Comparative approaches Sample Clauses

Comparative approaches. The maps offer the opportunity for multiple comparative approaches. Comparative approaches have been stressed to be of high relevance to realise a policy impact by PHR activities. They not only show differences, but give the idea that a status could be different and sometimes also about opportunities to change something. This can be a strong motivation for action and create political pressure. Also, they contribute to the legitimation for a redistribution of resources, e.g. between countries and regions. As far as European policies and member states are concerned, it seems to be necessary to support multilevel comparative approaches. Resources are redistributed at the European level and in line with the differences across Europe. But there are also relevant differences within Member States or regions of Member States. For example, differences within Germany should not be overseen in cause of the impressive differences especially between old and new EU Member States. The maps of the application can give a more general overview over EU Member States, a more detailed picture of the European regions. It is possible to look at the new Member states or old Member States only, or take a look at the differences within a Member State. This is of advantage because looking at differences across the whole European Union is informative while beside large differences between Member States there are also relevant regional differences within Member States. For policy making, looking at different levels and regional entities allows to set priorities for the different levels.
Sample 1
AutoNDA by SimpleDocs

Related to Comparative approaches

  • Budget The System Agency allocated share by State Fiscal Year is as follows:

  • Specific Objectives In accordance with Articles 34 and 35 of the Cotonou Agreement, the specific objectives of this Agreement are to:

  • Metrics The DISTRICT and PARTNER will partake in monthly coordination meetings at mutually agreed upon times and dates to discuss the progress of the program Scope of Work. DISTRICT and PARTNER will also mutually establish criteria and process for ongoing program assessment/evaluation such as, but not limited to the DISTRICT’s assessment metrics and other state metrics [(Measures of Academic Progress – English, SBAC – 11th grade, Redesignation Rates, mutually developed rubric score/s, student attendance, and Social Emotional Learning (SEL) data)]. The DISTRICT and PARTNER will also engage in annual review of program content to ensure standards alignment that comply with DISTRICT approved coursework. The PARTNER will provide their impact data based upon these metrics.

  • Table 7b - Other milestones and targets Reference Number Select stage of the lifecycle Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum)

  • Targets and Milestones You may choose to develop specific additional targets and milestones which assess your performance in ITT over time – particularly if ITT trainees make up a significant proportion of your overall student body. Alternatively, you may have targets and milestones in your existing 2012-13 access agreement which you now also wish to apply to undergraduate and/or postgraduate ITT trainees. These targets may be statistical – based on how representative your entrants are and/or your retention performance – and might include annual or interim milestones to help you monitor whether you are making progress. You may wish to include criteria around the numbers of trainees in receipt of a full or partial maintenance grant, as financial data will need to be collected to determine bursary support and the data will also be accessible through the Student Loans Company for HEBSS subscribers. You may also wish to consider the TDA guidance at Annex C which gives information on specific groups that are Annex A underrepresented in the teaching profession. In this section, please state whether you intend to develop additional targets and milestones, or the extent to which you intend to use targets and milestones in your existing agreement which you now wish to extend to apply to undergraduate and/or postgraduate ITT trainees. Where you have new or amended milestones and targets, you should set these out in your Excel template (Annex B) at Table 6. The University of Cambridge does not intend to adjust its current targets or to develop additional targets and milestones for its ITT provision. The number of students on the PGCE programme amount to less than 4% of the total population of Cambridge students with which the Office for Fair Access is concerned, and all of those students have already experienced a first taste of higher education. It would therefore be disproportionate to set specific aims and objectives for this group.

  • Project Goals The schedule, budget, physical, technical and other objectives for the Project shall be defined.

  • Performance Measures and Metrics This section outlines the performance measures and metrics upon which service under this SLA will be assessed. Shared Service Centers and Customers will negotiate the performance metric, frequency, customer and provider service responsibilities associated with each performance measure. Measurements of the Port of Seattle activities are critical to improving services and are the basis for cost recovery for services provided. The Port of Seattle and The Northwest Seaport Alliance have identified activities critical to meeting The NWSA’s business requirements and have agreed upon how these activities will be assessed.

  • Target Population The Grantee shall ensure that diversion programs and services provided under this grant are designed to serve juvenile offenders who are at risk of commitment to Department.

  • Background and Narrative of Budget Reductions 2. Assumptions Used in the Deficit Reduction Plan: - EBF and Estimated New Tier Funding: - Equal Assessed Valuation and Tax Rates: - Employee Salaries and Benefits: - Short and Long Term Borrowing: - Educational Impact: - Other Assumptions: - Has the district considered shared services or outsourcing (Ex: Transportation, Insurance) If yes please explain: ESTIMATED LIMITATION OF ADMINISTRATIVE COSTS (School Districts Only) (For Local Use Only)

  • Budget Narrative Services are strictly paid as cost reimbursement. No funds will be paid for services not provided.

Time is Money Join Law Insider Premium to draft better contracts faster.