Early Childhood Development Sample Clauses

Early Childhood Development refers to all aspects of a child’s growth, learning, development and transitions from pre-birth to school age; incorporating a holistic spectrum of policy interventions including in the health, education and care spheres.
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Early Childhood Development. (i) consolidation and improvement of teaching programs and teacher’s guide books at about 250 Centres de Développement pour la petite Enfance, and test new teaching programs and teaching materials; (ii) opening of about 180 new Centres de Développement pour la petite Enfance; (iii) review and design of new teaching policies and quality standards; and (iv) training of about 300 newly-recruited personnel at Centres de Développement pour la petite Enfance in their new tasks.
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Early Childhood Development. Indigenous children are the most vulnerable group of children in Australia and disparities with non- Indigenous children in some outcomes have widened in recent years. The NPA on Indigenous Early Childhood Development commits $564 million of joint Commonwealth, State and Territory funding to improve access to antenatal care, teenage sexual and reproductive health services, child and maternal health services and integrated early childhood development and family support services. Commonwealth funding of $292.6 million over six years from 1 January 2009 is being provided to States and Territories to establish 38 Children and Family Centres in targeted urban, regional and remote areas with high Indigenous populations and disadvantage and high population of Indigenous children between birth and four years of age. Of the 38 centres, 15 are to be established in urban areas and the remaining 23 will be established in regional and remote locations. This place based approach ensures that each Centre can be tailored to the needs of its community and recognises that, particularly in urban areas, there are more opportunities to link with existing infrastructure and services. Commonwealth investment of $107 million over five years from 1 July 2009 is being provided to the States and Territories to: improve access to, and use of, antenatal care by young Indigenous mothers and provide support to reduce risk factors such as smoking; support young Indigenous people, including those who are disengaged from school, to make informed decisions about their sexual and reproductive health; and drive improved data collection and reporting. States and Territories are focusing their efforts in areas with significant numbers of young Indigenous women and high numbers of births to teenagers. This NPA also seeks to increase access to, and use of, maternal and child health services by Indigenous families by building on the existing Commonwealth election commitment of $90.3 million for New Directions: An Equal Start in Life for Indigenous Children (new mothers’ and babies’ services) and includes complementary State/Territory investment of $75 million. Services will be established in regions identified as high need and will be culturally inclusive and responsive to local needs to better engage Indigenous children and families. The mainstream Early Childhood Education NP will deliver universal access to early childhood education in the year before formal schooling. A key performance indicat...
Sample 1
Early Childhood Development. Early Childhood Development classes and other supervised activities for pre-school-aged children shall be provided at the Manchester Project and Orangewood Project. Such Early Childhood Development activities shall include, without limitation, school readiness classes and activities, day care, and pre-kindergarten classes. Early Childhood Development classes and activities shall be provided at the Manchester Project and Orangewood Project during not fewer than ten (10) hours per month. In addition, Developer shall use reasonable efforts to coordinate and contract with the Anaheim City School District to provide a Head Start program either on-site at the Manchester Project and Orangewood Project or at another nearby location.
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Early Childhood Development. (grade R) (a) ECD should be expanded to cover all five-year-olds by 2010 (b) This area needs more attention and quality needs to be improved. (c) An inter-departmental approach and partnerships need to be forged to be effective
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Early Childhood Development. Year: Align all systems involved in early childhood development to ensure Utah has the capacity to prepare children at risk of remaining in poverty for kindergarten.
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Early Childhood Development a. of children experiencing IGP, 0-2 years old, receiving home visitation services b. of children experiencing IGP, 2-5 years old, participating in pre- kindergarten or high quality early care and learning programs c. of 4-year old children experiencing IGP are kindergarten ready as measured by Kindergarten Entry and Exit Profile (KEEP) d. of parents of 0-5 years old children experiencing IGP who participate in parenting skills development courses to promote a strong parent-child bond
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Related to Early Childhood Development

  • Research and Development (i) Advice and assistance in relation to research and development of Party B; (ii) Advice and assistance in strategic planning; and

  • Career Development The City and the Union agree that employee career growth can be beneficial to both the City and the affected employee. As such, consistent with training needs identified by the City and the financial resources appropriated therefore by the City, the City shall provide educational and training opportunities for employee career growth. Each employee shall be responsible for utilizing those training and educational opportunities made available by the City or other institutions for the self- development effort needed to achieve personal career goals.

