Education differentiation Sample Clauses

Education differentiation. Education differentiation at UM As described in the educational vision, UM aims to prepare student optimally for the labour market. In order to achieve this, students should be enabled and stimulated to have a meaningful experience during their time in Maastricht, both within and outside their study programmes. The bachelor and master programmes are at the centre of the UM study experience. Students are presented with active learning in small groups, often in a very international environment. In recent years UM has developed a policy of offering students the opportunity to enrich their study experience by offering excellence programmes and activities targeted at building students’ employability. Next to these study-related activities, students can participate and engage in many other ways within and outside the university. Challenges and ambitions for the coming years In order to further enrich the UM study experience, UM aims to facilitate, encourage and support curricular, co-curricular, and extracurricular student engagement in the broadest sense. UM will invest in bridging curricular and extracurricular activities. An important vehicle to achieve this goal is further investing in Global Citizenship Education (GCEd). GCEd fosters knowledge of global issues, cognitive skills to think systematically, critically and creatively, interpersonal skills for interacting with people from different backgrounds and the capacity to find local and global solutions for societal challenges. GCEd emphasises social inclusiveness, sustainability, and virtues like empathy, integrity, curiosity, courage, and resilience. Recently, a first scan of UM programmes that offered elements of GCEd was made in an EDLAB project. This project identified patches of GCEd in the UM catalogue and pedagogical methods that can be used to embed GCEd in a PBL environment. Exemplary elements include a mediation clinic set up by staff and students, students adopting a patient organisation, and a virtual collaboration
Sample 1
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Education differentiation. UM will develop a repertoire of activities that ensure GCEd for bachelor and master students by 2022. A working group will develop a set of criteria for GCEd activities (for bachelors and masters). The working group will be led by the xxxxxx and include academic staff, the Programme Manager Employability and student members of Faculty Councils and University Council. This set of criteria will be drawn up in consultation with the Education Platform and is approved by the EB, MT and UC. The faculties will develop implementation plans in which it is described how GCEd will be visible in the learning objectives and what the size and scope of the activity is. The implementation plans will be approved by the faculty’s Educational Programme Committees and Faculty Councils. The set of criteria will be presented to the University Council in December 2019. The implementation plans will be delivered by June 2020. Implementation will begin in academic year 2021-2022. Evaluation will be part of the faculty programme evaluations and student evaluations. Monitoring of this ambition is integrated in the regular process of accounting as part of the progress update in the first quarter of each year. UM will develop a framework and a system to recognize and acknowledge the extracurricular activities of its students. By 2021 all UM students can apply for a certificate that acknowledges extracurricular activities as a separate document to be provided at graduation. A working group will develop a validation system for micro-credentials. The working group will be led by the Vice-Xxxxxx and include relevant experts and a student member of the UC. The validation system is drafted in consultation with the Platform Education and needs to be approved upon by the EB, MT and UC. After the validation system is defined, an implementation plan including a budget proposal will be developed. The implementation plan will be drafted in consultation with IOS (Interfaculty meeting on Student Affairs) and approved by the director of the unit that will be responsible for the system of the extracurricular activities. The validation system will be submitted to University Council for approval before spring 2020. The implementation plans will be delivered before January 2021. Ambition Policy Process Monitoring and timelines THEME 5. APPROPRIATE FACILITIES UM wants to maintain the current ratio of study spaces. This implies that with every additional 700 students or when expanding the number of square...
Sample 1
Education differentiation. GCEd activities are described and a concrete action plan for implementation is adopted. • A system to recognize and acknowledge the extracurricular activities of student is in place and students can apply for a certificate that acknowledges extracurricular activities.
Sample 1
Education differentiation. Theme description in Sector Agreement: ‘Universities of applied sciences/research universities respond to the different backgrounds and ambitions of students and the needs of the labour market. They do so by offering a varied range of educational programmes at different levels (AD, BA, and MA). Investments are also being made in talent programmes, such as ‘honours’ programmes or those in the field of social involvement, for example, or business, art, or sport. Universities of applied sciences/research universities can also differentiate themselves in terms of teaching concepts.’ We believe that students perform best and more fully develop themselves when they have the opportunity to follow their own learning path and to benefit from extracurricular activities that match their talents, interests, and abilities. In the implementation of the Vision for Education, we will create flexible learning paths for students. The Quality Funding for education differentiation is narrowed down to strengthening talent development and career preparation. We broaden the concept of talent development by incorporating personal development. We want students to achieve their potential by developing their interest, talents, ambitions, and identity. All students should receive the information, opportunities, support, and time to discover and develop their interest and talents, and to be better prepared for their future career. To achieve this ambition, we offer students various possibilities to develop themselves. Many students of WU are already active, but we see room for improvement. The opportunities are available, but often reach only the active students. We want to reach all students and therefore more incentives are needed. Simultaneously, students need more information and guidance in selecting extracurricular activities, including the active students. Our menu of extracurricular activities should motivate all students to participate. Strengthening talent development and career preparation in the curriculum Personal development starts with discovering talents and personal motivations. Several study programmes have integrated the Bachelor Assessment course into their programme, in which students discover their interests, drivers and talents. The assessment is also available for other bachelor and master students on the ‘Personal Motivation Assessment’ course. In the coming years, we want this or a similar course to become obligatory for all students. Study programmes will ha...
Sample 1

