Learner outcomes Sample Clauses

Learner outcomes. Figure 5.2 shows that following the OECD mean trend, after a sharp rise in the period 1991-1998, the proportion of 25-64 year (OECD, 2004, p.72–3) olds that attained upper-secondary and post–secondary non-tertiary education in the UK has remained fairly stable. This covers qualifications at NVQ levels 1, 2, and 3 (including GCSE/SCE Highers) and HE access courses. In 2002, 57% of 25-64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). 65 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Australia France Germany Italy Japan Netherlands UK USA OECD mean Source: Education at a glance: OECD indicators 2004 (OECD, 2004), table A3.4a, p.72–3. In comparison, Japan saw a decline in the proportion attaining upper-secondary or post-secondary non-tertiary education between the years 1998 and 2002. Germany suffered a dip in 1999 but has been steadily increasing since 2000, although by 2002 it still had not returned to its 1998 level. France, Italy and the OECD average both show a similar trend to the UK, although the proportion of achievers is significantly lower for both (table C37). Similarly, 27% of those aged 25-64 had completed tertiary education in the year 2004 (OECD, 2004), comparable with Denmark (27%) and Belgium (28%). The UK outperformed several countries including France (24%), Spain (24%) and Germany (23%). However, there were several countries where the proportion outstripped that in the UK, as it has done consistently over several years, including Canada (43%), the United States (38%) and Japan (36%) (table C38).
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Learner outcomes. Figure 5.3 shows that following the OECD mean trend, after a sharp rise in the period 1991–1998, the proportion of 25–64 year (OECD, 2004, p.72–3) olds, which had attained upper-secondary and post–secondary non-tertiary education in the UK, has remained fairly stable. This covers qualifications at NVQ levels 1, 2, and 3 (including GCSE/SCE Highers) and HE access courses. In 2002, 57% of 25–64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). 65 60 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Australia France Germany Italy Japan Netherlands UK USA OECD mean
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Learner outcomes. භ understand the Truth and Reconciliation Commission භ understand the term reconciliation භ understand the term reconcili-action භ Reading: Truth and Reconciliation භ 9LGHR ´:KDW LV UHFRQFLOLDWLRQµ &%& .LGV 1 භ Activity 1: Comprehension questions භ Activity 2: New vocabulary භ Reflection questions see Indigenous Voices in the Classroom OHVVRQ RQH ´)LUVW 1DWLRQV 0pWLVµ 7KH SXUSRtoVinHtro xXxxXx leWarKneLrsVto tOheHwVoVrk RofQth eLTruVth and Reconciliation Commission (TRC), with an end goal of understanding the broad scope of reconciliation and the term reconciliACTION (which for ease of use will be written reconcili-action here). Reconcili-action was inspired by the work of the Xxxx Xxxxxx and Xxxxxx Xxxxxxx Fund and is now a widely used term ,QVSLUHG E\ WKH 75re&co·ncVili -a ct io n b&eDlieOveOs Vev erWyoRn e $FWLRQ who calls Canada home can engage in the reconciliation process through meaningful action. These actions need not be large to be effective as true reconciliation is a process of both doing and learning. භ The Xxxx Xxxxxx and Xxxxxx Xxxxxxx Fund: xxxxx://xxxxxxxxxxxxx.xx/our-work/reconciliactions/ භ TRC Website: xxxxx://xxxx.xx/about/history-of-the-trc/trc-website/ භ Truth and Reconciliation Commission of Canada: Calls to Action: xxxxx://xxx0.xxx.xx.xx/assets/gov/british-columbians-our- governments/indigenous-people/aboriginal-peoples- documents/calls_to_action_english2.pdf භ )RU FKLOGUHQ 6StoLthUeLTrWut h a%nHd DReUc·onVci lia*tioXnLGH Commission of Canada: xxxxx://xxxxxxxxxxxxxxx.xx/wordpress2021/wp- content/uploads/child_friendly_calls_to_action_web.pdf භ Do Truth and Reconciliation Commissions Heal Divided Nations? xxxxx://xxxxxxxxxxxxxxx.xxx/do-truth-and-reconciliation-commissions- heal-divided-nations-109925 Imagine your family lives in a house and one day another family moves in. The new family tells you that you must follow their rules and can only live in one bedroom. Everything you own is now theirs and you are no longer free. This is a picture of what colonization is.
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Learner outcomes. භ understand the history of the residential schools භ understand the impacts of the residential schools භ 5HDGLQJ ´5HVLGHQWLDO 6FKRROVµ භ Activity 1: Complete the sentences භ Video: Intergenerational Trauma: Residential Schools: xxxxx://xxx.xxxxxxx.xxx/watch?v=IWeH_SDhEYU භ Activity 2: True or False භ Reflection questions claims of the survivoUV WKDW WKH\ ´ZHUH QHJOHFWHG VH[XD abused and were subject to the systematic destruction of their cultural and IDPLO\ UHODWLRQVKLSVµ ZDV XSKHOG E\ WKH FRXUW monetary compensation as well as the formation of the TRC. Due to the extensive work of the TRC, the residential school system is no longer a hidden secret in Canada, as it was for many years. TRC was the turning point for many Indigenous peoples as it has led to a renewed commitment to reconciliation by all levels of government and individual Canadians. We remember the history; we honour the survivors and their families; we move forward in a spirit of reconcili-action. භ Xxxxxx Xxxxxx Residential Schools article: xxxxx://xxxxx.xx/cases/indian- residential-schools/ භ National Film Board: Residential Schools: xxxxx://xxx.xxx.xx/channels/residential-schools/ භ TRC Residential Schools Archive: xxxxx://xxxx.xx/residential-schools/ When Europeans first came to what is now called Canada, the Indigenous peoples helped them to settle, and to establish the fur trade. At first, the Indigenous peoples and the Europeans were equals. However, as more Europeans came, Indigenous peoples became less valuable to the Europeans. When the fur trade ended in the 1850s, the Indigenous peoples were in a difficult situation. Many had died from disease, they lost their traditional food sources and were very dependent on the European trading posts. Canada became a country in 1867 and the newly formed government decided that Indigenous peoples must become more like the Europeans. They thought ,QGLJHQRXV SHRSOHVc aZlleHd UthHem ¶VGDLYUDWJ\H·V ·lDoo Qk Ged fo7rKH\ ways to assimilate Indigenous peoples. Assimilate means to change someone so they are more like you. Assimilation makes one group of people less valuable than another group of people. One important way the government and churches tried to assimilate Indigenous peoples was to create residential, or boarding, schools. The government took children away from their families and forced them to live in schools away from home for many months of the year. The government and churches hoped that WKLV ZRXOG ´NLOO WKH ,QGLDQ LQ WKH FKLOGµ The ch...
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Related to Learner outcomes