  • Training and Development 3.1 Authorities will develop local 'Workforce Development Plans (see Part 4.8),' closely linked to their service delivery plans, which will provide the focus for the establishment of training and development priorities. Training and development should be designed to meet the corporate and service needs of authorities both current and in the future, taking into account the individual needs of employees. Local schemes on training and development should enable authorities to attain their strategic objectives through development of their employees. Training and development provisions should be shaped to local requirements and take account of the full range of learning methods. Such an approach should enable access to learning for all employees. The needs of part time employees and shift workers need particular consideration. 3.2 Employees attending or undertaking required training are entitled to payment of normal earnings; all prescribed fees and other relevant expenses arising. Employees are also entitled to paid leave for the purpose of sitting for required examinations. When attending training courses outside contracted daily hours, part-time employees should be paid on the same basis as full- time employees. (Assistance for other forms of learning, for example that directed at individual development, will be locally determined). Some training can be very expensive and authorities may require repayment of all or part of the costs incurred should an employee leave the authority before a reasonable time period has expired. The authority's policy in this regard should be made explicit. 3.3 Objectives for training and development programmes should include the following: • To enable Councils to attain their strategic objectives via investment in their employees. • To promote equity of access to learning. • To encourage employees to develop their skills and level of responsibility to the maximum of their individual potential. • To widen and modernise the skills profile of employees to maximise their versatility, employability and so, job security. • To enable employees to raise productivity, quality and customer service in pursuit of sustainable improvement 3.4 Authorities should establish local partnership arrangements, to include recognised trade unions, to develop their local workforce development plans. 3.5 The NJC endorses partnership provision such as the "Return to Learn" scheme. Authorities and the recognised trade unions shall encourage and support employees taking on the statutory Union Learning Representative (ULR) role. This will include agreeing facilities and paid release in accordance with statutory provisions. ULRs should be enabled to play a full part in promoting and implementing local training and development programmes.

  • Design Development An interim step in the design process. Design Development documents consist of plans, elevations, and other drawings and outline specifications. These documents will fix and illustrate the size and character of the entire project in its essentials as to kinds of materials, type of structure, grade elevations, sidewalks, utilities, roads, parking areas, mechanical and electrical systems, and such other work as may be required.

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Staff Development ‌ The County and the Association agree that the County retains full authority to determine training needs, resources that can be made available, and the method of payment for training authorized by the County. Nothing in this subsection shall preclude the right of an employee to request specific training.

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).

  • Staff Development Leave (a) An employee will be granted leave without loss of pay, at their basic rate of pay, to take courses (including related examinations) or attend conferences, conventions, seminars, workshops, symposiums or similar out-of-service programs, at the request of the Employer. The amount of pay received by an employee will not exceed the full-time daily hours of work as outlined in Clause 14.2 (Hours of Work). When such leave is granted, the Employer will bear the full cost, including tuition fees, entrance or registration fees, laboratory fees, and course-related books. The Employer will also reimburse the employee for approved travelling, subsistence, and other legitimate, applicable expenses. (b) An employee may be granted leave without pay, with pay, or leave with partial pay, to take work related courses in which the employee wishes to enrol to acquire the skills necessary to enhance opportunities. (c) Approval of requests will be given reasonable consideration and leaves pursuant to this article will be administered in a reasonable manner. (d) Should the employee noted above terminate their employment for any reason during the six month period following completion of the above-noted leave, the employee will reimburse the Employer for all expenses incurred by the Employer (i.e. tuition fees, entrance or registration fees, laboratory fees, and course-required books) on a proportionate basis.

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