Other stakeholders. Defendants will encourage active involvement of class members and their families, community stakeholders, RBHAs, DES and the Administrative Office of the Courts and private providers in planning and evaluation activities related to implementation of this Settlement Agreement.
Other stakeholders. During quarter 2,the director of Peace Corps in Tanzania, Mr. Xxxxx X’Xxxxxx, visited TZ21 in Mtwara as his first courtesy call to the Mtwara office. The Mtwara TZ21 Team has two Peace Corps volunters who have been instrumental in supporting ICT and professional development interventions in the region. On June 8th, 2012, a team from USAID Washington, led by Ms. Xxxxxxxxx Xxxxxx Xxxxx and Mr. Xxxxxxx Xxxxxxx, visited TZ21 in Zanzibar to learn how the project’s ICT interventions are effectively improving teaching interventions, learning environments, and education information generation and sharing (EMIS) for better Xx. Xxxxxxxxx Xxxxx, Mr. Xxxxxxx Xxxxxxx, and Xx. Xxx XxXxxxx posing with teachers in one of the ICT intervention classrooms performances in reading, science, mathematics and school management. In addition, the team was interested in learning how TZ21 is integrating the new USAID education development strategy which focuses on reading comprehension at lower grades as a prerequisite to higher grade level achievements. The USAID Washington team, along with Xx. Xxx XxXxxxx, TZ21 staff and implementing partners (IPs) IFY, AL and Inveneo/Kicheko, were given demonstrations of e-content at the mobile lab at Darajani Primary School and BrideIT at Kisiwandui Primary School. During the visit the USAID mission had an opportunity to exchange views with the pupils, teachers, TZ21 team, and IPs on the development of e-content. Following the sessions at the pilot schools, the delegation convened at TZ21’s office where AL described how the project’s EMIS intervention would help the MOEVT have data for effective decision making at various levels (i.e. school, district, region, and national). In addition, TZ21’s Chief of Party presented the project’s reading strategy of focusing on lower grade literacy as a precursor for improved pupil performance at higher grade levels. The subsequent round table discussion with the delegates was critical as USAID emphasized the importance of activity integration to support the new education strategy for reading.
Other stakeholders. Province; Water Board; NGOs; private owners; businesses. Various responsibilities for maintenance of: roads; waterways; landscape & nature; gardens & farmland; business premises.
Other stakeholders. Other stakeholders broadly include the following:
a) SALGA
b) Municipal Demarcation Board
c) Eskom
d) DBSA
e) LGSETA
f) Business g Donors/ development partners
Other stakeholders. The Golden City Industrial Township Authority (“GCITA”) is an autonomous body having complete jurisdiction of the Sujalaam Sky City township for all relevant clearances, permits and approvals.
Other stakeholders. AFF The rights of the AFF Financiers will not be affected by the DOCAs. The AFF Financiers have an existing contractual option to elect for settlement of the Rolled Up Facility Commitments (as that term is defined in the AFF) in either cash or a pro rata share of up to 42% of the Exit Instruments (“Rolled Up Facilities Election”).
Other stakeholders. The HFA will enjoy a reputation for excellence among our stakeholders who clearly understand and value HFA offerings.
Other stakeholders. During this period, UNICEF education Specialist visited TZ21 exchanging experience on Early Grade Reading. UNICEF is underway to promote and Support Early Grade Reading in Zanzibar and TZ21 experience was sought.
Other stakeholders. Other stakeholders, including parent and family organizations In California, according to the Department of Developmental Services (DDS), the employment rate for individuals with Intellectual and Developmental Disabilities (IDD) is about 13.1%, as compared to the general population rate at 74.7% (2014 data). In order to participate fully as members of their California communities, youth and adults with IDD will need a Person-Centered or Person-Driven Plan that is essential in mapping out a successful career pathway to CIE. This career pathway may include post-secondary education, participation in workforce training programs, specific skill development and work experience opportunities to ensure success in achieving CIE. CIE outcomes are now given the highest priority in terms of planning for adult services, and youth or adults with IDD first need to be aware of this prioritized emphasis, if they have a desire to work, regardless of the severity of the disability. The LPA Core Partners must collaborate on sharing and updating the person-centered/person-driven planning document to effectively plan career and employment services. Essential to the spirit and expectations of the CIE Blueprint is that LPA partners adopt a person-centered approach throughout planning and implementation. Utilizing the approach across disciplines will xxxxxx meaningful, well-sequenced individualized plans. Many of the people we work with have had limited opportunities to learn about and experience employment. This places upon the partners a responsibility to support people to develop and articulate goals, make informed choices, and direct their own lives to the greatest extent possible. In this endeavor, we will be guided by promising practices emerging across California and the U.S., such as the Discovery Planning approach.
Other stakeholders. As of today, we have not received any further comments from the other stakeholders despite requesting for the same by Wednesday, 3 June 2020. In the event that we receive further comments, we will forward the same to you for consideration.