Related to Education differentiation

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  • Professional Development Reimbursement Management will provide reimbursement for approved professional development expenses for Lieutenants and Sergeants. Funds may be used for the purpose of improving job performance, maintaining and increasing proficiency, preparing Lieutenants and Sergeants for greater responsibility, or increasing promotional opportunities. Management must approve of the specific professional development request in advance. Denial will require written notification to the requesting Lieutenant or Sergeant.

  • Education Reimbursement The County will provide education reimbursement for education costs incurred by regular employees who apply for such reimbursement in accordance with the policies and procedures governing the education reimbursement program. The maximum reimbursement shall be $1,500 per year.

  • Bilingual Differential Pay Bilingual Differential Pay applies to those positions designated by the Department of Personnel Administration as eligible to receive bilingual pay according to the following standards:

  • Physician Visits This plan covers the services of a physician or other provider in charge of your medical care while you are inpatient in a general or specialty hospital.

  • Outpatient Dental Anesthesia Services This plan covers anesthesia services received in connection with a dental service when provided in a hospital or freestanding ambulatory surgical center and: • the use of this is medically necessary; and • the setting in which the service is received is determined to be appropriate. This plan also covers facility fees associated with these services.

  • Psychotherapist-Patient Privilege The information disclosed by Patient, as well as any records created, is subject to the psychotherapist-patient privilege. The psychotherapist-patient privilege results from the special relationship between Therapist and Patient in the eyes of the law. It is akin to the attorney-client privilege or the doctor-patient privilege. Typi- cally, the patient is the holder of the psychotherapist-patient privilege. If Therapist received a subpoena for records, deposition testimony, or testimony in a court of law, Therapist will assert the psychotherapist-patient privilege on Patient’s behalf until instructed, in writing, to do otherwise by Patient or Patient’s representative. Patient should be aware that he/she might be waiving the psychotherapist-patient privilege if he/she makes his/her mental or emotional state an issue in a legal proceeding. Patient should address any concerns he/she might have regarding the psychotherapist-patient privilege with his/her attorney. Fee and Fee Arrangements The usual and customary fee for service is $100.00 per 50-minute session. Sessions longer than 50-minutes are charged for the additional time pro rata. Therapist reserve the right to periodically adjust this fee. Patient will be notified of any fee adjustment in advance. In addition, this fee may be adjusted by contract with in- surance companies, managed care organizations, or other third-party payers, or by agreement with Therapist. From time-to-time, Therapist may engage in telephone contact with Patient for purposes other than sched- uling sessions. Patient is responsible for payment of the agreed upon fee (on a pro rata basis) for any tele- phone calls longer than ten minutes. In addition, from time-to-time, Therapist may engage in telephone con- tact with third parties at Patient’s request and with Patient’s advance written authorization. Patient is respon- sible for payment of the agreed upon fee (on a pro rata basis) for any telephone calls longer than ten minutes. Patients are expected to pay for services at the time services are rendered. Therapist accepts cash, or major credit cards.

  • Educational Reimbursement SECTION 1. The purpose of this Article is to xxxxxx a learning environment and provide educational opportunities that are mutually beneficial to the employees and the County and will encourage eligible employees to participate in education programs which will further their skills and knowledge for use in their current position or for use in a possible future position of greater responsibility. The Educational Reimbursement Program shall be a plan as provided for in Section 127 of the Internal Revenue Code of 1986, as amended (the “Code”) and shall be construed consistently with the requirements of Section 127. Amounts paid for tuition reimbursement meeting the requirements of Section 127 of the IRS Tax Code are not included in an Employee’s income or subject to income tax withholding up to a maximum of $5,250 annually. If subsequent tax law changes fail to continue the tax-free treatment, or in any way modify its treatment, appropriate adjustments in tax withholding will be made from the effective date of the change. This Article does not apply to training seminars, conferences, workshops, etc.

  • Using Student feedback in Educator Evaluation ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

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