Dominican Republic means the Dominican Republic, including its provinces and the National District.
Dominican Republic. Taking lessons learned from the first scholarship disbursement last quarter, the Program designed a communications campaign to attract more students to respond to the call for applications for scholarships this time around. As a result of this campaign, Advance had over 260 applicants at both ITLA and ITSC and was able to select 51 scholarship holders. To carry out this campaign, the Program planned feedback sessions with students who applied to the first call of applications who provided suggestions to improve infographics and flyers such as making photographs reflect the diversity of youth in the country and to include all information pertaining to the stipends that students receive as part of the scholarship package. The Program used social media, WhatsApp and partner institution’s Facebook pages to disseminate this information. Activity 3: Conduct Program closeout activities Guatemala: To complete closeout in Guatemala, the Program prepared for the virtual final event, which included designing invitations, event materials and producing video testimonials from students, private sector partner and university staff who have worked with Advance during the life of the Program. The event was held on September 9th and had the participation of 285 participants including students, their parents, faculty and university staff from USAC, URL and UPANA as well as representatives from the Ministry of Education who participated in the SEL e- course. The live event had presentations from Xxxxx Xxxxxxxx, USAID- Guatemala Director of the Health and Education office, as well as a pre-recorded panel with students on their personal reflections of their academic and personal journeys pursuing technical education and how the Program played a role in their lives. As part of the event’s agenda, Advance’s Country Director in Guatemala, Xxxx Xxxxxx Xxxxxxxxx, presented on the impact that Advance had during the last six years of implementation and reflected on lessons learned and recommendations for future investment in technical higher education in the country. In addition to hosting the final event, the Program phased almost all technical staff, extending only a few administrative personnel and the basic education specialist to complete the last pending activities for Year 7. In addition, the Program started to develop final reports for both Honduras and Guatemala and will complete them in Year 7. Activity 4: Monitor subgrants with local universities Guatemala: The Program prep...
Dominican Republic. The Program tracked down students one by one via telephone or other means of communication to ensure a good response rate for the Student Survey administered online through Google Forms. Survey administration is not that common in the country, so the Program had to assign a point person to continuously track response rates and follow-up with institutions and students to mitigate challenges that the Program faced in other countries. Other solutions that Advance implemented include planning meeting with institutions and the assigned focal points to think through dissemination efforts that would reach the highest number of students, including use of social media. Of the students who responded to the survey, 64% of students classified as disadvantaged. An analysis of survey responses showed that 66.5% of students who responded reside in an urban area and 75% of the respondents answered that they have seen or heard about robberies/assaults in the neighborhood where they live “sometimes or often”. 18% of students have scholarships (32% of those are awarded by Advance and approximately 31% of those are awarded by the institution where they study). Of the students surveyed, 23% indicated they are financially responsible of their households and about 24% are currently employed while studying, and of those 76% who are not employed at least 83% are looking for employment, indicating socioeconomic factors as the most prominent in determining vulnerability. In relation to students’ experience accessing career and student support services, about 60% responded that they have received some type of support from a department of student or career services (44% at ITLA and 67% at ITSC) and 23% reported that they are not applying concepts taught in the classroom in a practical way.
Examples of Dominican Republic in a sentence
The United States currently has FTAs requiring national treatment for trade in natural gas with Australia, Bahrain, Canada, Chile, Colombia, Dominican Republic, El Salvador, Guatemala, Honduras, Jordan, Mexico, Morocco, Nicaragua, Oman, Panama, Peru, Republic of Korea, and Singapore.
Appellate Body Report, Dominican Republic – Import and Sale of Cigarettes, para.
Technical Assistance and Capacity Building • See reference to input on TA&CB by the Dominican Republic in section F:2:a.
The enforcement of environmental regulation in the Dominican Republic is evolving and the enforcement posture of government authorities is continually being reconsidered.
A Caribbean Basin country (Antigua and Barbuda, Aruba, Bahamas, Barbados, Belize, British Virgin Islands, Costa Rica, Dominica, Dominican Republic, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Montserrat, Netherlands Antilles, Nicaragua, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, or Trinidad and Tobago).
More Definitions of Dominican Republic
Dominican Republic. No updates to report this quarter. Regional Learning Activities Activity 1: Capture and document learnings and reflections on transforming higher education institutions in Jamaica, Guatemala and Honduras to improve technical degree programs Regional: This activity has been completed.
Dominican Republic. The Program concluded the design of the integrated professional development program for faculty from technical degree programs, which integrates actions on teaching-learning strategies, classroom coaching and observation system, induction processes and preparation for virtual teaching. The Program also concluded the design of the scripts, videos and activities to be included in the asynchronous self-guided course for faculty at both partner institutions. This course was developed as a response to requests from institutions to support them on strengthening their competency-based approach and will incorporate spaces for professional learning communities for teachers to come together and provide peer-to-peer support. The Program continued the coaching and classroom observation strategy to observe changes in pedagogy and curriculum revisions for the supported degree programs at ITSC and ITLA. The Program also continued to prepare an instructional guide to document this process and leave a toolkit behind for universities to continue it after the Program closes. Advance held validation sessions with faculty from both institutions and received positive feedback on the strategy and instructional guide. Activity 2: Institutionalize professional development programs for faculty and staff Jamaica: Institutions were actively focused on reverting to virtual classes after implementing measures for having face-to-face classes in the new school term. The pandemic impacted this change, which in turn affected the delivery of professional development training. Notwithstanding this, the Program is working closely with CCCJ to digitize training videos and develop a toolkit to build the capacity of six of the CCCJ’s member colleges. The toolkit and training videos will not only guide faculty and staff on maneuvering the learning management system but will also institutionalize curricula development and delivery of the Health and Wellness Tourism and the Agro- processing and Business Management programs. Dominican Republic: Advance continues to work on the systematization of professional development activities which it has been carrying out since the beginning of implementation. This quarter the Program finalized the outline and sections that will be included in the guides for the curriculum mapping and revisions process, as well as coaching and classroom observation process. Faculty have shared feedback on the process and consider these guides to be a valuable contribution for ...
