DECISIONS MADE. Describe the most difficult and/or major decisions you make in the course of your work: Who reviews these decisions? For what reason? Do you work independently or with your supervisor closely available? Supervisor Input: Agree Disagree (See Attached □) Comments:
DECISIONS MADE. None. Essential Roles: Person who called the meeting to facilitate as needed. Participation: Anyone.
DECISIONS MADE. None. Essential Roles: Person who called the meeting to facilitate as needed. Recorder to keep and post minutes. Participation: Anyone.


  • Notices; Standards for Decisions and Determinations Agent will promptly notify Administrative Borrower and the Lenders of (1) any occurrence of a Benchmark Transition Event or an Early Opt-in Election, as applicable, and its related Benchmark Replacement Date and Benchmark Transition Start Date, (2) the implementation of any Benchmark Replacement, (3) the effectiveness of any Benchmark Replacement Conforming Changes and (4) the commencement or conclusion of any Benchmark Unavailability Period. Any determination, decision or election that may be made by Agent or Lenders pursuant to this Section 2.12(d)(iii) including any determination with respect to a tenor, rate or adjustment or of the occurrence or non-occurrence of an event, circumstance or date and any decision to take or refrain from taking any action, will be conclusive and binding absent manifest error and may be made in its or their sole discretion and without consent from any other party hereto, except, in each case, as expressly required pursuant to this Section 2.12(d)(iii).

  • Informal Procedure A complaint may be presented informally to the administrator whose decision or action is being contested.

  • Decisions by Members Whenever in this Agreement reference is made to the decision, consent, approval, judgment, or action of the Members, unless otherwise expressly provided in this Agreement, such decision, consent, approval, judgment, or action shall mean a Majority of the Members.

  • Conclusions and Recommendations ‌ As indicated above, despite the development potentials of TVET education, there is limited attention being given to this area of education. Some challenges that have been outlined by other studies have also been identified in our findings (Xxxx-Xxxxxxx & Xxxxxxx-Xxxxx, 2015). These include inadequate financing, poor connections between TVET and industrial actors, politicisation, a second cycle educational system without any developmental focus, low prestige and a negative perception among the general populace, and inadequate training materials (Kemevor & Kassah, 2015). A global partnership in TVET could be critical for improving education and reducing youth unemployment in Ghana. This study has confirmed that the construction sector could be suitable for the development of transnational skill partnerships, as the interest among potential partners and in German training/work opportunities is very high. Furthermore, there are transnational companies such as MC Bauchemie which are also interested in skill development in Ghana. Based on our findings, we recommend that the NVTI would be the most promising vocational training partner institution for any cooperation, as it is a well-established institute, which can provide a substantial infrastructure, build upon previous partnerships with Germany, and the programmes at this institution take more practical-oriented approach, which would be better suited for this sector. Regarding potential training partnerships, existing (German) businesses in Ghana could provide opportunities to students to gather practical experience and potential in-country- employment at a later stage (i.e. instead of /after return migration). Additionally, the Ghanaian Business Association and the AHK are examples of stakeholders which could prove beneficial in implementing skill partnerships. While they have not been part of this study, skill partnerships like the GIZ triple-win-program have highlighted the relevance of including trade unions and migrant civcil society organisations in the process. Concerning language training, DAAD and the Goethe institute are the obvious partners, as not only do they both offer standardized certifications and can build upon longstanding expertise in German training, but they have already established partnerships with educational institutions in Ghana. In the short term they could provide teaching staff in order to supplement the curriculum of the vocational training with German classes. However, in the mid- to long-term, it would be advantageous to invest in “training the trainers”, i.e., to establish an institutional space in Ghana where future German teachers can receive a degree. This could potentially have a trickle-down effect concerning opportunities for, and interest in, learning the German language, including at the high school level. This leaves the question of which type of skill partnership would be most suitable for a pilot project. Respondents in the training institutions believed that a Type 1 partnership would be feasible and suggested that the adjustment training could be conducted in Ghana as well. Based on the more critical assessments from business representatives and other stakeholders, an in-depth assessment would be needed to see how compatible the existing curriculum with German standards actually is. This evaluation might differ dependent on the range of qualifications within the construction sector. German language training could be conducted within existing institutions and could also to some extent be established in the TVET institutions. Obviously, the same applies for Type 2 partnerships which would have very limited influence on vocational training in Ghana (return migrants contributing to training could be a potential scenario here). The development potential for the country of origin is significantly higher for Type 3 partnerships – as is the financial and logistical investment needed. This type of partnerships is not appropriate for addressing ad hoc shortages in the labour market of the destination country but could provide more sustainable solutions in the long run. One very notable development effect would be an upgrading of the vocational training in the country of origin. While keeping the challenges of such an - as of yet untested - approach in mind, and based on the content of several interviews, we would suggest a Type 2.5 approach be taken. Here, some fundamental skills (for example equivalent to a German Bauhelfer /construction assistant) would be taught in Ghana along with the German language, with the potential to access further specific training after migration to Germany. This approach could ease the entry into the programme and might help avoid drop-outs, which would be rather costly if the whole training was conducted in Germany. Even if participants decide not to continue the programme in Germany, they would have acquired skills which would be useful in the Ghanaian context. Hence, there might be no need for separate “at home” and abroad” tracks, since the basic training offered would apply to both categories. This “Type 2.5” approach could be integrated very well into the curriculum of NVRI. Obviously, several questions such as the financing of the programme and the selection of the participants for continuing training in Germany remain. While the latter could be based on performance that could potentially lead to the issue of brain/skills drain as a result of the destination country selecting only the top-performers. These open issues notwithstanding, we consider a “Type 2.5” approach to be more feasible than a Type 3 approach, while contributing more to the development potential of the country of origin and its people, which is a fundamental part of the Global Skills Partnerships approach.

