SCHOOL EDUCATION. Dr/Mr/Mrs/Ms [Participant name(s) and forename(s)] Seniority in the position: Nationality: Address: [official address in full] Department/unit: Phone: E-mail: Sex: [M/F] Academic year: 20../20.. The financial support includes: ☐special needs support [To be completed for invited staff from enterprises and any other participants receiving financial support from Erasmus+ EU funds when the institution/organisation does not already have this information]. Bank account where the financial support should be paid: Bank account holder (if different than participant): Bank name: Clearing/BIC/SWIFT number: Account/IBAN number: Why ‘if applicable » does it mean that the money can be paid in « cash » ? Called hereafter “the participant”, of the other part, Have agreed the Special Conditions and Annexes below which form an integral part of this agreement ("the agreement"): Annex I Key Action 1 – SCHOOL EDUCATION Annex II General Conditions The terms set out in the Special Conditions shall take precedence over those set out in the annexes. [It is not compulsory to circulate papers with original signatures for Annex I of this document: scanned copies of signatures and electronic signatures may be accepted, depending on the national legislation or institutional regulations.] SPECIAL CONDITIONS
SCHOOL EDUCATION. A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986.Elementary school, Class IVIII, is recognised as the period of compulsory schooling, with a Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in Classes I-XII. Pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising Classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The government has been encouraging public private partnership in education and as a result, several private organizations and members of the corporate world have come forward to establish private schools across the country. Private schools are not free and parents have to pay fees for their children’s education. The governmenthas also introduced a policy of providing about 25 percent of seats in private schools for socially disadvantaged groups to enable them to fulfill their educational needs under an equity measure.
SCHOOL EDUCATION. Description: School education programs may result in both short and long-term water savings. To be effective, a school program should provide curriculum materials appropriate to grade level.Water Savings: Variable. Harris Galveston Coastal Subsidence District found an average savings of 18% (or 1,400 gpm) in homes where student and parent installed efficient plumbing fixtures.Cost to Implement: Variable. Most programs require utility staff oversight and outreach efforts.
SCHOOL EDUCATION. A significant part of the research on education and training focuses on policies and structural frameworks and rights. A further focus is placed on the educational assessment and needs of migrants, followed by a discussion of further education aspects. One topic that has been increasingly addressed in recent years is the influence of pre-school and school education on social integration and inclusion in the host country. In this context, the negative consequences of non-access to education are also partly discussed.
SCHOOL EDUCATION. APPLIED PRINCIPLES — SCHOOL EDUCATION 1. The allocation of responsibilities between the NDIS and schools will be consistent with the legal obligations of schools and governmentspolicy objectives for education, including:a. the compulsory nature of schooling;b. the current responsibilities schools have for reasonable adjustment, under the Commonwealth Disability Standards for Education; andc. curriculum planning, assessment and reporting requirements and requirements for students to receive the legislated number of hours instruction or meet class attendance requirements. 2. In recognising the universal and statutory role of the schooling system:a. schools will be responsible for making reasonable adjustments to personalise learning and support for students that primarily relate to their educational attainment (including teaching, learning assistance and aids, school building modifications and transport between school activities); andb. the NDIS will fund supports that the student requires due to the impact of the student’s impairment on their functional capacity and additional toreasonable adjustment (i.e. those not primarily relating to education attainment), including personal care and support and transport to and from school and specialist transition supports to and from school to further education, training or employment. Any funding arrangements for individual students will recognise the operational requirements and educational objectives of schools. 3. The allocation of funding responsibilities will avoid placing inappropriate legal, financial or administrative obligations on schools or on the NDIS. 4. The NDIS and the school education system will work closely together at the local level to plan and coordinate streamlined services for individuals requiring both school education and disability services recognising that both inputs may be required at the same time or through a smooth transition from one to the other or across service systems. [NOTE: Further work will be undertaken on how students’ personal care needs will be assessed, the calculation of the level of funded supports for personal care and how these funds will be managed/administered.]INDICATIVE ROLE OF THE NDIS AND OTHER PARTIES — SCHOOL EDUCATIONNDIS REASONABLE AND NECESSARY SUPPORTS FOR ELIGIBLE PEOPLE
SCHOOL EDUCATION. There is a strong child-initiated, play-based focus within the pre-school. We follow the guidance set out in the Early Years foundation Stage which is a framework for learning, development and care for children from birth to age five. The Early Years Foundation Stage Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2014):
SCHOOL EDUCATION. FoundationalThis policy envisages that the extant 10+2 structure in school education will be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18 as shown in the representative figure and elaborated in detail later under Chapter 4. Previous academic structure
SCHOOL EDUCATION. At the time of independence, there were only a few educated people in Mozambique. However, Frelimo invested in education and from 1975 to 1980, the illiteracy rate went down from 93 percent to 72 percent among people over 15 years of age. But there were great varieties between gender and regions. Women were generally less educated than men were and the literacy rate was substantially higher in urban areas than in rural areas (Pehrsson 1993). During the destabilisation, the edu- cational system crashed. Renamo destroyed schools and the continuity Mozambique – an Introduction 29in the education was disturbed. A substantial migration from the war areas, moved children far away from their schools and in case of an attack, the parents did not dare to send the children to school (Gra- ham-Brown 1991).Callewaert (1998) points out that one has to separate upbringing, training and teaching from what is going on in the institution called school (usually referred to as formal education5). Most of the education takes place outside school and people are therefore not dependent on this institution. There is according to Callewaert a hidden curriculum in school that aims for the same social system and civilisation, irrespective of age, sex, social class, culture, language, religion, region and national- ity. The official curriculum is to teach the instruments needed in order to take part in the official life. Governments in developing countries fol- low the school invention in the transitional stage towards modernisa- tion. But this project can be contradictory, as the essential preconditions do not really exist. The setting is often a multi-cultural and multi-lin- guistic premodern society and they have their own political, social and cultural institutions. The institutionalised upbringing and its educa- tional process does not go so well with the school idea (Callewaert 1998). Although formal education is compulsory, far from all school-aged children, actually go to school. Both schoolrooms and material are lack- ing, the teacher are often not motivated due to low salaries and many pupils either drop out or repeat classes because of the deficient lessons. The fact that pupils repeat many classes is expensive for Mozambique. The age variation in the classes becomes wide and resources are wasted (Palme 1993). Over 20% of the pupils in ep1 in the Cabo Delgado prov- ince are repeaters and the percentage is over 30% in ep2 (wined 1998). Statistics from wined 1998 show that ...


