Education Project Sample Clauses

Education Project. To alleviate workforce quality constraints to private sector-led growth by enhancing the equity and effectiveness of basic, vocational, and tertiary education.
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Education Project. The purpose of the impact evaluation will be to assess the effectiveness of the Education Quality Activity through: (1) the quantity of education services provided; (2) the quality of education services provided; and (3) learning outcomes. The evaluation will include measurements taken from non-MCC target schools to establish a comparison group. The evaluation may also address the Textbook Activity and other activities that may improve school supervision.
Sample 1
Education Project. General Education Evaluation (Rehabilitation and Construction of 47 Schools; CPD; Access to and Management of Textbooks) Given that the 47 school sites were chosen based on needs, and the sample is therefore non-random, and the textbook Activity has a national scope, targeting basically the country’s entire population of learners, evaluation methodologies that are dependent on a rigorously-defined counterfactual are not possible. However, it is planned to triangulate quantitative and qualitative methods for this evaluation, with the specific evaluation approach to be determined with the help of the independent evaluation firm to be hired and paid by MCC. In addition to assessing whether the package of general education and textbook interventions contribute to learner achievement at the 47 schools, other preliminary research questions include: • Do improved school facilities translate into an improved learning environment and lead to increases in learner achievement?8 • Does improved teacher housing attract higher quality teachers? How has a change in teacher qualifications, if any, contributed to learner achievement? • To what extent does CPD contribute to a higher quality education workforce? • Does a more efficient textbook management system increase learners’ access to textbooks and, in turn, increase in learner achievement? Does a more efficient textbook procurement and management lead to cost savings? Expanding Vocational and Skills Training The vocational education grants facility is undergoing an impact evaluation that compares those who are randomly selected to participate in one of the training grant programs with a comparison group of those who are not randomly selected. This methodology has proven to 8 Ideally, the evaluation would measure whether improved facilities increase learner achievement, which, in turn, spawns higher earning over time. However, given the limited timeframe of the evaluation, it will not be possible to measure impacts over a very long time horizon. As a result, quality of learning and learner performance may serve as a proxy for eventual increase in income. be feasible as there were generally more applicants for training grant slots than available spaces. The same evaluator will also evaluate the other two Sub-Activities under the Vocational and Skills Training Activity: NTF Levy and COSDECs. The specific methodologies are outlined in the evaluation design report along with a refined set of evaluation questions. Some of t...
Sample 1
Education Project. General Education Evaluation (Rehabilitation and Construction of 47 Schools; CPD; Access to and Management of Textbooks) Given that the 47 school sites were chosen based on needs, and the sample is therefore non-random, and the textbook Activity has a national scope, targeting basically the country’s entire population of learners, evaluation methodologies that are dependent on a rigorously-defined counterfactual are not possible. However, it is planned to triangulate quantitative and qualitative methods for this evaluation, with the specific evaluation approach to be determined with the help of the independent evaluation firm to be hired and paid by MCC. In addition to assessing whether the package of general education and textbook interventions contribute to learner achievement at the 47 schools, other preliminary research questions include: • Do improved school facilities translate into an improved learning environment and lead to increases in learner achievement?8 • Does improved teacher housing attract higher quality teachers? How has a change in teacher qualifications, if any, contributed to learner achievement? • To what extent does CPD contribute to a higher quality education workforce? • Does a more efficient textbook management system increase learners’ access to textbooks and, in turn, increase in learner achievement? Does a more efficient textbook procurement and management lead to cost savings?
Sample 1
Education Project. The objective of the Education Project is to support the efforts undertaken by the Government in the implementation of institutional reforms, defined in the Proposal for the Transformation of Secondary Education and Ruta Crítica, designed to provide quality education to prepare a diverse Guatemalan youth to be successful in the labor market. In order to achieve the objective of the project, MCC financial support will be complemented by actions undertaken by the Ministry of Education. In order for the impact of the project to be sustained and expanded nationwide, Guatemala would need to progressively increase the budget for secondary education and ensure the equitable and efficient use of those resources. The proposed Activities under this Project include:
Sample 1
Education Project. In 2007, the Centers for Disease Control and Prevention (CDC) partnered with the Safe Water and AIDS Project (SWAP) and other research partners in western Kenya to launch the Nyando Integrated Child Health and Education Project (NICHE). The goal of the NICHE Project is to evaluate the impact of community-based marketing and mobilization of local institutions to sell micronutrient Sprinkles along with other health products, including WaterGuard. Aside from Sprinkles and WaterGuard, several health products including soap, condoms, modified clay pots and bednets, are marketed to all families living in the project area, especially to those families with children ages 6-59 months. These health products are distributed by community vendors who have been offered small loans in the form of microcredit1 for promoting health-related activities. As a result, vendors are able to buy health products at wholesale and subsequently educate and sell these products at retail to their neighbors for income-generating purposes. Some additional objectives of the NICHE project 1 Small loans offered to impoverished individuals in an effort to encourage entrepreneurship and income- generation as a means to exit the cycle of poverty. are to assess the feasibility of Sprinkles distribution in western Kenya when integrated with an existing health promotion and an income-generating program and also to measure the impact of Sprinkles use on important health outcomes among young children under age three. Likewise, assessing the utilization, feasibility and effectiveness of WaterGuard among these same children has been well-integrated into the NICHE project’s goals during the 42-month follow-up. A baseline assessment of children under age 5 among 60 villages in Nyando District was conducted in 2007 and subsequently, follow-up cross- sectional surveys were administered to measure impact on selected biomarkers and anthropometry among children aged 6-59 months. Active biweekly surveillance of enrolled children was conducted to determine Sprinkles use and health status and qualitative data collection was conducted to assess acceptability of Sprinkles over time. Prior to data collection, 30 intervention villages and 30 comparison villages were randomly selected from Nyando Division (population 80,000), where the population is largely impoverished and lacks adequate sanitation and infrastructure.xxxiv Details of the sampling methodology are described elsewhere.liii In the first year of the stu...
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Related to Education Project