  • Informal Procedures If a support teacher believes there is a basis for a grievance, he/she should first discuss the matter with his/her principal or immediate supervisor in an effort to resolve the problem informally. The support teacher has the right to be accompanied and/or represented by the Association building representative or a member of the Association with due notice. A grievance may be adjusted informally provided the adjustment is not inconsistent with this Agreement, Board policies, and rules and regulations of the Board, and if the Association representative (or his/her alternate) has been given the opportunity to be present at the meeting and to state the Association’s views on the grievance if representation by the Association is desired by the grievant.

  • Investment Decisions Subadviser shall determine from time to time what investments and securities will be purchased, retained, or sold with respect to that portion of the Fund allocated to it by Investment Manager, and what portion of such assets will be invested or held uninvested as cash. Subadviser is prohibited from consulting with any other subadviser of the Fund concerning transactions of the Fund in securities or other assets, other than for purposes of complying with the conditions of Rule 12d3-1(a) or (b) of the 1940 Act. Subadviser will not be responsible for voting proxies issued by companies held in the Fund although Investment Manager may consult with Subadviser from time to time regarding the voting of proxies of securities owned by the Fund. Subadviser will not be responsible for filing claims in class action settlements related to securities currently or previously held by that portion of the Fund allocated to it by Investment Manager.

  • Informal Discussions Except as otherwise provided herein, in the event of any controversy or claim arising out of or relating to this Agreement, or the rights or obligations of the Parties hereunder, or the relationship between the Parties with respect to the Licensed Compound or Licensed Product, the Parties shall first try to settle their differences amicably between themselves. Either Party may initiate such informal dispute resolution by sending written notice of the dispute to the other Party, and within [***] days after such notice appropriate representatives of the Parties shall meet for attempted resolution by good faith negotiations. If such representatives are unable to resolve promptly such disputed matter within the said [***] days, either Party may refer the matter by written notice to the other to the appropriate [***], or his designee, and the Chief Executive Officer of Licensee, or his designee, for discussion and resolution. If such individuals or their designees are unable to resolve such dispute within [***] days of such written notice, either Party may initiate arbitration proceedings in accordance with the provisions of this Article XIII.

  • Informal Discussion If an employee has a problem relating to a work situation, the employee is encouraged to request a meeting with his or her immediate supervisor to discuss the problem in an effort to clarify the issue and to work cooperatively towards settlement.

  • Informal Grievance Procedure Any employee who has a problem or complaint should first attempt resolution through discussion with his/her immediate superior without undue delay. It is strongly recommended, but not required, that grievances be documented in writing along with any responses at the informal level. Informal discussions shall be initiated within twenty-one (21) calendar days from the date of the incident. If after discussions with the employee’s immediate supervisor, the employee does not believe the problem has been satisfactorily resolved, the employee shall have the right to discuss the problem with their department head. Every effort should be made to find an acceptable solution by informal means at the lowest possible level of supervision. If the employee is not in agreement with the decision reached through discussion, the employee shall have the right to file a formal grievance in writing within ten (10) calendar days after receiving the informal decision.