  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • Training and Education NPCC may provide training and education to Registered Entities, as it deems necessary, in support of its performance of delegated functions and related activities under this Agreement. NERC may also provide training and education programs to Registered Entities on topics relating to NERC’s responsibilities as the ERO.

  • Continuing Education 24.01 The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Paid Education Leave 21.01 The Company agrees to pay into a special fund one cent ($0.01) per hour per employee for all compensated hours for the purpose of providing paid education leave. Said paid education leave will be for the purpose of upgrading the employee skills in all aspects of Trade Union functions. Such monies to be paid on a quarterly basis into a trust fund established by the National union, Unifor and sent by the Company to the following address: Unifor Paid Education Leave Program R.R. #1 Port Elgin, ON N0H 2C5 The Company further agrees that members of the bargaining unit, selected by the Union Plant Committee to attend such courses, will be granted a leave of absence without pay for twenty (20) days class time, plus travel time where necessary, said leave of absence to be intermittent over a twelve (12) month period from the first day of leave. Employees on said leave of absence will continue to accrue seniority and benefits during such leave. The number of employees selected to attend courses will not be unreasonably withheld and must be agreed upon by the Company and the Union Plant Committee

  • Professional and Education Leaves (a) Leave of absence with pay or without pay may be granted to employees to attend professional and educational meetings, courses, or other events which may be judged beneficial to the employee's professional development, especially as it relates to her responsibilities with the Employer.

  • Education 1. The aims of education cooperation will be: (a) to build on existing agreements or arrangements already in place for cooperation in education; and (b) to promote networking, mutual understanding and close working relationships in the area of education between the Parties. 2. In pursuit of the objectives in Article 149 (Objectives), the Parties shall encourage and

  • Board of Education If the grievant is not satisfied with the disposition made by the superintendent, or if no disposition has been made within the above-stated time limits, then the grievant shall complete Grievance Report Form, Step III within seven (7) school days after receiving the disposition of the superintendent or his/her designee or after the above-stated time limits have expired, and submit the grievance to the Board by filing a copy with the President of the Board and the superintendent or, upon mutual written agreement of the Board and the Association, to arbitration before an impartial arbitrator as hereinafter provided. If the grievance is submitted to the Board, the Board at its next regularly-scheduled meeting, or subsequent meeting as agreed by the grievant, shall meet with the grievant, the Association representative, and the superintendent and/or his/her designee, to review such grievance in executive session or give such grievance the consideration as it shall deem appropriate. The disposition by the Board shall be made to the grievant by completing Grievance Report Form, Step III, within seven (7) days of the meeting. A notification of such disposition shall be furnished the grievant, the Association, and the immediate supervisor.