Resulting Human Development Indicators Sample Clauses

Resulting Human Development Indicators. ‌ The years following the armed conflict saw an immense post-war influx of aid in part by foreign governments, multinational organizations, and other non-governmental organizations (NGOs). Despite this rapid and overwhelming growth of the NGO sector in Guatemala and additional, numerous efforts to bring humanitarian aid to the country, there has been little progress with regards to closing gaps and creating sustainable social impacts (as will be demonstrated in the following data). Xxxxxxx et al. attributed this to how the efforts often function “as proxy agents for the government,” competing for “limited funds” and ignoring “service duplication,” which together have “restricted the sector’s flexibility and capacity for local engagement” while “creat[ing] community burnout and fuel[ing] resource shopping” (Xxxxxxx et al., 2011). A Systematic Country Diagnostic performed by the World Bank in 2016, the CIA Factbook, and data from the Pan American Health Organization all summarize developmental challenges in Guatemala. Poverty increased from 55% in 2000 to nearly 60% in 2014, according to a poverty line equivalent to $4 per day. This increase is likely due to the continuous exclusion of the lower socioeconomic classes from the country’s economic growth, which is concentrated almost solely in urban centers. The exclusion originates from a lack of human capital seen in a large portion of the population that does not have adequate access to quality healthcare and education (Xxxxxxx et al., 2016). According to the 2014 National Survey of Living Conditions (ENCOVI), the total literacy rate for citizens aged 15 years and older was 79.1%. The survey reports the following disparities in literacy across the population: 86.1% in urban dwellers, 71.4% in rural dwellers, 84.8% in men, and 74.0% in women. The most educationally disadvantaged groups are rural women and indigenous women, with a literacy rate of 64.7% and 57.6%, respectively (PAHO, 2017). The lack of outreach from public services is also indicative of weak structures of governance, still unable to employ effective political representation, justice, and equity. The government’s tendency toward impunity for high-ranking officials often allows the judiciary to dismiss their unlawful acts. This, in turn, feeds a cycle of bureaucratic mismanagement that continuously siphons governmental resources from their intended destination. Frequent natural disasters and criminal activity that disproportionately affect the p...
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Related to Resulting Human Development Indicators

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • PHASED DEVELOPMENT 15.1 The Seller reserves to itself, and to its successors in title as Developer, all such rights as are provided for in section 25 of the STA, to erect and complete a phased development on the Land from time to time, but no later than 15 (fifteen) years from the date of opening of the Sectional Title Register, for its personal account.

  • 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 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.

  • Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members.

  • 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.

  • Job Development Job development/placement is individualized and shall include weekly person-to-person job search assistance, assistance with identifying job leads, interview coaching and support, and maintaining a log of job search activities for the purposes of obtaining competitive integrated employment. By mutual consent of the consumer and the KARINA ASSOCIATION, INC. , these services may be provided in-person or by Skype, FaceTime, or other online communication tools. Job development/placement may also include arranging job trials/job shadowing for individuals with a DORS Trial Work Experience Plan, assistance with completing applications, assistance with employer follow-up after interviews, use of personal employment networks in job search, and resume update. It would include time spent calling employers, visiting and educating employers and similar activities. Job development/placement shall not be paid for using supported employment funding and shall not include the Discovery process, which is pre-vocational in nature and may be completed prior to job development. Up to 60 hours for job search assistance, authorized in 20-hour increments, may be used for job development. Additional hours of job development may be requested and require written justification by KARINA ASSOCIATION, INC. and approval of the DORS regional/program director. Authorizations for Job Development. DORS only pays for job development services which have been previously authorized by a DORS official. Job Development Reporting. The Employment Service Progress Form is expected to be submitted to DORS on a monthly basis per consumer. This form is available on the DORS website (xxx.xxxx.xxxxxxxx.xxx).

  • Design Development Phase INDICATE IN STATEMENT OF WORK “NOT APPLICABLE” IF SECTION IS NOT APPLICABLE

  • Commercialization Intrexon shall have the right to develop and Commercialize the Reverted Products itself or with one or more Third Parties, and shall have the right, without obligation to Fibrocell, to take any such actions in connection with such activities as Intrexon (or its designee), at its discretion, deems appropriate.

  • 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.

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