Capacity Development for HOPE Sample Clauses

Capacity Development for HOPE. Assessment of HOPE’s capabilities and strategic planning taking place between 2001 and 2003 have identified Knowledge Management as the area most in need of strengthening at HOPE, and have established objectives for capacity development in this area. These include ▪ improved documentation of HOPE methods and experiences; ▪ improved use of monitoring and evaluation to identify lessons learned; ▪ improved access to methods and lessons learned through an improved bank of methods and experiences with an improved interface with users; and ▪ improved active dissemination of lessons learned between HOPE projects and to other organizations through publications. XXXX will carry out the following activities to accomplish these activities: ▪ Formally document the curricula, tools, and methods used in this Haiti project, review them, make revisions as needed to allow accommodation to other locations, and publish them internally for circulation. ▪ Formally document lessons learned from monitoring with “white papers” describing situation, results, conclusions, and lessons learned, with assessments quarterly to identify such lessons in progress. Where possible to predict, special data collection to confirm lessons will be set up in advance, so that supportive data will be more objective (mini-operational research). ▪ Develop a data bank and key word computer based access system that will allow easy access to reports, lessons learned, survey and project results, and other project related information. ▪ Develop six monthly lessons learned newsletter disseminating lessons learned to other HOPE projects. ▪ Make reports and other documents available on HOPE web site. ▪ Publish findings from this and other projects in refereed journals. Specific dissemination channels will include the following: • Headquarters workshops, including during the annual Fall Leadership Conference, which includes all country directors. • Field-to-field learning including staff visits between the various programs which include Child Survival and more formal activities such as the recent (November 2000) Child Survival Sustainability workshop in Nicaragua, which included HOPE CS staff from Nicaragua, Guatemala, and Peru. • HOPE web site. • Sharing among programs of site visit reports, evaluation reports, etc. • Increased documentation of project impact and methods, and sharing of same throughout HOPE.
Sample 1
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Related to Capacity Development for HOPE

  • Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.

  • Community Development 1. Support the mission of Residence Life & Housing in building a strong community on all levels.

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Design Development Phase Services 3.3.1 Based on the Owner’s approval of the Schematic Design Documents, and on the Owner’s authorization of any adjustments in the Project requirements and the budget for the Cost of the Work, the Architect shall prepare Design Development Documents for the Owner’s approval. The Design Development Documents shall illustrate and describe the development of the approved Schematic Design Documents and shall consist of drawings and other documents including plans, sections, elevations, typical construction details, and diagrammatic layouts of building systems to fix and describe the size and character of the Project as to architectural, structural, mechanical and electrical systems, and other appropriate elements. The Design Development Documents shall also include outline specifications that identify major materials and systems and establish, in general, their quality levels.

  • Development Area 10.4. The Development Area shall encompass all Deposits to be produced.

  • DEVELOPMENT OR ASSISTANCE IN DEVELOPMENT OF SPECIFICATIONS REQUIREMENTS/ STATEMENTS OF WORK Firms and/or individuals that assisted in the development or drafting of the specifications, requirements, statements of work, or solicitation documents contained herein are excluded from competing for this solicitation. This shall not be applicable to firms and/or individuals providing responses to a publicly posted Request for Information (RFI) associated with a solicitation.

  • Completion of Development Upon the completion of the whole development or complete phases of the development, Council may review this Agreement, in whole or in part, and may:

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 76 technical training events were offered in the second half of 2015. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 57 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to:

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