Access to Education Sample Clauses

Access to Education. Female education is a good example of the enduring inconsistency between religion and culture. The importance of education was addressed on several occasions in Quran and Hadiths, all of which indicated that education should be highly valued.88 In general, education 86 Ibid. 87 Freedomhouse (2010), Special Report Section, Kuwait. Online at xxxx://xxx.xxxxxxxxxxxx.xxx/xxxxxxxx.xxx?page=384&key=171&parent=16&report=76, accessed 17.11.2010 88 Xxxxxx Xxxxxx, [1980] Education of Arabic Women In Tradition and In Modern Society. Egyptian Anglo Library, Cairo, pp. 34–36. issues in Islam are viewed in the context of an obligation to acquire knowledge. The Quran and Hadiths repeatedly emphasise the role of education in a way that made it a duty of every Muslim, male or female. For example, it was stated in the Hadiths that “Seeking knowledge is a duty of every Muslim, man or woman. Another citation from the Hadiths stated, “The father, if he educates his daughter well, will enter paradise”. Yet another stated, “A mother is a school, if she is educated, then a whole people are educated”. In early Islamic history there were many women who had a significant role in education, such as Ayisha, Prophet Xxxxxxxx’s wife, who was a famous Muslim scholar, considered one of the most important sources of the Hadiths. Another example is a woman named Xxxxxx who had a vast knowledge of literature, medicine and religion.89 On the other hand, the state of Kuwait abides by the Beijing Platform for Action, which called on governments to eliminate the disparity between women and men in the right to access all forms of education, at all levels, primary, secondary and advanced, vocational labour market training, adult literacy and lifelong learning. Kuwait was one of the countries to embrace the Beijing Platform, driven by various factors including its religious emphasis on eliminating the education disparity between women and men. During 2005, female participation in science and engineering education in Kuwait reached a rate of 40 percent or higher.90 Since the 1960s, Kuwaiti women have enjoyed access to higher education. In accordance with the 40th article of the Kuwaiti constitution, all Kuwaiti citizens are guaranteed equal, free access to all schooling phases – primary, secondary and tertiary – as well as equal access to universities and opportunities to study abroad. Significant gains have been made over the past three decades, as the percentage of young literate women today is si...
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Access to Education. Provision of assistance to access and participate in structured educational programs within schools or TAFE. Provision of assistance to access and participate in remedial or transitional education programs or scholarships/grants. Provision of assistance in acquiring basic skills for obtaining employment. Activities that promote personal, interpersonal and social development and a sense of belonging in the community. Activities that promote connection to culture and heritage. These may be provided as structured classes or group activities on various aspects of personal development.
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Access to Education. (a) The primary gross enrollment rate has reached 70% by the 2003-04 School Year from about 50% in the 1999-2000 School Year and the share of girls has increased from 46% to 58% of overall enrollments. (b) Class size in primary schools has attained 50 students per class in School Year 2003-04. (c) At least 32% of secondary students are enrolled in vocational education.
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Access to Education. Admissions Policy Gwion Dafydd Corporate Manager: Accountability and Progress Xxxxxx Xxxxx Administrative Assistant Admissions 🕿 01970 633 630 🖂 xxxxx.xxxxxx@xxxxxxxxxx.xxx.xx 🕿 01970 633 672 🖂 Xxxxxx.xxxxx@xxxxxxxxxx.xxx.xx 8.1 Governor Support Service Xxxxxxx Xxxxx 🕿 01970 633 676 🖂 xxxxxxx.xxxxx@xxxxxxxxxx.xxx.xx Senior Governor Support Officer 9.1 Communication Arrangements Meinir Ebbsworth Corporate Lead Officer – Schools 🕿 01970 633 631 🖂 Xxxxxx.xxxxxxxxx@xxxxxxxxxx.xxx.xx 9.2 Complaints Xxxxx-Neige Hadfield Complaints and Freedom of Information Manager 🕿 01545 574 151. 🖂 xxxxxxxxxx@xxxxxxxxxx.xxx.xx 9.3 Freedom of Information Xxxxx-Neige Xxxxxxxx Complaints and Freedom of Information Manager 🕿 01545 574 151 🖂 xxxxxxxxxx@xxxxxxxxxx.xxx.xx 9.4 Data Protection Xxxxxx Xxxxxxx Data Protection Officer 🕿 01970 633 573 🖂 xxxx.xxxxxxxxxx@xxxxxxxxxx.xxx.xx
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Access to Education. The university has a strategic commitment to champion access and inclusion. It has steadily grown the numbers of MD20 and MD40 students, despite there being a relatively small number of such postcodes in the North East Region and the number reducing further with the introduction of SIMD 2016. The university is working towards meeting the COWA target that students from the 20% most deprived backgrounds should represent at least 10% of full- time first degree entrants to every individual Scottish university by 2020/21. This challenge has resulted in a review of the approach towards attracting and retaining such students, which will include work to attract MD20 students living outside the North East region along with increased financial support. The Board of Governors’ commitment to this approach is reflected in its use of the Outcome Agreement measure as a key performance indicator to monitor the university’s achievement of its strategy. Over the course of this Outcome Agreement period the university has set MD20 targets so as to demonstrate its commitment to reaching the COWA target that students from the 20% most deprived backgrounds should represent at least 10% of full-time first degree entrants to every individual Scottish university by 2020/21. In taking account of these stretch targets it is clear that there will be a need to take three important steps: • Further enhance the pathways available to those from MD20 backgrounds in the North-East; and, at the same time • Increasingly reach and engage with those from MD20 backgrounds in other regions. • Review and extend the financial and other support available to MD20 applicants and entrants. The university has increased the proportion of MD40 entrants from 16.2% in 2011/12 to 19.3% in 2016/17, marking the university’s highest proportion of MD40 students to date. Over the same period, the university increased the proportion of MD20 entrants from 6.5% to 7.0%. It should be noted that over this period the change in the calculation of MD datazones has significantly reduced the number of MD20 zones in Aberdeen City and Aberdeenshire, which have been to date the most significant recruiting areas for the university’s undergraduate population. Significant resources have already been devoted to securing the university’s successive targets. A range of activities are undertaken by the university including: • Applicant engagement: one to one engagement with applicants, eligibility for contextualised admissions, trav...
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Access to Education. Admissions Policy Xxxxx Xxxxxx Corporate Manager: Accountability and Progress Xxxxxx Xxxxx  01970 633 630  xxxxx.xxxxxx@xxxxxxxxxx.xxx.xx  01970 633672 Administrative Assistant Admissions  Xxxxxx.xxxxx@xxxxxxxxxx.xxx.xx 8.1 Governor Support Service Xxxxxxx Xxxxx Senior Governor Support Officer  01970 633676  xxxxxxx.xxxxx@xxxxxxxxxx.xxx.xx 9.1 Communication Arrangements Xxxxxx Xxxxxxxxx Corporate Leader Officer – Schools  01970 633631  Xxxxxx.xxxxxxxxx@xxxxxxxxxx.xxx.xx 9.2 Complaints Xxxxx-Neige Hadfield Complaints and Freedom of Information Manager  01545 574151.  xxxxxxxxxx@xxxxxxxxxx.xxx.xx 9.3 Freedom of Information Xxxxx-Neige Xxxxxxxx Complaints and Freedom of Information Manager  01545 574151  xxxxxxxxxx@xxxxxxxxxx.xxx.xx 9.4 Data Protection Xxxxxx Xxxxxxx Data Protection Officer  01970 633573  xxxx.xxxxxxxxxx@xxxxxxxxxx.xxx.xx 9.5 Disciplinary Matters Xxxxxxx Xxxxxxx  01545 57019 Corporate Lead Officer – People & Organisation Xxx Xxxxxxx Principal HR Officer  xxxxxxx.xxxxxxx0@xxxxxxxxxx.xxx.xx  01970 633683  Xxx.Xxxxxxx@xxxxxxxxxx.xxx.xx 9.6 Safe Recruitment Xxxxxxx Xxxxxxx Corporate Lead Officer – People & Organisation Xxx Xxxxxxx Principal HR Officer  01545 57019  xxxxxxx.xxxxxxx0@xxxxxxxxxx.xxx.xx  01970 633683  Xxx.Xxxxxxx@xxxxxxxxxx.xxx.xx 10.1 Financial Matters Xxxxx Xxxxx Xxxxx Service Accountant Xxxxx Xxxxxx Assistant Accountant  01970 633583  XxxxxXxxxx.Xxxxx@xxxxxxxxxx.xxx.xx  01970 633681  Xxxxx.Xxxxxx@xxxxxxxxxx.xxx.xx 10.2 Corporate Finance Xxxxx Xxxxxxxxx  01970 633933  xxxxx.xxxxxxxxx@xxxxxxxxxx.xxx.xx Principal HR Officer – Pay and Benefits, , People and Organisation Service 10.3 Pay, Benefits and Pensions Xxxxx Xxxxxxxxx  01970 633933 Principal HR Officer – Pay and  xxxxx.xxxxxxxxx@xxxxxxxxxx.xxx.xx Benefits, , People and Organisation Service
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Access to Education. Dollar spent on local educational institutions Number of schools supported Dollar spent on/contributed to local health facilities Number of people which accessed such health facilities
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Related to Access to Education

