Result 2. 2: AETR institutions providing outreach services and technical support to clients in farming communities and the private sector.
Result 2. Strengthened advocacy and participation in legal reform Xxxxxxxx Xxxxxxx, the lead consultant for this activity, visited Honduras in January 11 to January 23, 2005 and conducted numerous interviews to prepare the assessment of the Legal Professional Organizations, in the private and public sectors, in existence as per the requirement of this component. In accordance with the terms of the contractual requirement, Xxxxxxx set forth the organizations in order of importance given their real or potential effectiveness (See Attachment 4). Given the small number of organizations that meet the LPA contractual criteria, there were five organizations from the public sector and three from the private sector1, Xxxxxxx suggested that rather than focusing on one organization to strengthen, the project might consider a broader inclusion strategy. Thus, for example, all of the LPAs may be invited to participate in training rather than limiting it to one. He also suggested that since none of the organizations had infrastructure, meeting places or paid staff, the Project office, which has plenty of available space, might serve as a secretariat for the organizations and we could provide limited support as well as data storage and meeting space. USAI demonstrated some concern that the LPAs be viewed as being too closely allied to the Project, and thus to USAID, so that we agreed to provide this service as a temporary measure during a trial period of one year. In order to continue with this activity, we have programmed a follow-up visit by Xxxxxxx to take place at the end of March. During this period he will conduct a (Strategic Planning Workshop) with the participation of representatives from the LPAs as well as an annual planning and budgeting workshop. Another aspect to be discussed during this visit will be the legal status of the organizations, a requirement for them to be able to manage funds or apply for grants. Xxxxxx Xxxx, an expert on minigrants and the USAID requirements, visited Honduras during the period February 13 to February 20, 2005. She interviewed representatives of the LPAs, USAID personnel and Project staff in order to prepare the methodology for operation of the small grants program and drafting of the small grants manual (see attachment 5, Travel Report) .
Result 2. A. Assistance provided to at least 30% of out-of-school youth in 25 targeted municipalities to return to formal schooling or to complete a lower secondary education diploma This quarter 1,613 new youth have returned to non-schooled based settings attended by AIS, FUSALMO and EDYTRA (787 lower secondary students, 49%; the rest from high school). Approximately 1,112 youth receives support to present the proficiency test (63% of the new youth who have entered the program) to obtain a 9th grade diploma or to continue lower secondary or high school. Partnership institutions have strengthened management teams, to consolidate more youth groups. Communitarian strategies have been used to widen coverage towards municipality rural areas. To date, there are 50 training headquarters that attend new youth who have returned to the training Program and then they incorporate to study modalities. Communitarian organizations have been incorporated (ADESCOS) who work with the youth population in territories. Tutor teams have also grown to provide quality accompaniment during the tutorial process, searching for results that impact youth and the community. More than 60% of youth who return to school in non-schooled based settings are attended and prepared through tutor to level their knowledge and reinforce them academically. They are preparing for the proficiency test. This strategy has incorporated new challenges to unite educational opportunity to youth. Youth are accompanied in their decision to return to their needs and there are schedules that allow youth to self-train to prepare the best they can for the standard test. The projects provides follow-ups and collects data to analyze the strategy that has currently been used. A strategy and information system has been prepared that allows the recording of educational processes and investments made for youth to finalize lower secondary, to continue and receive their ninth grade diploma. The first proficiency test have been made and results are being analyzed to strengthen the investment strategy for systematic accompaniment.
Result 2. A. Assistance provided to at least 23,150 of out-of-schooled youth in 25-targeted municipalities or surrounding to return to formal schooling or to complete a lower secondary education diploma Out-of-school youth who are enrolled in non-school based settings continue their formal education process especially those in sufficiency test preparation. There are tutors to level up the student´s competencies and follow up them academically. This strategy has added new challenges to bring educational opportunities to youths. In this quarter, 687 new youth have registered in the non-school based settings of education assisted by AIS, FUSALMO. To date, it is reported that 6,000 6 youths have been supported in order to return either in the regular system or in non-school based settings. To date, over 3, 7007 new youth out of 6,000 have been supported to take the proficiency test in order to pass a grade and to graduate from 9thgrade, so they will continue with secondary school or high school. It means that the project target related to youth returning to school reaches 53% of the total benefitted youth and 67% of them are enrolled in non-school settings In this quarter, 173 youth applied for the tests, out of those, 39 passed an academic grade, which is an estimate of 23% of the population, thus increasing the general average of approval in 13 points. Therefore, the benefited youth are improving the average score due to the Project educational services. The FEDISAL´s partners are strengthening the capacities of management teams to provide more and better services and increase the coverage of the Program. Local strategies in rural communities had been effective for enrolling out of youth. Up to now, there are 80 training center to provide services and support the Project strategy using mobile and decentralized offices.
