Secondary Education. The collaborative agreement may provide for a subsequent effective date (end of fiscal year, school year) if so stated in the agreement. An example is provided below. This agreement, dated March 4, 2013, replaces the original agreement dated December 1, 1996, as most recently amended on June 1, 2010, entered into by and between the school committees and/or charter school boards listed in Section I (herein, the “member districts”) and will be effective upon the approval of the member districts and the Board of Elementary and Secondary Education.
Secondary Education. Upon graduation, TPP services end and the student can transition out of the TPP program and into DOR services if found eligible. DOR Referral Process: There are several pathways to refer an individual for services with the Department of Rehabilitation, or for an individual to apply on their own. Referral sources may contact the assigned Potentially Eligible (PE) Counselor to schedule an intake for a student with disabilities, ages 16-21 by telephoning 707/445-6300. The PE Counselor can attend the student’s IEP or meet with the student to initiate completion of the DR203-Student Services Request and the DR260-Consent to Release and Obtain Information forms. Student Services begin after the student is determined Potentially Eligible and DOR PE staff can work with that student to determine if and when a referral to vocational rehabilitation (VR) services is appropriate. A student with disabilities can also enter DOR services through the DNCOE Transition Partnership Program (TPP). This is a cooperative contract program between DOR and the Del Norte County Office of Education. Referrals to TPP are made through the TPP staff. Applications for PE or VR services can also be obtained either at the local DOR office or online at xxx.XXX.xx.xxx. Orientations are available at the local DOR Office in Eureka at 0000 Xxxxxxxx Xxx, Xxxxx 000 on a regularly scheduled basis or upon request. Telephone (000) 000-0000 to obtain orientation information. Eligibility Requirements for each Core Partner RCRC Individuals can be deemed eligible for Regional Center services according to a California law which defines a Developmental Disability as a severe and chronic disability that is attributed to a mental and physical impairment that originates before the individual’s 18th birthday and poses a substantial disability. To qualify for services with Redwood Coast Regional Center, you must be diagnosed with one of the four following: intellectual disability (an IQ below 70), cerebral palsy, epilepsy, autism spectrum disorder or disabling conditions closely related to intellectual disability or requiring similar treatment. In addition to having a qualifying diagnosis, a person must also have a substantial disability in three or more major life areas including: receptive and expressive language, learning, self-care, mobility, self-direction, capacity for independent living, and economic self-sufficiency. DNUSD WorkAbility I Program WorkAbility I services are available to students that are ...
Secondary Education. The underlying cause of weak human capital in Morocco is a secondary education system with pedagogy insufficiently aligned with best practices, aging infrastructure, and lack of incentives for teachers and administrators to focus on student learning and the skills demanded by the labor market. The Activity will focus on (i) pedagogical improvement and innovation for improved teacher effectiveness; (ii) improved school leadership and management for more accountablility through performance contracts, and more autonomous school management; and (iii) school infrastructure improvements for a more conducive student learning environment. The Activity will also pilot new approaches to operations and maintenance of secondary school infrastructure. Additionally, the Activity will invest in improved student learning assessments and an enhanced education management information system. Together this Activity is expected to improve student educational achievement and learning outcomes, including skills required by employers, leading to better employment outcomes and household incomes in Morocco.
Secondary Education. The City of Dover will support the pursuit of secondary education by members of the Dover Police Department. Members of the Dover Police Department who take classes provided by an accredited Ohio college or university in pursuit of an Associate or higher degree shall be reimbursed for 50% of the costs for books, tuition and lab fees. Such reimbursement shall be paid upon presentation of satisfactory completion of said courses with a grade of "C" or equivalent together with receipts for said costs. Such degree programs shall pertain to the employee's job classification and have prior approval of the Police Chief. All books and materials shall remain the property of the employee. Employees interested in pursuing secondary education opportunities should make their wishes known in writing to the Police Chief as early in the year as possible.
Secondary Education. Improving access to secondary education for rural students and young girls through the construction of about 1,050 new secondary school classrooms, the renovation of about 320 classrooms and the design and testing of a maintenance program for such schools.