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Training and Education SECTION 1 – Law Enforcement Supervisors’ Training

  • Outreach and Education The agencies agree to coordinate, conduct joint outreach presentations, and prepare and distribute publications, when appropriate, for the regulated community of common concern. • The agencies agree to work with each other to provide a side-by-side comparison of laws with overlapping provisions and jurisdiction. • The agencies agree to provide a hyperlink on each agency’s website linking users directly to the outreach materials in areas of mutual jurisdiction and concern. • The agencies agree to jointly disseminate outreach materials to the regulated community, when appropriate. • All materials bearing the DOL or DOL/WHD name, logo, or seal must be approved in advance by DOL. • All materials bearing the OEAS name, logo, or seal must be approved in advance by OEAS.

  • Continuing Education The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • Resident Educator A Resident Educator is a teacher employed under a resident educator license.

  • General Education Requirements Students who intend to transfer to SUNY Buffalo State College with an A.A. or A.S. degree, will be considered as having fulfilled general education/Intellectual Foundations as long as they complete the 30 credits and 7 of 10 areas of SUNY-GER requirements prior to the start of their studies at SUNY Buffalo State College. Students should have successfully completed the SUNY-GER Basic Communication requirement with a grade of “C” or better, the mathematics requirement, and 5 of the remaining 8 categories. The student is responsible for fulfilling the SUNY Buffalo State College Diversity requirement.

  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

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