Access to Education Sample Clauses
The Access to Education clause establishes the right or opportunity for individuals to receive educational services or participate in educational programs. In practice, this clause may outline eligibility criteria, specify the types of educational resources or accommodations provided, and address any conditions or limitations on access, such as age, residency, or compliance with certain requirements. Its core function is to ensure that all qualifying individuals are granted fair and equitable opportunities to education, thereby promoting inclusivity and preventing discrimination or unjust exclusion from educational benefits.
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 ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇▇▇▇▇▇.▇▇▇?page=384&key=171&parent=16&report=76, accessed 17.11.2010 88 ▇▇▇▇▇▇ ▇▇▇▇▇▇, [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 ▇▇▇▇▇▇▇▇’s wife, who was a famous Muslim scholar, considered one of the most important sources of the Hadiths. Another example is a woman named ▇▇▇▇▇▇ 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...
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.
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.
Access to Education. Admissions Policy ▇▇▇▇▇ ▇▇▇▇▇▇ Corporate Manager: Accountability and Progress ▇▇▇▇▇▇ ▇▇▇▇▇ 01970 633 630 ▇▇▇▇▇.▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 01970 633672 Administrative Assistant Admissions ▇▇▇▇▇▇.▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 8.1 Governor Support Service ▇▇▇▇▇▇▇ ▇▇▇▇▇ Senior Governor Support Officer 01970 633676 ▇▇▇▇▇▇▇.▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.1 Communication Arrangements ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ Corporate Leader Officer – Schools 01970 633631 ▇▇▇▇▇▇.▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.2 Complaints ▇▇▇▇▇-Neige Hadfield Complaints and Freedom of Information Manager 01545 574151. ▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.3 Freedom of Information ▇▇▇▇▇-Neige ▇▇▇▇▇▇▇▇ Complaints and Freedom of Information Manager 01545 574151 ▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.4 Data Protection ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Data Protection Officer 01970 633573 ▇▇▇▇.▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.5 Disciplinary Matters ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ 01545 57019 Corporate Lead Officer – People & Organisation ▇▇▇ ▇▇▇▇▇▇▇ Principal HR Officer ▇▇▇▇▇▇▇.▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 01970 633683 ▇▇▇.▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.6 Safe Recruitment ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Corporate Lead Officer – People & Organisation ▇▇▇ ▇▇▇▇▇▇▇ Principal HR Officer 01545 57019 ▇▇▇▇▇▇▇.▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 01970 633683 ▇▇▇.▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
10.1 Financial Matters ▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ Service Accountant ▇▇▇▇▇ ▇▇▇▇▇▇ Assistant Accountant 01970 633583 ▇▇▇▇▇▇▇▇▇▇.▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 01970 633681 ▇▇▇▇▇.▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
10.2 Corporate Finance ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ 01970 633933 ▇▇▇▇▇.▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ Principal HR Officer – Pay and Benefits, , People and Organisation Service
10.3 Pay, Benefits and Pensions ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ 01970 633933 Principal HR Officer – Pay and ▇▇▇▇▇.▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ Benefits, , People and Organisation Service
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
Access to Education. Admissions Policy Gwion Dafydd Corporate Manager: Accountability and Progress ▇▇▇▇▇▇ ▇▇▇▇▇ Administrative Assistant Admissions 🕿 01970 633 630 🖂 ▇▇▇▇▇.▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ 🕿 01970 633 672 🖂 ▇▇▇▇▇▇.▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
8.1 Governor Support Service ▇▇▇▇▇▇▇ ▇▇▇▇▇ 🕿 01970 633 676 🖂 ▇▇▇▇▇▇▇.▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇ Senior Governor Support Officer
9.1 Communication Arrangements Meinir Ebbsworth Corporate Lead Officer – Schools 🕿 01970 633 631 🖂 ▇▇▇▇▇▇.▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.2 Complaints ▇▇▇▇▇-Neige Hadfield Complaints and Freedom of Information Manager 🕿 01545 574 151. 🖂 ▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.3 Freedom of Information ▇▇▇▇▇-Neige ▇▇▇▇▇▇▇▇ Complaints and Freedom of Information Manager 🕿 01545 574 151 🖂 ▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
9.4 Data Protection ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Data Protection Officer 🕿 01970 633 573 🖂 ▇▇▇▇.▇▇▇▇▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇
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...