Programme Development Sample Clauses

Programme Development. The requirement that FET programmes and services develop, evolve and change to meet the changing requirements of industry and the economy is fully accepted, and CETB is committed to ensuring that the programmes and services delivered are fit for purpose and relevant to the requirements of the economy and the learner. Where change and new or additional programmes and courses are required, CETB is committed to their development and delivery. However, it must also be highlighted that are areas within FET where provision is effective and not currently in need of reform, or where change will be more gradual and occur over a greater period of time. This may be due either to the availability of resources to effect the desired change or the alignment of programmes and courses with particular progression options (either work or further study). Over the period of this agreement, the following developments are planned: ― An increase in existing (pre-2016) Apprenticeship provision and the development of additional provision for New Apprenticeship (post 2016) ― An increase in the level of delivery of Traineeships, with a reduction in delivery of Specific Skills Training ― Development of a comprehensive approach for the delivery of appropriate industry requested certified courses for people in employment ― Changes in PLC provision based on the outcomes and implementation of recommendations from national PLC programme evaluation, including a rebalancing of provision towards a clearer labour market focus ― Review of Work Experience/Work Placement mechanisms for PLC courses, with a view to increasing the total time undertaken by the learner in the work environment ― Restructure and increase ITABE provision in the scheme ― Development of blended learning, online and distance learning options ― Increase in Skills for Work provision, including English for non-native speakers, with an increased focus on certification of outcomes and development of progression to Level 4 options ― Increased accreditation for learners engaging with the Adult Literacy programme ― Development of clear “foundation learning skills” short courses for learners engaging with the Community Education programme ― Continued development of the Youthreach Curriculum and emphasis on the development of additional progression options and supports
Sample 1
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Programme Development. MSLETB will continue to undertake regular stakeholder consultation and develop its delivery of flexible FET courses with reference to the National SOLAS FET Strategy 2014-2019, SOLAS FET Planning Parameters 2018-2020 and the SOLAS Corporate Plan 2017- 2019. MSLETB is developing and implementing an integrated FET planning process that ensures that the needs of local communities, learners and employers are identified and responded to in an appropriate and timely manner, in line with the requirements and priorities of the FET Strategy. A significant development in 2018 in MSLETB, is the development of an online/blended resource for teachers/tutors/instructors to deliver the Communications component at NFQ Level 5. This resource will be available to support all course content delivery across MSLETB. MSLETB currently offers, and will expand, a wide range of courses that support the development of learners’ transversal skills, as defined by UNESCO (2014). These include programmes that support the development of the following skills: ― Critical and innovative thinking ― Inter-personal development (e.g. presentation and communication skills, organisational skills, teamwork, etc.) ― Interpersonal skills (e.g. self-discipline, enthusiasm, perseverance, self-motivation, etc.) ― Global citizenship (e.g. tolerance, openness, respect for diversity, intercultural understanding, etc.) ― Media and information literacy, such as the ability to locate and access information, as well as being able to analyse and evaluate media content
Sample 1
Programme Development.  The ambition is to develop a sustainable programme that runs in every primary school and every secondary school in Cheshire East.  The income that has been identified to date will allow considerable progress toward this ambition.  The development of the programme and the prioritisation of opportunities shall be lead by the Emotionally Healthy Schools Project Board. This group shall commission activity under the remit of the programme up to the available budget. Key Milestones The initial Key Milestones for the Project are:  Six secondary schools nominated to coproduce the pilot programme – June 2015  CWP commissioned to provide CAMHS leadership - July 2015  Visyon commissioned to provide project management and project worker capacity – September 2015  Project workers start provide support in six secondary schools – January 2016  Project workers stop providing support in six secondary schools – December 2016  Primary school model developed – July 2016  Roll out to other secondary schools planned – July 2016 Precise/further dates for Key Milestones shall be agreed pursuant to Clause 5.3 of the MoU. The Existing Position and Contributions already made
Sample 1
Programme Development. 2.1.1 Programme development process Programmes will be developed in accordance with the Institute of Technology Blanchardstown policy on design, validation and accreditation of new academic programmes (2MP01). These policies and procedures are published on the Institute’s website and are part of the Institute’s quality assurance agreement with FETAC. (xxxx://xxx.xxx.xx/AboutITB/QualityAssurancePolicies/qap.asp) The programme development process begins with the development and approval of an outline programme proposal. Outline programme proposals are submitted to the Academic Council and are evaluated in accordance with the criteria defined in 2MP01. Following approval in principle, a planning board is established to progress programme development. Central to the development stage is the mapping of the programme learning outcomes against the award standard.
Sample 1

Related to Programme Development

  • 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.

  • 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.

  • Software Development Software designs, prototypes, and all documentation for the final designs developed under this agreement must be made fully transferable upon direction of NSF. NSF may make the software design, prototype, and documentation for the final design available to competitors for review during any anticipated re-competition of the project.

  • Design Development An interim step in the design process. Design Development documents consist of plans, elevations, and other drawings and outline specifications. These documents will fix and illustrate the size and character of the entire project in its essentials as to kinds of materials, type of structure, grade elevations, sidewalks, utilities, roads, parking areas, mechanical and electrical systems, and such other work as may be required.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement.

  • 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:

  • Staff Development ‌ The County and the Association agree that the County retains full authority to determine training needs, resources that can be made available, and the method of payment for training authorized by the County. Nothing in this subsection shall preclude the right of an employee to request specific training.

  • Research Support opioid abatement research that may include, but is not limited to, the following:

  • 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.

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