Lack of Time Sample Clauses

Lack of Time the fact that women had to work, either inside or outside of the home (2) Feelings of Inferiority as they relate to social and community norms (3) Financial Concerns relating to the formal group participation requirements, (4) Gender Norms of the women in relation to their husbands, both inside and outside of the home, and (5) Community Perceptions relating to their relationships with their husbands/partners.

Lack of Time. During the Community Ten Seed Activity, of the women who responded to the question, “Is the main reason why you, or other women, do not participate, is because you don’t have time”, a majority of the women said yes (13/21). In response to this question, when asked why, they stated that both work and activity time is hard to manage at the same time. Overall, one of the most challenging aspects of the women’s daily lives that prevented them from being able to attend social support meetings was the lack of time they had in their schedules. Even though the meetings generally met once a month (‘Together’ and ‘Glass of Milk’) or ever two weeks (Mother’s Clubs and Community Assemblies) and some more involved groups on a weekly basis, the mothers still found it challenging to set aside the time to leave their homes. Many of the women take of cultivating land, ‘la chacra’ that is near their homes and/or care for their animals and house gardens. In the case the women were bound to their homes because they were mainly homemakers they had to take care of house chores as well as take care of their children. During the Community Ten Seed Activities, when asked if it is “easy to attend meetings” a majority (11/21) of the women said, no, and their common response was “we have children and animals to take care of”. For those women and families who cultivated vegetables for part of their household income, selling food at the markets on the weekend took away from the time they were able to attend social support groups, which in some cases, took place on the weekends during market hours. Although many of the women who regularly participated in the social support groups were considered “doers,” lack of time was generally their largest complaint.

Lack of Time. 8.1 Many people feel too busy to take time out to reflect and learn. Part-time employees, shift workers and casual and temporary workers may have particular difficulty in getting time for training as they are likely to have family, caring or other commitments on their time. 8.2 However, people who do not engage in active learning at work find their skills soon get out of date, and they get overlooked for key projects, promotion and other benefits, thus compounding the problem. 8.3 There are many examples of training and development that can be undertaken in a flexible way so that busy people can learn at more convenient times, including online, blended or distance learning. 8.4 Employers can do a lot to support staff who are trying to juggle commitments outside work and who have limited time opportunities to study, by having flexible working arrangements. There are an increasing number of employers implementing work-life balance initiatives with clear success. 8.5 Education providers can work with staff and employers to become more flexible about when and where they provide learning support. Breakfast and after school clubs can help people with child caring commitments. 8.6 People who traditionally miss out on learning opportunities such as women, ethnic minorities and people who speak English as a second language, older people can be an untapped resource for an authority. Enabling these people to learn can help to address recruitment and retention problems, as well as developing the workforce more equitably. Including equality as a standard requirement in management development is good practice. This should cover non-discriminatory behaviour as well as statutory requirements and should link to the authority's progression through the equality scheme. Monitoring of access to learning by gender, ethnicity, grade is also good practice.