Result 2. 1: AETR institutions promoting innovative research solutions to public/private clients
Result 2. A. Assistance provided to at least 30% of out-of-school youth in 25 targeted municipalities to return to formal schooling or to complete a lower secondary education diploma For youth to return to school it requires the implementation of diverse strategies from the partnership network institutions. One of these strategies is the proficiency test being used to overcome limitations of available spaces in MoE´s Non-Schooled Based Settings. The Proficiency Test requires youth to have a high level of motivation when it comes to self-learning, written learning resources, reinforcement, tutorials and accompaniment, and alliances with several institutions and the community, to be able to provide necessary support. Don Bosco University (UDB) provides support in the design of 12 theme modules (waiting to be validated). To date there are 2,681 youth who have enrolled in educational non-schooled based settings. During this quarter there is a record of 821 youth attended by AIS, FUSALMO and XXXXXX, 739 of them are studying and have finalized lower secondary and high school. Actions to advance on proposed goals have been strengthened. Self-learning tutorials are available for youth, as well as academic reinforcement activities to get a good grade on the proficiency test, this will help youth initiate lower secondary or high school. There is a plan to strengthen training headquarters so they can apply tests using a software as a tool to grade these tests and to promote permanence, motivation, and youth continuity in the educational system.
Result 2. A. At least 30% of students outside the Formal Education System have been supported in 25 goal municipalities so they can return to school and receive their lower secondary diploma. For youth to return to school it requires diverse strategies from the institutions that form part of the partnership network. The proficiency test is important and it is being used to overcome the limitations of available space within MoE´s Non-schooled based settings. The proficiency test requires a high degree of motivation from the students from self-learning, from learning written resources, extracurricular activities, mentoring and coaching, and alliances with several institutions and the community, to provide necessary support. Don Bosco University (UDB) provides support in the design of 12 thematic modules which are in the validation process. To date there is a total of 970 students enrolled who are studying in the Education System through non-schooled based settings, AIS and FUSALMO are in responsible. They encourage calling processes for youth located on 10 municipalities, 15 youth have returned to the regular education system this quarter and 375 are being prepared for the proficiency test so then can continue with lower secondary. A 30% is attending high school. Table No.1 Institution Total of beneficiarie s Youth beneficiaries planned educational training In the process of returning Regular System Proficiency test Blended Distance school Night School AIS 970 10 375 429 44 14 98 Total 1,335 10 375 794 44 14 98
Result 2. Increased sustainable quality of service delivery across the PHCU’s continuum of care Result two focuses on supporting the improvements of health service access and quality in the health sector. Achievements of the reporting period discussed below under each sub-results and thematic areas of focus under the project.
Result 2. Let σ and τ be any elements of 1. There exists a unique endomorphism h of 1 such that h(0, 1, 0) = σ and h(0, 0, 1) = τ .
Result 2. In the target condition, focusing on the 'global' judgments of the sentences (“All gestures”), the mismatch-gesture condition was judged significantly lower than the match-gesture condition: F(1,41)=42.6, p<10-7. This shows that there is a distinction between second and third person in gestural verbs with object marking. Result 3: The mismatch-ellipsis condition was more acceptable than the mismatch-gesture condition (F(1,41)=16.0, p=.00026). This suggests that third person agreement marker can to some extent be ignored in the course of ellipsis resolution. Result 4: However, the mismatch-ellipsis condition was still a bit degraded relative to the match- gesture condition (F(1,41)=15.2, p=.00035). Several potential explanations could come to mind.
