancement activities are implied by the opportunity?

The notice suggests implementers plan regular events that reinforce language learning while broadening cultural understanding. Examples mentioned include speaker sessions, cultural exchanges, discussion groups, film or book discussions, holiday-themed programming, or similar activities.

10) Are there required personal development or goal-setting activities?

Yes. Students should participate in at least two activities that strengthen personal and professional goal-setting.

11) What types of goal-setting or personal growth activities are contemplated?

The opportunity indicates these could include coaching, mentoring, career planning sessions, soft-skills workshops, or reflection-based learning tied to individual growth plans.

12) What leadership skills is EAGLES II trying to build?

Participants are expected to develop leadership competencies that translate into real-world community effectiveness, including interpersonal communication, teamwork, accountability, and other social skills needed to succeed in community environments.

13) Is entrepreneurship training required as part of the program?

Yes. Entrepreneurship content is explicitly required.

14) What entrepreneurship deliverables are participants expected to complete?

Students are expected to (1) select and analyze a local entrepreneurial venture, (2) develop a project plan proposal to improve that venture, and (3) develop a plan for their own venture. This implies hands-on, applied learning where English is used for research, analysis, presenting ideas, and producing written plans.

15) How is environmental responsibility incorporated into EAGLES II?

Environmental responsibility is included as a cross-cutting theme. The opportunity calls for building awareness and a sense of responsibility around caring for the environment so students can implement or improve ecological practices at home and in their communities.

16) What is the maximum award amount for this grant?

The award ceiling is $25,000.

17) How many awards does the agency expect to make?

The agency anticipated making up to seven awards.

18) What type of funding instrument is this opportunity?

The funding instrument is a discretionary grant.

19) Who is eligible to apply based on the information provided?

Eligibility is limited to certain nonprofit applicants, specifically nonprofits that do not have 501(c)(3) status with the IRS (other than institutions of higher education). This suggests the competition is oriented toward local or non-U.S. entities that meet the stated eligibility category.

20) What is the Assistance Listing (CFDA) number for this opportunity?

The Assistance Listing number is 19.040, which is commonly associated with public diplomacy programs.

21) Which locations in Guatemala are prioritized for implementation?

The opportunity prioritizes implementation in Guatemala City, Esquipulas, Coban, Quetzaltenango, Solola, Chichicastenango, and Huehuetenango.

22) What does the geographic priority suggest about program reach?

The listed priority areas indicate an interest in reaching participants beyond the capital while still covering major regional centers.

23) What funding opportunity number identifies this program?

The funding opportunity number is PAS GUA FY22 03.

24) When was the opportunity created and when did it close?

The opportunity was created on August 8, 2022, with an original closing date of August 26, 2022.

25) What funding activity category does this opportunity fall under?

The opportunity falls under the education funding activity category.

26) Does the opportunity say anything about budgeting expectations?

Yes. Applicants are expected to build budgets that account for required program elements. The notice references a sample budget and indicates proposals should show clear cost planning for instruction, enhancement activities, personal development components, and other required program deliverables.

27) How should implementers think about integrating English with the non-language components?

The program description emphasizes that English should be used as a working language for applied tasks (such as research, analysis, presentations, and written plans) rather than being taught in isolation. This is especially implied in the entrepreneurship and leadership components.