Education attainment Sample Clauses
The 'Education attainment' clause defines the required level of education or academic qualifications that an individual must possess to meet certain criteria or eligibility standards. Typically, this clause specifies degrees, certifications, or completed coursework necessary for a role, program, or benefit, such as requiring a bachelor's degree for employment or a high school diploma for program entry. Its core function is to ensure that only individuals with the appropriate educational background are considered, thereby maintaining standards and ensuring suitability for the intended purpose.
Education attainment. The level of women education, however, differs by individual country. For example, in Kuwait, women comprise two-thirds of university-level students. Over 67% of Kuwait University graduates are women. In UAE, 75% of the student body at the National University in Al-Ain is female. More women are enrolled in higher education in the UAE partly because men tend to travel oversees to foreign universities. In Bahrain women have made substantial gains in education, with female illiteracy falling to 17.4% in 2000. Women now make up the majority of the nation’s students in higher education. From 1975 to 2000, female combined 106 ▇▇▇▇▇ ▇▇▇▇▇▇,” Gender and Participation in the Arab Gulf ”,the center for the study of global governance, on line available at, ▇▇▇▇://▇▇▇▇.▇▇▇.▇▇.▇▇/government/research/resgroups/kuwait/documents/▇▇▇▇▇▇.pdf ,p21, accessed on 9/6/2013 enrolment ratios increased from 36% to 94.5%t for primary education; from 4.9%t to 88.2%t for secondary education, and from 2.5% to 58.0% for tertiary education. These increases in female enrolment ratios are among the highest in the world. According to World Bank data, Saudi Arabia priority in educating its citizens is reflected in the share of GDP devoted to education, which has increased more than threefold over the last 40 years, rising from 3.5 % to 9.8 % between 1970 and 2009. The main challenge facing Saudi Arabia is to ensure educational excellence and to equip its youth with needed skills, enabling them to find gainful employment in an increasingly integrated and competitive global economy. Data also indicate that 58 percent of all university students are women. However, women are still limited from studying some subjects, such as engineering, journalism, and architecture. Empirical work has shown that an increase in education and literacy has led to changes in women’s status in the Gulf, as shown in Table 3.1. Source: Global Gender Report (2010) In terms of literacy rates, data show that rates are as high as 93 % in Kuwait, 91% in UAE, 90% in Qatar, 89% in Bahrain, 81% in Oman and 80% in Saudi Arabia.107 Given that across the GCC countries over 50 % of university students and graduates are female, one would expect that this is reflected in women’s participation in the workforce. This is on the basis of the evidence in Chapter 2 indicating that there is a connection between women’s participation in education, and the women workforce. However, as will be discussed below, this is far from the case. 107 ...
Education attainment. This year’s report uses Statistics Canada’s Survey of Labour and Income Dynamics (SLID) from 2011 to present societal indicators as at the time of production more recent information was unavailable. The SLID is conducted annually and provides information about income, employment, education and other topics for the adult Canadian population. Information from the 2011 SLID is included in Table 1 and indicates working-age persons with disabilities had an employment level of 48 per cent nationally. Thirty-five per cent of adults with disabilities were unemployed or not participating in the labour force. Information on those reporting a change in their labour market status during the year, recorded as “Other” in SLID1, was 18 per cent. For the same period working age persons with disabilities in Newfoundland and Labrador had an employment level of 38 per cent (an increase of four per cent from the previous year) and 43 per cent (a decrease of four per cent from the previous year) were unemployed or not participating in the labour force (NILF). Information on those responding from Newfoundland and Labrador reporting a change in their labour market status as designated by “Other” was 19 per cent. For both Newfoundland and Labrador and Canada the employment level of persons with disabilities was lower than for the population of persons without disabilities. 67.6 62.1 47.6 42.5 38.4 34.5 26.4 17.9 19.7 19.1 12.7 11.5 Employed Other Employed Unemployed or NILF Other Newfoundland and Labrador 80 70 60 percent 50 40 30 20 10 0 Persons with Disabilities Persons without Disabilities 1 Labour market status is reported using a variable from SLID signifying annual labour market status. That is, individuals are considered “employed” only if they are employed for the entire year and similarly for those unemployed and not in the labour force. People who are employed for only part of the year or who experience other changes in their labour market status are included in the “other” category. As Table 2 shows, adults with disabilities in Canada are more likely to report having no employment income than their counterparts without disabilities (44 per cent compared to 13 per cent). For Newfoundland and Labrador, the numbers of adults reporting no employment income were 50 per cent and 10 per cent respectively. 86.1 89.7 54.4 48.2 50.0 44.0
Education attainment. When a teacher has completed additional academic work that qualifies him/her for education attainment, an official transcript or other acceptable official documentation of such work must be submitted to the Hancock County Educational Service Center Superintendent, with copies to the Local Superintendent and Treasurer. If the transcript or documentation is filed on or before September 1st, the teacher will receive the appropriate percentage increase (listed below) added to their annual salary (exclusive of any supplemental contract compensation) effective with the beginning of the school year. If the transcript or documentation is filed after September 1st, but not later than January 15th, the teacher will receive the appropriate percentage increase (listed below) added to their annual salary effective with the start of the second semester. The appropriate Education Attainment percentage will be added to the employee’s current salary after the employee meets one of the requirements listed above: BA + 150 = one-half percent (0.5%); Masters’ Degree = one percent (1.0%); Masters’ Degree + 15 = one and one-half percent (1.5%).
Education attainment. An employee holding an Associates Degree or higher from an accredited school shall be paid a differential of forty-five cents ($.45) per hour. Payment is contingent upon the employee presenting to the Superintendent proof of the degree.