ANNUAL SUMMARY. The Company will supply the Musician with a full Annual Summary of the Working Days and Non Working Days of the Musician, including details of Requested Release Days, by 1st May of the following Year.
ANNUAL SUMMARY. On or before March 31st of each year that this agreement is in effect, the Municipality shall submit to the Ministry a summary list of the projects that the Municipality reviewed and submitted to the Ministry for the previous calendar year. The summary list shall include the name of the applicant, project name, location, list of works reviewed, date submitted and status (e.g. approved, refused, returned, in review). If possible, Ministry reference and/or approval numbers should also be included. Summary lists are to be submitted electronically to the general mailbox of the Client Services and Permissions Branch at xxxxxxxxxxxxxxxxx@xxxxxxx.xx marked to the attention of the Supervisor, Application Review Unit in the subject header of the email.
ANNUAL SUMMARY. In addition, unless otherwise provided pursuant to the Patent and Know-How License Agreement, within sixty (60) days of the end of each Commercial Year, NOVACEA shall provide to XXXXXX XXXXX a written report, summarizing the gross sales and Net Sales of each dosage form of the Licensed Product sold by NOVACEA, its Affiliates and permitted sublicensees in all countries of the NOVACEA Territory during such Commercial Year.
ANNUAL SUMMARY. During Year 5, the Program made considerable progress in strengthening the M&E system and adapting data collection tools to address changes in implementation due to COVID-19. The Program’s SharePoint-based online standardized tools for tracking activities and key outputs continue to serve each country, while in-person surveys were adapted to online surveys using Kobo Toolbox and Google forms. In addition, throughout Year 5, Advance continued to work with universities to use the Institution Reporting Tool, which promoted standardized reporting across all higher education institution partners for 10 of the Program’s indicators. Due to COVID-19, Advance faced new challenges to obtain timely data from universities on a bi-annual basis, which had a direct impact on receiving student information and resulted in the inability to report accurately on Indicator 10 (number of disadvantaged students), Indicator 11 (enrollment) and Indicator 1 (employment). In Year 5, the Program implemented three program surveys – Graduate Survey, Student Survey and Scholarship Holders’ Survey. Both the Graduate and Student Surveys were administered online or by phone in all three countries using Google Forms and Kobo Toolbox, with the Scholarship Survey initially administered in-person, but moved virtually to Google Forms and mobile applications such as WhatsApp. Unfortunately, moving the survey to a virtual modality to address the COVID-19 pandemic negatively impacted our response rate. To mitigate these challenges, Advance implemented the following strategies: (1) providing data coverage to students so they could access internet service and respond to surveys; (2) advocating with universities to designate a staff member at each campus to follow up directly with students through mobile applications such as WhatsApp groups; and (3) working directly with data management and information and technology departments at partner universities to place instructions and reminders to fill out the surveys in each universities’ learning management system and official communications. Despite all these efforts, universities faced conflicting priorities while adapting to distance learning, which caused further delays in submitting student and graduate information to the Program and consequently delays in survey administration. Information on each survey and response rates are provided below.
ANNUAL SUMMARY. In Year 6, the Program finalized and published the LMA in both English and Spanish. The Program also finalized full internal versions of the XXX and SBAC in Spanish. Advance hosted a presentation of the initial findings of the LMA and XXX studies and the methodology of the SBAC for the Dominican Republic on December 11, 2020 with the participation of representatives from USAID, the Ministry of Higher Education, Science and Technology (MESCyT), partner institutions ITLA and ITSC and Program leadership. A total of 72 representatives of higher education institutions, public and private organizations including the Ministry of Education and Higher Education, local businesses and other stakeholders attended the event. The findings of the three cross-cutting assessments have shaped the selection of institutions and degree programs, and design of activities. In addition, the LMA served as the basis for the preparation of an article published in a local newspaper of national circulation that addresses the high demand for technicians in the country that far exceeds the current supply, a finding that supports Advance’s efforts to increase access and relevance of technical education in the Dominican Republic. Activity 1: Complete Labor Market Assessment (LMA) and Institutional Landscaping Analysis (XXX) Dominican Republic: The Program finalized the XXX, however, as it is not meant for external publication, Advance is in discussions to identify elements that can be shared externally for a wider audience. Dominican Republic: The Program completed the full SBAC, incorporating the comments of USAID. Advance began preparing and reviewing the institution-specific reports in preparation to share them with the partner institutions. The Program made progress in all three IR areas of Result 1. Below is a summary of Year 6 highlights in each area:
ANNUAL SUMMARY. In Year 7, the Program extended the cooperation agreements with the Instituto Técnico Superior Comunitario (ITSC), the Instituto Tecnológico de las Américas (ITLA) and the Iniciativa Empresarial para la Educación Técnica (IEET) until the close of the Program in the Dominican Republic. In addition, after an intense follow-up and multiple discussions, Advance signed a cooperation agreement with the Universidad Autónoma de Santo Xxxxxxx (UASD) to work on integrating socioemotional learning into the training of pre-service teachers at the Santo Xxxxxxx and San Francisco de Macorís campuses. As part of cost share activities, Advance focused on streamlining and advancing conversations with the private sector to secure alliances with partner institutions to report potential cost share. Advance also continued discussions with Project C.U.R.E. to finalize donations of medical and COVID-19 related equipment. Advance secured a donation from Microsoft of digital screens that will allow for better integration and use of technology in the classrooms. As the number of COVID-19 cases decreased and with a better distribution of vaccines, Advance finalized a reintegration plan for the staff so they could return to the office, considering the distance and the number of staff that can work from the office at the same time to allow for social distancing. The Program also hired new personnel such as a finance officer, a finance manager, a communications and logistics coordinator, and an operations assistant to continue implementation for Year 7. In Jamaica, the Program continued to engage businesses, particularly in the agribusiness sector, by brokering internship partnerships and site visits with selected community colleges. Most companies preferred informal collaboration this year but showed interest in more formal partnerships in the future. The combination of equipment donations, industry linkages and learning forums elevated Advance’s visibility, particularly in the private sector and the wider education sector. Advance focused on student retention, practical examples of school-based work readiness activities, and employer perspectives on employability to help direct and indirect stakeholders make positive improvements in higher education spaces securing leverage to increase support. Project C.U.R.E donations to community colleges provided significant cost share and boosted several nursing and community health programs at campuses island wide. Regional: The Program led lea...
ANNUAL SUMMARY. In Year 7, Advance focused on finalizing preparations for workshops with ITLA and ITSC to disseminate SBAC findings and inform their planning for the new academic year as well as Advance’s own strategy on access and student support and retention. The Program facilitated four participatory workshops with 50 participants from multiple departments at ITLA and ITSC, which allowed time for reflections and collaborative discussions across teams to design strategies to address specific barriers. As Advance completed all cross-cutting assessments, the Program started to implement activities that spanned across multiple intermediate results. These cross-cutting activities included the support to ITSC on the development of their education model. This model represents ITSC’s vision for technical education and its specific guidelines to ensure alignment across all study programs and services. This model includes the elements needed to ensure the development of professional, employability, leadership and soft competencies in students. In Year 7, Advance formed working teams across multiple departments at ITSC and included students, teachers, and members of the community to conduct review sessions of the model. Each of the principles of this model will form the basis for the way in which technical education is organized and structured at ITSC.
ANNUAL SUMMARY. 1099. Agent will prepare an annual summary statement and 1099 forms for each Property managed by Agent for Owner for a fee of $10 per Property.
ANNUAL SUMMARY. Using results from the cross-cutting assessments, as well as detailed inventories containing data on institutional size, indicators, and academic offerings, the Advance Program selected the following nine partner institutions and degree programs across the three countries: Honduras Universidad Cristiana Evangélica Nuevo Milenio (UCENM)* • Clinical Laboratory Centro Universitario Tecnológico (CEUTEC)* • Web Design Universidad Nacional Autónoma de Honduras (UNAH) • Business Administration for Coffee-Growers • Food and Drink Guatemala Universidad Panamericana (UPANA)* • Business Administration • Marketing and Sales Universidad Xxxxxx Xxxxxxxx (URL)* • Hotel Administration and Gastronomy Universidad de San Xxxxxx (USAC) • Fruit and Vegetable Farming Jamaica Council of Community Colleges of Jamaica (CCCJ)* • Agriculture • Wellness Tourism Vocational Training Development Institute (VTDI) • Creative Industries University of Technology (UTECH) • Design and Technology Once these institutions were approved by USAID, the Program developed MOUs for all of them and signed MOUs with the following pilot institutions: UCENM and CEUTEC in Honduras, UPANA and URL in Guatemala, and CCCJ in Jamaica. The Program hosted a symbolic MOU signing event in Jamaica and is scheduled to host similar events in Honduras and Guatemala in Year 3. The MOUs outlined specific activities related to assessing and strengthening institutional and academic capacity, including activities related to the Program’s five intermediate results. Result 1 activities focus on curriculum, faculty/staff professional development, and labor bridging services. Result 2 Activities focused on access and scholarships. The activities contained in the MOUs comprised the Deep-Dive Institutional Capacity Assessment (ICA), which the Program initiated in the five pilot institutions to varying degrees during the final two quarters of Year 2. Some of the MOU activities were also related to capacity building strategy (CBS) activities defined in the Year 2 workplan. The program completed the following Result 1 activities in Year 2:
ANNUAL SUMMARY. The Federal Agencies expect that the Work Group will develop an annual summary consisting of a brief description of each agency’s accomplishments in the previous year.