Dominican Republic. As part of recruitment activities, the Program will conduct an in-depth study on the perception of technical higher education among businesses in the country (further described in activity 2 under IR 1.3). This study will help the Program and ITLA and ITSC to define the right messaging that will help adequately position technical education as an attractive option for youth and their families, carefully reviewing the options for quality employment to attract those from more vulnerable communities.
Dominican Republic. The Program coordinated the second call for applications for scholarships at both ITLA and ITSC and awarded 36 new scholarships, for a total of 51 scholarships in the DR as one of the previous 16 students dropped out due to medical conditions. The Program followed-up with the student and his family, but personal challenges prohibited the student from retaking classes. Out of the total 51 scholarship holders, 22 are enrolled at ITLA and 29 at ITSC. Table 9 shows the breakdown by degree program. Table 9. Number of scholarship holders who have graduated or are pending graduation University Degree Program Number of scholarship holders ITLA Software Development 21 Medical Devices Manufacturing 1 ITSC Nursing 14 Events Production 3 Gastronomy 10 Logistics 2 TOTAL 51 To successfully award the scholarships, and as described in the communications section, the Program developed a communications campaign to attract more students from disadvantaged groups and gathered feedback from youth from the first call of applications. Through this feedback, the Program was able to modify the application and selection process, including lowering the academic performance scores at ITLA to accommodate for students who are graduating from public high schools and might have lower performance scores compared to peers from private schools. Another difference to the previous call that also highlighted the success of this one was the 18- day period provided to students to apply as more time gave the Program the opportunity to re-post and disseminate the call for applications every two days through social media. The Program received over 200 applications. These good results with the communications and dissemination campaign also serve both institutions for future scholarship disbursements. The Program also worked with both institutions to establish continuous monitoring and follow-up to scholarship holders through students support services departments.
Dominican Republic. The Program will continue to develop private sector engagement strategies for ITLA and ITSC and xxxxxx alliances with businesses clusters as opportunities emerge. After validating strategies, the Program will train staff who are focal points of alliances with private sector in engagement and monitoring of alliances and commitments. The Program will also continue the study on the perception of technical education with employers working closely with IETT. Advance will also plan to design a TOT on career services and employability skills previously done in Honduras with both ITLA and ITSC staff. Result 2 Activities Recruitment and admissions practices and student services support Jamaica: The program will continue to work with partner universities to strengthen the relevant recruitment and outreach and student services departments. Various resources have been provided to all three universities throughout the life of the Program and Advance will finish these activities strong by ensuring that these resources are being used and supporting faculty when needed. continue to ensure staff to ensure that resources are sustainable. This includes having discussions on best practices and re-sharing resources as needed. The Program will also continue to support students to graduate and identify challenges they might be facing in advance to mitigate dropouts.
Dominican Republic. The Program will continue the study on the perception of technical higher education among businesses in the country (further described under IR 1.3) and use this findings and SBAC findings and discussion with both institutions to define the right messaging that will help adequately position technical education as an attractive option for youth and their families, carefully reviewing the options for quality employment to attract those from more vulnerable communities. The Program will also continue the self-guided leveling course for students in mathematics and language studies and present on results of the diagnostic exams as the learning objectives of the course are defined in collaboration with ITLA and ITSC. The Program will also finalize the final report on the diagnostic of information systems at both institutions, to define the recommendations for implementing an Early Warning System to identify students at risk of dropping out. Scholarships and Scholarship Holders Monitoring Jamaica: Advance will continue working closely with the academic coordinators VTDI, UTECH and CCCJ to track and monitor scholarship holders and their progress towards graduation. The program will continue to use university’s data and trackers to capture student attendance on a bi-weekly basis and will provide direct support to the scholarship holders when needed if they are not attending courses. Dominican Republic: The Program will continue to monitor scholarships’ holders’ academic performance and attendance to identify areas of support as needed in close collaboration with the focal points at each institution. Appendix D. Revised Year 8 Targets Table 10. Revised Year 8 Targets Indicator Jamaica Year 8Targets Dominican RepublicYear 8 Targets Regional Year 8 Targets
Dominican Republic. The Program will conduct a rapid assessment with partner institution’s schools of education, including teachers, guidance counselors, and students to inform scope of the pre-service and in- service teacher training in PYD, SEL and Career Guidance. After this assessment is completed, the Program will incorporate the three topics in the curriculum design, define the specific target group population, and adapt content to the needs to these groups. In addition, the Program will continue to review strategies and tools used for curriculum revision in other Advance countries to adapt them for degree programs in the DR and, once degrees are selected, Advance will organize, train and establish curriculum task force teams per university to support curriculum revisions. Teacher, faculty, and staff professional development Honduras: The Program will follow-up with representatives from CEUTEC and UCENM on the proposal presented to replicate the technical education professional development program developed with UNAH.