Delivery Agreement. The Council will monitor progress against the Delivery Agreement throughout preparation of the LDP, to ensure that the aims and principles of the Community Involvement Scheme (CIS) are met in line with the target timetable. Where necessary reports will be made to the Council’s Cabinet.
Delivery Agreement. The Delivery Agreement will be reviewed if: The Plan preparation process falls more than 2 months behind schedule Significant changes are required to the Community Involvement Scheme Significant changes occur in the resources available to carry out Plan preparation.
Delivery Agreement. The Delivery Agreement will be reviewed if: The Plan preparation process falls behind schedule (i.e. over 2 months) If significant changes are required to the Community Involvement Scheme If significant changes occur in the resources available to carry out Plan preparation
4.1.1 Achieving the objectives of the Delivery Agreement will be assessed through each stage of the Plan’s preparation.
4.1.2 Within 3 months of close of the Deposit consultation an updated timetable turning the indicative timings into definitive timings for the remaining stages will be submitted to the Welsh Government for agreement.
Delivery Agreement. For Outcome 1: Improved quality of basic education At a fundamental level, a challenge for the basic education sector is to accept that certain things must change in the interests of the future of South Africa and that there cannot be ‘business as usual’. However, this is not the same as saying that there needs to be fundamental change to the system of policies governing schools. As the 2008 review of South Africa’s education sector by the OECD points out, South Africa has done relatively well, compared to other countries, when it comes to ensuring that the key basic policies needed for quality schooling are in place. Certain policies, such as the national curriculum, require critical changes. But essentially the challenge is one of making the current system run better. Policy change should only occur where this is critically necessary. As many South Africans have argued and the OECD has confirmed, there is policy change fatigue in the schooling system. People do not want the rules and procedures changed radically unless there are compelling reasons for doing so. Lastly, several reviews, including the OECD review, the 2009 curriculum review and a 2009 UNICEF review of school financing and management, have argued that a large part of the problem with existing policies is that they are not communicated well to the people who should implement them or benefit from them and that occasionally policies appear to contradict each other. Packaging and advocating policies better is a matter that requires serious attention.
Delivery Agreement. For Outcome 1: Improved quality of basic education For the foreseeable future it will be necessary for teachers to have access to distance training both with and without an e-Education mode of delivery. However, as access to computers and the internet amongst teachers improves, there should be increasing reliance on e-Education. In this regard, the success of the Teacher Laptop Initiative and related projects in the coming years is expected to greatly improve the level of computer literacy amongst teachers. One important way to revitalise the teaching profession is to ensure that well-trained graduates from teacher training institutions enter schools in sufficient numbers every year. The momentum gained with the Funza Lushaka bursaries will be continued in order to bring the supply of newly graduated teachers to the level where it should be to sustain the teaching profession in public schools. The human resource management of teachers in the public sector has been rather one-dimensional, with considerable focus on remuneration, but insufficient focus on the other elements of the conditions of service of teachers. Whilst remuneration, both in terms of amount and structure, must be a key concern of the employer, government also needs to bring about a more holistic human resources management approach with respect to teachers. The key link between employee well-being and the effectiveness of teachers must be acknowledged. In this regard, government will make greater use of tools such as employee surveys in order to gauge what the needs of teachers are. Whilst the core professional duty of teachers is to teach well, the broader nation-building and life guidance roles played by teachers should be acknowledged and strengthened. As part of the in-service training of teachers, teachers’ understanding of their social and economic role should be deepened. For teachers working at the secondary level, it is especially important to be informed of the various post-school opportunities existing for learners so these teachers can assist learners to take make difficult life choices.
Delivery Agreement. The Council will monitor progress of the LDP preparation against the Delivery Agreement ensuring that the aims and principles of the Community Involvement Scheme (CIS) are met in line with the target timetable. Circumstances in which the Agreement may need to be reviewed and amended include: If the process falls 3 months or more behind schedule. If any significant changes are required to the CIS. If there is significant change in the resources available to the Council. If new European, UK or Assembly legislation, regulations or guidance should require new procedures or tasks to be undertaken. If any other change of circumstances should materially affect the delivery of the plan in accordance with the Agreement. When the deposit stage has closed, the indicative stages of the timetable will be reviewed in consultation with the relevant consultees and resubmitted to the Welsh Government once the Council has confirmed the timing of the Examination with the Planning Inspectorate. Should the Agreement require review prior to or after the indicative stage review, detailed above, a revised Agreement will be sent to the Welsh Government for agreement and once agreed made available at Deposit locations and on the Council’s website.
Delivery Agreement. The delivery agreement is concluded upon a confirmation of delivery recipient by the Customer placed in writing by the Supplier within 3 working days from the moment of receiving the order. Changes in conditions are invalid only in writing. In the writing order the Customer determines : the name of the product, order quantity (in the appropriate unit of measurements – kg,m2, running meter, units, package), expected date of delivery, address and delivery conditions. If Customer withdraws from the contract after receipt of the order confirmation, he will cover the full cost of the performed work and purchased materials by the Supplier. The person who signs the order and/or the confirmation, and who is not entitled to do so on the behalf of the Customer, according to the article 103 § 3civil code bears full personal and financial responsibility towards the Supplier.