Secondary Education. (a) Secondary school improvement program Implementation of a comprehensive secondary school improvement program, including the provision of support for the carrying out of school improvement projects or research action by teachers, the modernization of programs, the assessment of knowledge, the development of a reading culture at the secondary level and the strengthening of management and financial capacity at secondary schools, through the provision of Secondary School Improvement Grants.
Secondary Education. The parties agree to delete the current language of paragraph (d) and replace with: Associates Degree in Criminal Justice or Public or Business Administration: Effective July 1, 2020: $3300 Effective July 1, 2021: $3600 Effective July 1, 2022: $3900 Bachelor’s Degree in Criminal Justice or Public or Business Administration: Effective July 1, 2020: $7000 Effective July 1, 2021: $7500 Effective July 1, 2022: $8000 Master’s Degree in Criminal Justice or Public or Business Administration: Effective July 1, 2020: $10,100 Effective July 1, 2021: $10,700 Effective July 1, 2022: $11,300 5. ARTICLE VIII, SECTION 2(A) (WAGES) Effective on funding of CBA, delete existing Section 2(A) in its entirety and replace it with the new wage scale that is set forth in Attachment A hereto. Employees will be placed on said new wage scale in accordance with the parties’ side agreement that is set forth in Attachment B hereto effective as of the date of Town Meeting funding. Effective July 1, 2020, increase rates set forth in Attachment A by 2.5 % Effective July 1, 2021, increase rates set forth in Attachment A by 2.0 % Effective July 1, 2022, increase rates set forth in Attachment A by 3.25 %
Secondary Education. 2.1. Carrying out of activities aimed at increasing access and equity in secondary education, including: (i) expansion of physical facilities, including classroom construction and rehabilitation, library and laboratory construction, and construction of schools for children with special needs; (ii) provision of scholarships for targeted groups of children; and (iii) provision of open learning centers, non-formal education for adult women, and grants to traditional schools.
Secondary Education. Increasing access to and improving the quality of secondary education through: (a) provision of bursaries/scholarships especially to the poor and disadvantaged students; (b) constructing of classrooms in ASALs and urban slums including providing the schools with basic equipment and facilities; (c) supplying of science equipment in targeted schools; (d) recruiting of teachers and providing them with in-service training; (e) provision of ICT in secondary schools; and (f) introducing Open and Distance Learning (ODL) strategies. Technical, Industrial, Vocation and Entrepreneurship Training (TIVET) Strengthening TIVET’s programs through:(a) establishing centers of excellence in TIVET; (b) developing relevant national skills training strategies; (c) establishing bursary award programs; and (d) establishing production centers in TIVET institutions for teaching and producing goods and services for commercial purposes. University Education Improving access and equity in university education through: (a) developing a strategy for university education (b) introducing governance and efficiency in the management of university education; and (c) enhancing the use of information technology in public universities through provision of ICT equipment and training. HIV/AIDS Supporting the education infrastructure in preventing and mitigating the impacts of HIV/AIDS through: (a) provision of relevant teaching and learning materials to primary and secondary schools; (b) promoting peer support initiatives in teacher training schools and technical institutions; (c) providing care and financial support to orphans and apprenticeship schemes for child heads of families, (d) addressing HIV/AIDs in the workplace through inter alia: (i) increasing the establishment of teachers living with HIV/AIDs networks; (ii) disseminating a video and materials on implementing the education sector policy on HIV/AIDs; (iii) developing and disseminating the pertinent guidelines; and (d) strengthening the capacity of AIDs Control Units and university AIDs coordinating units in HIV/AIDs and drug dependency initiatives through training and provision of relevant equipment. Capacity Building
Secondary Education. 4. Currently an estimated 20 million of 49 million children of secondary age are out of school vii - most from disadvantaged communities in the poorest states. India’s United Progressive Alliance (UPA) Government has made education and labour-force skills the top priorities for its second term. In 2008, it launched Rashtriya Madhyamik Shiksha Abiyhan (RMSA) a national campaign to expand and improve the quality of secondary education. With a budget of £7.4 billion during the 12th Five Year Plan (2012-2017), RMSA is India’s first significant public investment in secondary schooling since Independence. Initial focus has been on government secondary schools; however from 2013, government-aided schools6 will also receive RMSA support. RMSA aims to put 10 million into school by 2017 – however India is unlikely to achieve full secondary enrolment for at least another decade.
