FET Strategy – Building Skills Sample Clauses

FET Strategy – Building Skills. Tipperary ETB strategic plans and proposed contribution to the Building Skills objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Fostering Inclusion 04 Tipperary ETB strategic plans and proposed contribution to the Fostering Inclusion objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Creating Pathways 05 Tipperary ETB strategic plans and proposed contribution to the Creating Pathways objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Enabling Themes 06 Tipperary ETB strategic plans and proposed contribution to the Enabling Themes objective of the FET Strategy, FET Leader Case Studies and related system targets. Data sources: PLSS and Apprenticeship learner databases, SOLAS financial reporting, FET Estates Survey, QQI inaugural reviews of QA in ETBs, and SOLAS SLMRU analysis of population, employment/unemployment, business demography, lifelong learning and 3 educational attainment data from CSO Census reports and CSO Labour Force Survey. APPENDIX 1 – FET STRATEGY FUTURE FET OUTCOMES APPENDIX 2 – SYSTEM TARGETS AND DEFINITIONS APPENDIX 3 – SYSTEM INFRASTRUCTURE AND FRAMEWORK FOR MEASURING PERFORMANCE APPENDIX 4 – TIPPERARY ETB STRATEGIC AMBITION 2022-2024 AT A GLANCE 01 Tipperary ETB in profile According to the preliminary data from the 2022 census, the population of Tipperary is now 167,661, up 8,108 or 5.1% from 159,553 in 2016. This is lower than the national average growth rate of 7.6%. Tipperary makes up 3.3% of the state’s population. The county covers 4,305 km² and has a relatively low population density compared to the national average. The largest towns are Clonmel, Nenagh and Thurles. Average incomes in county Tipperary are significantly less than the national average and the Pobal index of deprivation also reveals key parts of the county marginally below the national average (based on 2016 Census data). As the census for 2022 is completed a full updated Sectoral Distribution of Employment Tipperary Q3 2021 Sector Tipperary Mid-West State Accommodation/food 5% 6% 7% Admin and support 4% 5% 4% Agriculture 12% 9% 4% Construction 7% 6% 6% Education 8% 9% 8% Finance etc 2% 2% 6% Health 13% 13% 12% ICT 3% 4% 6% Industry 15% 15% 12% Other XXXX 4% 4% 5% Professional Services 5% 5% 7% Public admin and defence 5% 5% 5% Transport 3% 4% 4% Wholesale/retail 13% 13% 13% Total 100% 100% 100% At 32%, the share of employmen...
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FET Strategy – Building Skills. DDLETB strategic plans and proposed contribution to the Building Skills objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Fostering Inclusion DDLETB strategic plans and proposed contribution to the Fostering Inclusion objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Creating Pathways 05 DDLETB strategic plans and proposed contribution to the Creating Pathways objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Enabling Themes 06 DDLETB strategic plans and proposed contribution to the Enabling Themes objective of the FET Strategy, FET Leader Case Studies and related system targets. Data sources: PLSS and Apprenticeship learner databases, SOLAS financial reporting, FET Estates Survey, QQI inaugural reviews of QA in ETBs, and SOLAS SLMRU analysis of population, employment/unemployment, business demography, lifelong learning and 3 educational attainment data from CSO Census reports and CSO Labour Force Survey. APPENDIX 1 – FET STRATEGY FUTURE FET OUTCOMES APPENDIX 2 – SYSTEM TARGETS AND DEFINITIONS APPENDIX 3 – SYSTEM INFRASTRUCTURE AND FRAMEWORK FOR MEASURING PERFORMANCE APPENDIX 4 – DDLETB STRATEGIC AMBITION 2022-2024 AT A GLANCE Educational Attainment 01 DDLETB in profile Dublin and Dún Laoghaire Education and Training Board (DDLETB) serves the three local authority areas of Fingal, South Dublin County and Dún Laoghaire- Rathdown. The administrative area extends from Balbriggan in the north to Lucan in the west and Bray in the south. DDLETB’s catchment area has an overall population of 862,468 people (CSO, 2022), 17% of the national population and almost 60% Sectoral Distribution of Employment Dublin and Dún Laoghaire Q3 2021 At 11% in the Dublin region, the share of adults holding at most a FET qualification was below the national average (14%), and was the smallest share observed across all regions. In contrast, Dublin had the highest share of adults who had attained higher education qualifications (55%), well above the national average (47%). (Q2, 2021) Lifelong Learning In Q4 2021, 132,700 people in the Dublin Region had engaged in lifelong learning in the preceding four weeks, of the population in Dublin. Population 862,468 Employment 762,800 Of the 2.47 million persons in employment in Ireland in quarter(Q) 3 2021, almost 762,800 were in the Dublin region served by both DDLETB and CDETB. Although employment in ...