  • EDUCATION PROGRAM Measure 1a Is the school implementing the material elements of its Educational Program as defined in the charter contract? Meets Standard: The school implemented the material elements of its Educational Program in all material respects, and, in operation, the education program reflects the essential terms as defined in the charter contract, or the school has obtained approval for a modification to the essential terms. Measure 1b Is the school complying with applicable education requirements? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to education requirements, including but not limited to: • Academic standards, including Common Core • Graduation requirements • State assessment and student testing • Implementation of mandated programming as a result of state or federal funding, including Title I and Title II funding Measure 1c Is the school protecting the rights of students with disabilities? Meets Standard: Consistent with the school’s status and responsibilities as a school within a single LEA under the State Department of Education, the school materially complies with applicable laws, rules, regulations and provisions of the charter contract (including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: • Equitable access and opportunity to enroll • Identification and referral • Appropriate development and implementation of Individualized Education Plans (IEPs) and Section 504 plans • Operational compliance including the academic program, assessments and all other aspects of the school’s program and responsibilities • Discipline, including due process protections, manifestation determinations and behavioral intervention plans • Access to the school’s facility and program to students in a lawful manner and consistent with students’ IEPs or Section 504 plans • Appropriate use of all available, applicable funding Measure 1d Is the school protecting the rights of English Language Learner (ELL) students? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to ELL requirements (including Title III of the Elementary and Secondary Education Act [ESEA] and U.S. Department of Education authorities), including but not limited to: • Equitable access and opportunity to enroll • Required policies related to the service of ELL students • Proper steps for identification of students in need of ELL services • Appropriate and equitable delivery of services to identified students • Appropriate accommodations on assessments • Exiting of students from ELL services • Ongoing monitoring of exited students

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • Projects The Annexes attached hereto describe the specific projects and the policy reforms and other activities related thereto (each, a “Project”) that the Government will carry out, or cause to be carried out, in furtherance of this Compact to achieve the Objectives and the Compact Goal.

  • Special Education Services 1. The parties agree to uphold the tenets contained within the "Special Education Services: A Manual of Policies, Procedures and Guidelines” document (February 2011) published by the BC Ministry of Education.

  • Educational Allowance Special Preparation Bonuses Per Month Per Shift (Full-time) (Part-time)

  • EDUCATIONAL IMPROVEMENT A leave of absence without pay of up to one (1) contract year may be granted to any employee, upon application, for the purpose of engaging in study at an accredited college or university reasonably related to professional responsibilities.

  • Project Management Plan 1 3.4.1 Developer is responsible for all quality assurance and quality control 2 activities necessary to manage the Work, including the Utility Adjustment Work.

  • Infrastructure Improvements The design, redevelopment and construction and completion of certain infrastructure improvements, including sewer, stormwater, electrical and water main improvements, along with other similar improvements.

  • School Improvement Plan As permitted under IC § 20-10.2-3-1.5, the Charter shall serve as the Charter School's strategic and continuous school improvement and achievement plan (hereafter, the "School Improvement Plan"). To the extent that IC § 20-10.2 applies to the Charter in its function as the School Improvement Plan, the Organizer shall comply with the requirements under IC § 20-10.2.

  • PROJECT 3.01. The Recipient declares its commitment to the objectives of the Project. To this end, the Recipient shall carry out the Project in accordance with the provisions of Article IV of the General Conditions.

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