Targets and Outcomes Sample Clauses

Targets and Outcomes. 7.1. The Provider will be required to achieve the targets (and any others as may be agreed) outlined in 7.1.2 below. The specific targets to be achieved for each of the outlined prisons will be jointly agreed between the Provider and the individual establishments and recorded within the Service Level Agreements (SLAs) to be agreed upon contract award.
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Targets and Outcomes. OUR PRINCIPLES AND OUR APPROACH
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Targets and Outcomes. 124. In 2011-12, Oxford set a series of challenging targets for the admission of students from under-represented groups, identified by indicators of educational and socio-economic disadvantage and by declared disability, for the period 2012-2017. We have monitored progress against these targets closely, and have adjusted our outreach programmes and admissions processes in pursuit of these overall targets. These targets are reported on in paragraphs 19-23 above.
Sample 1
Targets and Outcomes. G6.1 The Provider will be required to achieve the targets outlined in G6.1.2 below. The specific targets to be achieved will be with each of the eight (8) London prisons and is specified within the Service Level Agreements (SLAs) attached in section xx.
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Related to Targets and Outcomes

  • Outcomes Secondary: Career pathway students will: have career goals designated on SEOP, earn concurrent college credit while in high school, achieve a state competency certificate and while completing high school graduation requirements.

  • Goals and Objectives The Parties acknowledge and agree that the specific goals and objectives of the Parties in entering into this Agreement are to:

  • Targets a) Seller’s supplier diversity spending target for Work supporting the construction of the Project prior to the Commercial Operation Date is ____ percent (___%) as measured relative to Seller’s total expenditures on construction of the Project prior to the Commercial Operation Date, and;

  • Aims and Objectives 1.9.1 The aims and objectives of this Agreement are to:

  • Targets and Milestones You may choose to develop specific additional targets and milestones which assess your performance in ITT over time – particularly if ITT trainees make up a significant proportion of your overall student body. Alternatively, you may have targets and milestones in your existing 2012-13 access agreement which you now also wish to apply to undergraduate and/or postgraduate ITT trainees. These targets may be statistical – based on how representative your entrants are and/or your retention performance – and might include annual or interim milestones to help you monitor whether you are making progress. You may wish to include criteria around the numbers of trainees in receipt of a full or partial maintenance grant, as financial data will need to be collected to determine bursary support and the data will also be accessible through the Student Loans Company for HEBSS subscribers. You may also wish to consider the TDA guidance at Annex C which gives information on specific groups that are Annex A underrepresented in the teaching profession. In this section, please state whether you intend to develop additional targets and milestones, or the extent to which you intend to use targets and milestones in your existing agreement which you now wish to extend to apply to undergraduate and/or postgraduate ITT trainees. Where you have new or amended milestones and targets, you should set these out in your Excel template (Annex B) at Table 6. The University of Cambridge does not intend to adjust its current targets or to develop additional targets and milestones for its ITT provision. The number of students on the PGCE programme amount to less than 4% of the total population of Cambridge students with which the Office for Fair Access is concerned, and all of those students have already experienced a first taste of higher education. It would therefore be disproportionate to set specific aims and objectives for this group.

  • RECOGNITION OUTCOMES The receiving institution commits to provide the sending institution and the student with a Transcript of Records within a period stipulated in the inter-institutional agreement and normally not longer than five weeks after publication/proclamation of the student’s results at the receiving institution. The Transcript of Records from the receiving institution will contain at least the minimum information requested in this Learning Agreement template. Table E (or the representation that the institution makes of it) will include all the educational components agreed in table A and, if there were changes to the study programme abroad, in table C. In addition, grade distribution information should be included in the Transcript of Records or attached to it (a web link where this information can be found is enough). The actual start and end dates of the study period will be included according to the following definitions: The start date of the study period is the first day the student has been present at the receiving institution, for example, for the first course, for a welcoming event organised by the host institution or for language and intercultural courses. The end date of the study period is the last day the student has been present at the receiving institution and not his actual date of departure. This is, for example, the end of exams period, courses or mandatory sitting period. Following the receipt of the Transcript of Records from the receiving institution, the sending institution commits to provide to the student a Transcript of Records, without further requirements from the student, and normally within five weeks. The sending institution's Transcript of Records must include at least the information listed in table F (the recognition outcomes) and attach the receiving institution's Transcript of Record. In case of mobility windows, table F may be completed as follows: Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending institution grade, if applicable Mobility window Total: 30 ….. Where applicable, the sending institution will translate the grades received by the student abroad, taking into account the grade distribution information from the receiving institution (see the methodology described in the ECTS Users' Guide). In addition, all the educational components will appear as well in the student's Diploma Supplement. The exact titles from the receiving institution will also be included in the Transcript of Records that is attached to the Diploma Supplement. Steps to fill in the Learning Agreement for Studies P Additional educational components above the number of ECTS credits required in his/her curriculum are listed in the LA and if the sending institution will not recognise them as counting towards their degree, this has to be agreed by all parties concerned and annexed to the LA

  • MANAGEMENT OF EVALUATION OUTCOMES 12.1 The evaluation of the Employee’s performance will form the basis for rewarding outstanding performance or correcting unacceptable performance.