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FET Strategy – Building Skills. LWETB strategic plans and proposed contribution to the Building Skills objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Fostering Inclusion 04 LWETB strategic plans and proposed contribution to the Fostering Inclusion objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Creating Pathways 05 LWETB strategic plans and proposed contribution to the Creating Pathways objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Enabling Themes 06 LWETB strategic plans and proposed contribution to the Enabling Themes objective of the FET Strategy, FET Leader Case Studies and related system targets. Data sources: PLSS and Apprenticeship learner databases, SOLAS financial reporting, FET Estates Survey, QQI inaugural reviews of QA in ETBs, and SOLAS SLMRU analysis of population, employment/unemployment, business demography, lifelong learning and 3 educational attainment data from CSO Census reports and CSO Labour Force Survey. APPENDIX 1 – FET STRATEGY FUTURE FET OUTCOMES APPENDIX 2 – SYSTEM TARGETS AND DEFINITIONS APPENDIX 3 – SYSTEM INFRASTRUCTURE AND FRAMEWORK FOR MEASURING PERFORMANCE APPENDIX 4 – LWETB STRATEGIC AMBITION 2022-2024 AT A GLANCE 01 LWETB in profile Longford has a population of 46,634 (census 2022, preliminary data) up 5,761 (14.1% - the highest % change in the state) from 40,873 (census 2016), which itself was an increase of 1,903 persons (4.8%) since the 2011 census. Therefore, the rate of population growth in Longford between 2011 and 2022 has consistently been higher than the national average of 3.8% from 2011-2016 and 7.6% from 2016-2022. However, Longford remains the second smallest county by population at 0.9% of the total population. The 2016 population of Westmeath was 88,770, an increase of 3% (2,606) on 2011. This has now increased by around the national average of 7.6% (7,070) to 95,840 in 2022. Notably Westmeath has over double the population of neighbouring Longford. Together the LWETB area has grown by 12,832, or 9.9% since 2016. As the census for 2022 is Midlands Employment Q3 2021 Midlands (000s) Q3 2021 Estimated share in Longford/ Westmeath: Census 2016 Agriculture 9.5 40% Construction 8.8 43% Wholesale and retail 20.3 45% Transportation and storage 7.4 40% Accommodation and food 9.3 45% ICT * 54% Professional etc. activities 5.5 46% Admin and support services 8 43% Public admin, defence etc 9 42% Edu...
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FET Strategy – Building Skills. The ETB’s strategic plans and commitments in delivering against the overall FET Strategy objective, Building Skills.
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FET Strategy – Building Skills. Cork ETB strategic plans and proposed contribution to the Building Skills objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Fostering Inclusion Cork ETB strategic plans and proposed contribution to the Fostering Inclusion objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Creating Pathways 05 Cork ETB strategic plans and proposed contribution to the Creating Pathways objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Enabling Themes 06 Cork ETB strategic plans and proposed contribution to the Enabling Themes objective of the FET Strategy, FET Leader Case Studies and related system targets. Data sources: PLSS and Apprenticeship learner databases, SOLAS financial reporting, FET Estates Survey, QQI inaugural reviews of QA in ETBs, and SOLAS SLMRU analysis of population, employment/unemployment, business demography, lifelong learning and 3 educational attainment data from CSO Census reports and CSO Labour Force Survey. APPENDIX 1 – FET STRATEGY FUTURE FET OUTCOMES APPENDIX 2 – SYSTEM TARGETS AND DEFINITIONS APPENDIX 3 – SYSTEM INFRASTRUCTURE AND FRAMEWORK FOR MEASURING PERFORMANCE APPENDIX 4 – CETB STRATEGIC AMBITION 2022-2024 AT A GLANCE 01 Cork ETB in profile By geographic area, range of services, budget and the number of individuals availing of ETB services, Cork ETB is the second largest of the ETB’s. These services are delivered through a network of schools, colleges and centres located across the region.
