Artisan Learning Sample Clauses

Artisan Learning. Artisans had learnt their skills mainly from various family members, followed by learning from a “master”. Three artisans said that they had learnt their skills through onsite training. Almost half of the respondents attended a training sponsored by ATA (14), while the remainder said they were trained by other artisans, specifically Xxxxxxxx, Xxxxx, Xxxx and Xxxxxxxxxx, all of whom are ATA clients. Although 34 out of 35 respondents stated that there were parts of training they had not used, very few gave specific examples. Of those who answered, the most common response was “export”. Since working at the current enterprise, artisans rated as important having learned about quality control, working in a group, sculpting and learning to utilize wood properly. A number of respondents also said that they had learned how to produce softwood birds. They identified learning to use modern equipment and product development as the things that had most changed their work. When asked about skills other than product and business skills, there was no dominant response: 2 artisans had learned to manage their finances and 2 had learned to develop and improve their relationship with buyers. 5 respondents said that they had not learnt any other skills that were useful. A few artisans surveyed mentioned some product-specific skills such as mounting arcs and doors, sculpting and learning to make “short houses” [a successful product in the export market]. For the future, artisans wanted to learn how to make new products and how to use modern equipment. The other most common thing that artisans wanted to learn was English. Respondents wanted help in financing the cost of raw materials, equipment and in securing more orders for their products.
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Artisan Learning. Artisans learned their skills from their families and one the job. Respondents did not identify a single new skill learned in the project as most important, but in general, the artisans indicated that they had learned to make both improved and different products. Color combination, batiks and embroidery were specific skills that were mentioned. Beyond product and business skills, artisans had learnt to share their ideas, express their opinions and work with others. For the future, artisans surveyed was that they wanted to learn how to make new designs and improve the quality of existing ones. Two artisans also indicated that they would like to learn more about color mixing and develop their weaving skills. One respondent indicated a desire to learn about computers, while another wanted to pursue his/her secondary education. Four respondents said they would like more product development.

Related to Artisan Learning

  • E-LEARNING a) E-Learning is defined as a method of credit course delivery that relies on communication between students and teachers through the internet or any other digital platform and does not require students to be face-to-face with each other or with their teacher. Online learning shall have the same meaning as E-Learning.

  • Professional Learning A. School-based Professional Learning

  • TEACHING AND LEARNING This component captures institutional strengths in program delivery methods that expand learning options for students, and improve their learning experience and career preparedness. This may include, but is not limited to, experiential learning, online learning, entrepreneurial learning, work integrated learning, and international exchange opportunities.

  • Labour Management (a) No employee or group of employees will undertake to represent the Union at meetings with the University without the proper authorization of the Union. Neither will the University meet with any employee or group of employees undertaking to represent the Union without the authorization of the Union. In representing an employee or group of employees, an elected or appointed representative of the Union will speak for the Union.

  • Distance Learning Distance learning is a teaching modality whereby all or the majority of instruction and student interaction occurs via electronic media or equivalent mechanisms with the Faculty and students physically separated from each other. This includes courses that are fully online as well as Live online, hybrid, flipped, computer-based courses, and other alternate delivery methods.

  • Business Continuity Planning Supplier shall prepare and maintain at no additional cost to Buyer a Business Continuity Plan (“BCP”). Upon written request of Buyer, Supplier shall provide a copy of Supplier’s BCP. The BCP shall be designed to ensure that Supplier can continue to provide the goods and/or services in accordance with this Order in the event of a disaster or other BCP-triggering event (as such events are defined in the applicable BCP). Supplier’s BCP shall, at a minimum, provide for: (a) the retention and retrieval of data and files; (b) obtaining resources necessary for recovery, (c) appropriate continuity plans to maintain adequate levels of staffing required to provide the goods and services during a disruptive event; (d) procedures to activate an immediate, orderly response to emergency situations; (e) procedures to address potential disruptions to Supplier’s supply chain; (f) a defined escalation process for notification of Buyer, within two (2) business days, in the event of a BCP-triggering event; and (g) training for key Supplier Personnel who are responsible for monitoring and maintaining Supplier’s continuity plans and records. Supplier shall maintain the BCP and test it at least annually or whenever there are material changes in Supplier’s operations, risks or business practices. Upon Xxxxx’s written and reasonable request, Supplier shall provide Buyer an executive summary of test results and a report of corrective actions (including the timing for implementation) to be taken to remedy any deficiencies identified by such testing. Upon Xxxxx’s request and with reasonable advance notice and conducted in such a manner as not to unduly interfere with Supplier’s operations, Supplier shall give Buyer and its designated agents access to Supplier’s designated representative(s) with detailed functional knowledge of Supplier’s BCP and relevant subject matter.

  • Compensation Complaints All complaints involving or concerning the payment of compensation shall be initially filed in writing with the Human Resources Director. Only complaints which allege that employees are not being compensated in accordance with the provisions of this MOU shall be considered as grievances. Any other matters of compensation are to be resolved in the meeting and conferring process, if not detailed in the MOU which results from such meeting and conferring process shall be deemed withdrawn until the meeting and conferring process is next opened for such discussion. No adjustment shall be retroactive for more than two (2) years from the date upon which the complaint was filed.

  • Labour Management Committee (a) Where the parties mutually agree that there are matters of mutual concern and interest that would be beneficial if discussed at a Labour-Management Committee Meeting during the term of this Agreement, the following shall apply.

  • Professional Development and Training 4.1 The purpose of professional development and training requirements for interpreters is to maintain the skill levels interpreters possess at the time they pass their interpreter certification examination, and to further enhance their skills and knowledge. Both the State and the Union encourage interpreters to complete training and continuing education activities.

  • Scope, Consultations, Mediation and Conciliation Disputes between the Contracting Parties concerning the interpretation or application of this Agreement shall, as far as possible, be settled amicably or through consultations, mediation or conciliation.

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