  • Scope and Objectives 1. This Partnership Agreement (hereinafter referred to as the “Agreement”) defines the rights and obligations of the Parties and sets forth the terms and conditions of their cooperation in the implementation of the Project.

  • BACKGROUND AND OBJECTIVES The partnership proposed by the Cooperator was selected due to merit review evaluations from the 2017 Notice of Funding Opportunity P17AS00037. The Cooperator demonstrated expertise in disciplines and subject areas of relevance to cooperative research and training. The Cooperator met the program interests of NPS with expertise, facilities, experience, diversity of programs, and history of collaborative research projects. The Cooperator helps the NPS-CESU to meet its objectives to:  Provide research, technical assistance and education to NPS for land management, and research;  Develop a program of research, technical assistance and education that involves the biological, physical, social, and cultural sciences needed to address resources issues and interdisciplinary problem-solving at multiple scales and in an ecosystem context at the local, regional, and national level; and  Place special emphasis on the working collaboration among NPS, universities, and their related partner institutions. Title: Provide research, technical assistance and education for resource management and research The CESU network seeks to provide scientifically-based information on the nature and status of selected biological, physical, and cultural resources occurring within the parks in a form that increases its utility for making management decisions, conducting scientific research, educating the public, developing effective monitoring programs, and developing management strategies for resource protection. Studying the resources present in NPS parks benefits the Cooperator’s goal of advancing knowledge through scientific discovery, integration, application, and teaching, which lead toward a holistic understanding of our environmental and natural resources. The Cooperator is a public research university, sharing research, educational, and technological strengths with other institutions. Through inter-institutional collaboration, combined with the unique contributions of each constituent institution, the Cooperator strives to contribute substantially to the cultural, economic, environmental, scientific, social and technological advancement of the nation. The NPS expects there to be substantial involvement between itself and the Cooperator in carrying out the activities contemplated in this Agreement. The primary purpose of this study is not the acquisition of property or services for the direct benefit or use by the Federal Government, but rather to accomplish a public purpose of support or stimulation authorized the Legislative Authorities in ARTICLE II. This agreement fulfills the Public Purpose of support and economic stimulation for the following reasons:  Projects will engage recipients, partners, communities, and/or visitors in shared environmental stewardship.  Projects will promote greater public and private participation in historic preservation programs and activities. The project builds resource stewardship ethics in its participants.  The information, products and/or services identified or developed by projects will be shared through a variety of strategies to increase public awareness, knowledge and support for historic preservation and stewardship of the nation’s cultural and historical heritage.  Projects will support the Government’s objective to provide opportunities for youth to learn about the environment by spending time working on projects in National Parks. The NPS receives the indirect benefit of completing conservation projects.  Projects will motivate youth participants to become involved in the natural, cultural and /or historical resource protection of their communities and beyond.  Students gain “real world” or hands-on experience outside of the classroom of natural, cultural and/or historical resource projects.  The scientific community and/or researchers external to NPS gains by new knowledge provided through research and related results dissemination of natural, cultural and/or historical resource information.  Projects assist in the creation, promotion, facilitation, and/or improvement of the public’s understanding of natural, cultural, historic, recreational and other aspects of areas such as ecological conservation areas, and state and local parks. For performance under this cooperative agreement, the regulations set forth in 2 CFR, Part 200, supersedes OMB Circulars A–21 (2 CFR 220), A–87 (2 CFR 225), A–110, and A–122 (2 CFR 230); Circulars A–89, A–102, and A–133; and the guidance in Circular A–50 on Single Audit Act follow–up apply. The Cooperator shall adhere to 2 CFR, Part 200 in its entirety in addition to any terms and conditions of the master agreement not superseded by 2 CFR 200, as well as the terms and conditions set forth in this agreement. In the event of a conflict between the original terms of the master agreement and 2 CFR, Part 200, relating to this task agreement, 2 CFR, Part 200 shall take precedence.

  • IRO Independence and Objectivity The IRO must perform the Claims Review in a professionally independent and objective fashion, as defined in the most recent Government Auditing Standards issued by the United States Government Accountability Office.

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