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FET Strategy – Building Skills. Building on a long history with a major centre of apprenticeships and skills development in Waterford, WWETB has a strong focus on enterprise engagement and will use this to expand upskilling opportunities for industry via Skills to Advance. It will play a key role in responding to addressing the apprenticeship backlog and build on its pioneering work in developing the sectoral response to the NZEB retrofitting national housing challenge by ramping up provision at its centre of excellence. A key priority will also involve building on the platform of an integrated FET college in Wexford to meet skills needs by exploring how a similar approach can be achieved for Waterford. WWETB aim to provide a joined-up approach to enterprise engagements via a dedicated Services to Business/employer engagement team. It dovetails, and links to, the role of the authorised officers. Responses to industry need can range from short courses, to traineeships to apprenticeships. Contracted training also plays a significant role in a wide range of areas, including in Pharma, Cleanroom, HGV, Barista, Beauty and Welding. The unit aims to improve communications and relationships with stakeholders and communicate proactively with customers. The unit also offers an assessment model which incorporates an assessment of learning needs and skills concurrently. The future world of work, and the rapid pace of Skills to Compete was launched as an initiative to cope with the structural labour market change brought about by the pandemic, building on the programme infrastructure that exists to offer the employability, digital and sector-specific skills required by those who lost their jobs to find a pathway back into sustainable work. While the labour market impact has not yet arisen in the way envisaged, SOLAS and WWETB will work together to ensure that the legacy of a single initiative to support skills for employment is preserved, with Skills to Compete becoming the mainstream offering for those who need upskilling to find sustainable work. This will include targeting of the long-term unemployed in line with FET Pathways to Work commitments. FET Leader Case Study economic and societal change, will require upskilling throughout lifetimes and careers. A key area of focus
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FET Strategy – Building Skills. LCETB strategic plans and proposed contribution to the Building Skills objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Fostering Inclusion 04 LCETB strategic plans and proposed contribution to the Fostering Inclusion objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Creating Pathways 05 LCETB strategic plans and proposed contribution to the Creating Pathways objective of the FET Strategy, FET Leader Case Studies and related system targets. FET Strategy – Enabling Themes 06 LCETB strategic plans and proposed contribution to the Enabling Themes objective of the FET Strategy, FET Leader Case Studies and related system targets. Data sources: PLSS and Apprenticeship learner databases, SOLAS financial reporting, FET Estates Survey, QQI inaugural reviews of QA in ETBs, and SOLAS SLMRU analysis of population, employment/unemployment, business demography, lifelong learning and 3 educational attainment data from CSO Census reports and CSO Labour Force Survey. APPENDIX 1 – FET STRATEGY FUTURE FET OUTCOMES APPENDIX 2 – SYSTEM TARGETS AND DEFINITIONS APPENDIX 3 – SYSTEM INFRASTRUCTURE AND FRAMEWORK FOR MEASURING PERFORMANCE APPENDIX 4 – LCETB STRATEGIC AMBITION 2022-2024 AT A GLANCE 01 LCETB in profile The total population of the Limerick and Clare region is 332,863 according to preliminary results of the 2022 Census, up 6.10% from 313,802 in 2016. The national population growth for the period is 7.6%. Limerick has a population of 205,444 up 5.4% from 194,899, while Xxxxx now has a population of 127,419 up 7.2% from 118,817. According to Census 2016, Limerick is the third most populous urban area in the state, and the fourth most populous city on the island of Ireland. Changing population patterns have mostly affected the Limerick metropolitan area, with a significant population increase in parts of the city centre. In contrast, the largest population decline was observed in regeneration areas. The national trend of younger urban centres and ageing rural areas is mirrored in Limerick and Clare (+26% over 65 in County Clare). The age dependency ratio, which shows the ratio of people Sectoral Distribution of Employment Limerick and Clare Q3 0000 Xxxxxx Xxxxxxxx Xxxxx Xxx-Xxxx Xxxxx Accommodation/food 7% 6% 7% Admin and support 5% 5% 4% Agriculture 7% 9% 4% Construction 6% 6% 6% Education 9% 9% 8% Finance etc 3% 2% 6% Health 13% 13% 12% ICT 5% 4% 6% Industry 15% 15% 12% Other...
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FET Strategy – Building Skills. The overall FET skills offering in Kilkenny and Carlow ETB has evolved and grown, both as a result of the investment in new premises in recent years as well as through their overall strategic direction to consolidate provision in centres (such as PLC). The new state of the art Carlow Institute provides a range of skills areas including professional cookery and performing arts, while across other centres apprenticeships are supported, particularly in electrical. The Commis Chef apprenticeship is also available. Unique skills offerings such as horsemanship are also a strong strand of provision.
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Related to FET Strategy – Building Skills