Delivery Agreement. A document comprising the Authority’s timetable for the preparation of the LDP together with its Community Involvement Scheme, submitted to the Assembly Government for agreement. Deposit LDP – The formal six week stage in which individuals and organisations can make representations on the Plan. Deposit Locations – Those places where the relevant LDP documentation may be viewed, such as main Council offices. Engagement – Proactive attempt to involve any given group / section of the community. Environmental Consultation Bodies – An authority with environmental responsibilities concerned by the effects of implementing plans and programmes and which must be consulted under SEA Regulations Evidence Base – Interpretation of information / data to provide Examination in Public – A process whereby an independent Inspector considers whether the Deposit LDP is ‘sound’ and any representations / objections to it. General Consultation Bodies - Means voluntary bodies, some or all of whose activities benefit any part of the LPA’s area; bodies which represent the interests of different racial, ethnic or national groups in the LPA’s area; bodies which represent the interests of different religious groups in the LPA’s area; bodies which represent the interests of disabled persons in the LPA’s area; bodies which represent the interests of persons carrying on business in the LPA’s area; and bodies which represent the interests of Welsh culture in the LPA’s area. Habitats Regulations Assessment (HRA) – Any plan or programme which could affect a Natura 2000 site (a Special Area of Conservation (SAC), Special Protection Area (SPA)) or Ramsar site will be subject to the Habitats Directive and will require HRA. This involves assessing whether the Plan is likely to have any significant effect on the SAC, SPA or Ramsar site. If so, a full Appropriate Assessment (AA) will have to be undertaken to assess in detail the likely effects. Health, Social Care and Well Being Strategy – Local authorities have a statutory duty to formulate and implement a strategy for the health and well- being of their local populations and to have regard to the strategy in exercising their functions. Its main purpose is to assist in improving people’s health, social care and well-being in all communities in an area.
Delivery Agreement. Prepare Delivery Agreement Political Reporting - Council approve draft Delivery Agreement Prepare for Re-consultation Re-consultation Political Reporting - Council approve final Delivery Agreement Submission to WG Agreed by WG - Formal Replacement LDP Preparation "Start Date"
Delivery Agreement. Leeds College of Building The tables below set out the baseline position for 2015/16 (or 2013/14 subject to availability) alongside the aspirations of the College (agreed in summer 2017) against a range of measures relating to the Leeds City Region Employment and Skills Plan priorities and progress to date: Performance and outturn against aspirations 2017/18 and projections for 2018/19 & 2019/20 Raising the bar on high level skills 2015/16 2016/17 2017/18 2018/19 2019/20 Higher level starts Aspiration 280 260 230 210 197 Actual 280 250 510 Higher level achievement rate Actual 89% 82% 87% More and better apprenticeships 2015/16 2016/17 2017/18 2018/19 2019/20 Apprenticeship starts Aspiration 470 503 534 566 600 Actual 470 440 590 Apprenticeship achievement rate Actual 79% 76% 72% 2015/16 2016/17 2017/18 2018/19 Sustained positive destinations rate1 Actual 91% 93% 90% Great education connected to business 2015/16 2016/17 2017/18 2018/19 2019/20 % of employers who would recommend college to another employer - aspiration Aspiration 76% 78% 80% 82% 84% Actual 76% 83% 89% Building workforce skills and attracting talent 2015/16 2016/17 2017/18 2018/19 2019/20 Income from apprenticeships Aspiration £3.70m £4.26m £4.35m £4.46m £4.58m Actual £3.80m £4.42m £4.93m % of learners that would recommend the College/training organisation to their friends or family Aspiration 90% 90% 90% 90% 90% Actual - 80% 81% Advanced Learner Loans facility utilised Actual £86,448 £91,583 £92,618 Advanced Learner Loans facility utilised as a proportion of Adult Education Budget Actual 7% 5% 7% Employability, accessing jobs and realising potential 2015/16 2016/17 2017/18 2018/19 2019/20 Sustained positive destination rate Aspiration 72% 73% 74% 75% 76% Actual 71% 78% 70% 1 Sustained positive destination rate figures for 2015/16, 2016/17 and 2017/18 relate to students who completed their learning at the College in 2013/14, 2014/15 and 2015/16 respectively. Sustained positive destination rate - Skills Provision Aspiration 69% 70% 71% 72% 73% Actual 67% 74% 65% Proportion of learners from 20% most deprived neighbourhoods nationally Actual 33% 33% 31% Priority Skills 2015/16 2016/17 2017/18 2018/19 2019/20 % of total apprenticeship starts in priority skills subjects Aspiration 100% 100% 100% 100% 100% Actual 100% 99% 98% % of total non-apprenticeship starts in priority skills subjects Aspiration 82% 83% 84% 85% 86% Actual 82% 79% 78% Number of starts on construction apprenticeships Aspiration...
