▇▇▇▇▇▇▇▇ and Development Sample Clauses
▇▇▇▇▇▇▇▇ and Development. 3.1 Authorities will develop local 'Workforce Development Plans (see Part 4.8),' closely linked to their service delivery plans, which will provide the focus for the establishment of training and development priorities. Training and development should be designed to meet the corporate and service needs of authorities both current and in the future, taking into account the individual needs of employees. Local schemes on training and development should enable authorities to attain their strategic objectives through development of their employees. Training and development provisions should be shaped to local requirements and take account of the full range of learning methods. Such an approach should enable access to learning for all employees. The needs of part time employees and shift workers need particular consideration.
3.2 Employees attending or undertaking required training are entitled to payment of normal earnings; all prescribed fees and other relevant expenses arising. Employees are also entitled to paid leave for the purpose of sitting for required examinations. When attending training courses outside contracted daily hours, part-time employees should be paid on the same basis as full- time employees. (Assistance for other forms of learning, for example that directed at individual development, will be locally determined). Some training can be very expensive and authorities may require repayment of all or part of the costs incurred should an employee leave the authority before a reasonable time period has expired. The authority's policy in this regard should be made explicit.
3.3 Objectives for training and development programmes should include the following: ◆ To enable Councils to attain their strategic objectives via investment in their employees. ◆ To promote equity of access to learning. ◆ To encourage employees to develop their skills and level of responsibility to the maximum of their individual potential. ◆ To widen and modernise the skills profile of employees to maximise their versatility, employability and so, job security. ◆ To enable employees to raise productivity, quality and customer service in pursuit of sustainable improvement
3.4 Authorities should establish local partnership arrangements, to include recognised trade unions, to develop their local workforce development plans. Amended: Circular 6: June 2005
3.5 The NJC endorses partnership provision such as the "Return to Learn" scheme. Authorities and the recognised trade unions s...
▇▇▇▇▇▇▇▇ and Development. J1. TRAINING
a. Employees will be given ongoing training as necessary, relevant to their roles and responsibilities.
b. Where practicable, training must be provided to Employees during their normal rostered hours of work. Where it is not: • Employees will attend training outside their normal rostered working hours when required to do so by the Employer; • The Employer must provide Employees with two (2) weeks notice of the requirement to attend training outside of their normal rostered working hours; • Where an Employee attends training they will be paid in accordance with this Agreement, together with the Vehicle/Travelling Allowance (Clause G3) for the travel time that is in excess of the time normally taken for the Employee to attend work. • Any fulltime or part time employee required to work outside the ordinary hours of work shall be paid at overtime rates. • Training must be arranged so Full-Time Employees receive a minimum break as set out in Clause F5. Where practicable, similar arrangements should also be made available to all other Employees.
▇▇▇▇▇▇▇▇ and Development. J1. TRAINING
a. Nurse / Midwife Caregivers will be given ongoing training as necessary, relevant to their roles and responsibilities.
b. Where practicable, training must be provided to Nurse / Midwife Caregivers during their normal rostered hours of work. Where it is not:
i. Nurse / Midwife Caregivers will attend training outside their normal rostered working hours when required to do so by the Employer;
ii. The Employer must provide Nurse / Midwife Caregivers with two weeks’ notice of the requirement to attend training outside of their normal rostered working hours;
iii. Where a Nurse / Midwife Caregiver attends training they will be paid in accordance with this Agreement, together with the Vehicle/Travelling Allowance (Clause G3) for the travel time that is in excess of the time normally taken for the Nurse / Midwife Caregiver to attend work.
iv. Any full-time or part-time Nurse / Midwife Caregiver required to work outside the ordinary hours of work shall be paid at overtime rates.
v. Training must be arranged so Full-Time Nurse / Midwife Caregivers receive a minimum break as set out in Clause F5. Where practicable, similar arrangements should also be made available to all other Nurse / Midwife Caregivers.
▇▇▇▇▇▇▇▇ and Development. ▇▇▇▇▇▇▇▇ has argued that liberalism is still the best theory going for those interested in empowerment projects. ▇▇▇▇▇▇▇▇ argues that the values and concepts of the liberal Enlightenment, ‘personhood, autonomy, rights, dignity, and self-respect,’ are still important in emancipatory struggles, particularly those struggles of women in developing countries. These are still “the best terms in which to conduct a radical critique of society.”432 Indeed, many involved in emancipatory struggles have taken up ▇▇▇▇▇▇▇▇’▇ liberal values and her approach, including development practitioners engaged in the very work that we are interested in here, that of empowering people, and in the work which ▇▇▇▇▇▇▇▇ had in mind when creating her capabilities approach, those working on development projects aimed at empowering women. 433 In this section I will take up a study which attempts to use ▇▇▇▇▇▇▇▇’▇ capabilities approach to serve as a way to evaluate women’s development programs, to see whether the capabilities can be used to solve the problem for which they were created. Millions of dollars are spent each year on ‘development’. Development comes in many forms, and its justice or injustice has been debated for decades. 434 Whether or not ‘development’ in general is a good or bad thing, whether it achieves the global redistribution of wealth and expertise or is a new form of colonization will not be my concern here. Rather, I will focus on a very specific set of development projects, those which aim to empower women, and their characteristic problems, namely, how to tell whether women are empowered by their projects. 435 ▇▇▇▇▇▇▇▇’▇ capabilities are meant to serve as a set of criteria against which we can judge how 432 Sex and Social Justice, p. 56.
▇▇▇▇▇▇▇▇ and Development. J1. TRAINING