  • SPECIAL SKILLS Five percent (5%) of the employees (not less than one person) to be laid off within a class within an agency shall be exempt from the seniority factor when the State determines that there is a need for special skills. “Special skills” refers to jobs difficult to fill with a replacement except after extensive training. Where practical, the State will attempt to meets its “special skills” requirements be exempting the employees with the highest seniority among employees with the same special skills. Management decisions on special skills shall be subject to expedited arbitration provided, however, that no back pay remedy shall accrue to any individual employee.

  • Capacity Building 1. Contractor will work in partnership with AOD to study the viability of billing under Drug Medi-Cal and 3rd party payer.

  • Recommended language skills The sending institution, following agreement with the receiving institution, is responsible for providing support to its nominated candidates so that they can have the recommended language skills at the start of the study or teaching period: Receiving institution [Erasmus code] Optional: Subject area Language of instruc­tion 1 Language of instruc­tion 2 Recommended language of instruction level4 Student Mobility for Studies [Minimum recommended level: B1] Staff Mobility for Teaching [Minimum recommended level: B2] I NAPOLI01 Italian English IT-B1 EN-B2; IT-B2 Partner Institution code

  • Specialized Skills Each certificated support person demonstrates in his/her performance a competent level of skill and knowledge in designing and conducting specialized programs of prevention, instruction, remediation and evaluation.

  • Management skills (i) These positions require skills in managing time, setting priorities and planning and organising one’s own work and that of supervised employees so as to achieve specific and set objectives in the most efficient way possible within the resources available and within a set timetable.

  • Building Services Labor Law Article 9 applies to Contracts for building service work over $1,500 with a public agency, that: (i) involve the care or maintenance of an existing building, or (ii) involve the transportation of office furniture or equipment to or from such building, or (iii) involve the transportation and delivery of fossil fuel to such building, and (iv) the principal purpose of which is to furnish services through use of building service employees.

  • Multi-Skilling 37.1 Subject to appropriate qualifications, training and taking into account a Teacher’s long term career path opportunities, the Employer may transfer Teachers to teach their Approved Program in part or in whole in another location or discipline other than the one to which they currently belong.

  • PREVAILING WAGE RATES - PUBLIC WORKS AND BUILDING SERVICES CONTRACTS If any portion of work being Bid is subject to the prevailing wage rate provisions of the Labor Law, the following shall apply:

  • Professional Skill It is mutually agreed by the parties that City is relying upon the professional skill of the consultant as a specialist in the work, and Consultant represents to the City that its work shall conform to the normal professional standards of the profession. Acceptance of the Consultant's work by the City does not operate as a release of Consultant's representations. It is intended that Consultant's work shall conform to normal standards of accuracy, completeness and coordination.

  • Bachelor’s Degree A four-year baccalaureate degree is recommended; however, applicants who complete a minimum of 90 semester or 135 quarter units of undergraduate study will qualify for admission. To be eligible to apply, the applicant must be on track to complete the required units through the summer term that precedes fall matriculation. Advanced Placement (AP) courses for the prerequisites will be accepted as long as the appropriate number of credit hours was received. These courses must appear on your official college transcript or in a letter from the registrar stating that the appropriate number of credit hours was verified by the program. SCCO Requirement Courses Credit Requirements Calculus MAT 351 3 semester units or 4 quarter units General Biology/Zoology (no lab required) BIO 181, 182 2 semesters (minimum of 6 semester units) or 3 quarters (minimum of 9 quarter units) General Microbiology/Bacteriology (lab required) BIO 205/205L 3 semester units or 4 quarter units General Physics (labs required) PHY 111/111L, 112/112L 2 semesters (minimum of 8 semester units) or 3 quarters (minimum of 12 quarter units) General Chemistry (labs required) CHM 113/113L, 115/115L 2 semesters (minimum of 8 semester units) or 3 quarters (minimum of 12 quarter units) Organic Chemistry (no lab required) CHM 231 3 semester units or 4 quarter units Psychology PSY 102 3 semester units or 4 quarter units English Composition or Literature ENG 105, 106 6 semester units or 8 quarter units Statistics MAT 274 3 semester units or 4 quarter units Human Anatomy* (no lab required) BIO 201 & 202 3 semester units or 4 quarter units Human Physiology* (no lab required) BIO 201 & 202 3 semester units or 4 quarter units Bio Chemistry (no lab required) CHM 360 3 semester units or 4 quarter units * Human Anatomy and Physiology lecture series may be completed one of two ways: • Combined Human A&P (6 semester units or 8 quarter units) • Separate Human Anatomy and Human Physiology (3 semester units or 4 quarter units each)

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