Human Capital and Skills Sample Clauses

Human Capital and Skills. 1. The Parties shall strengthen human capital by investing in the areas of education, skills enhancement and capacity building with a view to matching the demands of the labour market and enhancing labour productivity, paying particular attention to the principles of gender equality and non-discrimination. They shall ensure that national education systems and curricula are geared towards future employment requirements and deliver on national capacity needs.
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Human Capital and Skills with a focus on - Ensuring fully inclusive education and equal access to education for all; - Implementation of the National Qualification Framework (NQF) for lifelong learning; - Basis for ensuring quality in the system of education and training; - Strengthening of the employability of the work force and building learning pathways in the context of lifelong learning. Finally, this SRC is in line with the other key government’s planning documents as the Comprehensive Education Strategy 2018-2025, the National Employment Strategy 2016- 2020, the National Strategy on the Alleviation of Poverty and Social Exclusion 2010-2020, and the Youth Strategy 2016-2025.
Sample 1
Human Capital and Skills. Inclusive education and equal access to education for all;  Implementation of the NQF for LLL basis;  Employability of the work force and learning pathways in the context of the LLL. In terms of policy relevance, the Employment and Social Reform Programme, as well as the related strategies, correspond to the enlargement objectives, commitments and obligations deriving from the Chapters 19 (Social policy and employment) and 26 (Education and culture) and Europe 2020. Although the Programme and strategies respond logically to the country’s needs, it incorporates some international trends in employment (innovative services), quality of education (education based on competence/outcomes) and relevance of education (education should respond to needs of individual, society and economy). In terms of policy credibility, before the sector strategies were adopted, legislative and operational changes were put in place to lay foundation for the implementation of the strategies. From 2007, the Operational Plans for Active Employment Services and Measures are created on annual basis, which change the way labour market active programmes are being implemented with the purpose of ensuring direct employment through different programmes. In 2018, the government adopted the Youth Guarantee Implementation plan as a pilot action in 3 municipalities and included a separate strand in the Operational Plan thus earmarking funds for fighting youth unemployment. In 2019, the Youth Guarantee will be rolled-out in the whole country. Based on an evaluation of the different programmes, the legislation was amended and from 2015 the ESA applies a new tool for profiling of the unemployed people. As regards adult education, the Law on Adult Education and the Law on Vocational Education and Training regulate the activity. One of the key institutions in respect to the activities related to adult education and training is the Centre for Adult Education. The Centre for Adult Education, in cooperation with the European Training Foundation (ETF), has developed the “Concept-Paper for Non-Formal Adult Education and Informal Learning” and with the support of UNDP – a “Concept-Paper for Primary Education for Adults”. The Minister of Education and Science adopted both concepts in September 2015. As a result of the Concept-paper for non-formal adult education and informal learning, in November 2015, the Centre for Adult Education, began with the preparation of the “System for Validation of Non-Formal...
Sample 1

Related to Human Capital and Skills

  • 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.

  • 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.

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  • 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.

  • 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.

  • Apprenticeships and Skills 6.1 The Authority will review the Contractor’s Apprenticeships and Skills Report when submitted by the Contractor in accordance with the Schedule (Apprenticeships and Skills Requirements) and then annually thereafter.

  • Specialist knowledge and skills Indicative but not exclusive tasks include: the undertaking of semi-skilled work, including cleaning, vacuuming, dusting, washing and ironing, shopping, sweeping paths, minor maintenance jobs, preparation and cooking of meals, defrosting refrigerators, emptying and cleaning of commodes, banking and account payment, organising appointments, assistance with care of pets, and care of indoor and outdoor pot plants.

  • 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

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  • Degree A recognised degree from a higher education institution, often completed in three or four years, and sometimes combined with a one year diploma.

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