  • Certified and Minority Business Enterprises Reports Upon Customer request, the Contractor shall report to the requesting Customer the Contractor’s spend with certified and other minority business enterprises in the provision of commodities or services related to the Customer’s orders. These reports shall include the period covered, the name, minority code, and Federal Employer Identification Number of each minority business utilized during the period; commodities and services provided by the minority business enterprise, and the amount paid to each minority business enterprise on behalf of the Customer.

  • Information Technology The following applies to all contracts for information technology commodities and contractual services. “Information technology” is defined in section 287.012(15), F.S., to have the same meaning as provided in section 282.0041, F.S.

  • Presentation of Potential Target Businesses The Company shall cause each of the Initial Shareholders to agree that, in order to minimize potential conflicts of interest which may arise from multiple affiliations, the Initial Shareholders will present to the Company for its consideration, prior to presentation to any other person or company, any suitable opportunity to acquire an operating business, until the earlier of the consummation by the Company of a Business Combination or the liquidation of the Company, subject to any pre-existing fiduciary obligations the Initial Shareholders might have.

  • Information Technology Enterprise Architecture Requirements If this Contract involves information technology-related products or services, the Contractor agrees that all such products or services are compatible with any of the technology standards found at xxxxx://xxx.xx.xxx/iot/2394.htm that are applicable, including the assistive technology standard. The State may terminate this Contract for default if the terms of this paragraph are breached.

  • Sustainable Development 4.1 The Authority will review the Contractor’s Sustainable Development Policy Statement and Sustainable Development Plan submitted by the Contractor in accordance with the Schedule (Sustainable Development Requirements) and then at least annually thereafter. 4.2 Sustainable Procurement Risk Assessment Methodology (SPRAM) is a tool used by the Authority to identify and mitigate any potential risks to sustainability in contracts. The process requires that each Contract be assessed for its potential social, economic and environmental risks, throughout the various stages of its lifetime. Where risks are identified, appropriate mitigation action is required to reduce or eliminate the risk to sustainability. The Authority may at times require input from the Contractor in order to ensure that this process is given the required levels of consideration.

  • Professional Development; Adverse Consequences of School Exclusion; Student Behavior The Board President or Superintendent, or their designees, will make reasonable efforts to provide ongoing professional development to Board members about the adverse consequences of school exclusion and justice-system involvement, effective classroom management strategies, culturally responsive discipline, appropriate and available supportive services for the promotion of student attendance and engagement, and developmentally appropriate disciplinary methods that promote positive and healthy school climates, i.e., Senate Bill 100 training topics. The Board will conduct periodic self-evaluations with the goal of continuous improvement. New Board Member Orientation The orientation process for newly elected or appointed Board members includes:

  • BUSINESS CONTINUITY/DISASTER RECOVERY In the event of equipment failure, work stoppage, governmental action, communication disruption or other impossibility of performance beyond State Street’s control, State Street shall take reasonable steps to minimize service interruptions. Specifically, State Street shall implement reasonable procedures to prevent the loss of data and to recover from service interruptions caused by equipment failure or other circumstances with resumption of all substantial elements of services in a timeframe sufficient to meet business requirements. State Street shall enter into and shall maintain in effect at all times during the term of this Agreement with appropriate parties one or more agreements making reasonable provision for (i) periodic back-up of the computer files and data with respect to the Trusts; and (ii) emergency use of electronic data processing equipment to provide services under this Agreement. State Street shall test the ability to recover to alternate data processing equipment in accordance with State Street program standards, and provide a high level summary of business continuity test results to the Trusts upon request. State Street will remedy any material deficiencies in accordance with State Street program standards. Upon reasonable advance notice, and at no cost to State Street, the Trusts retain the right to review State Street’s business continuity, crisis management, disaster recovery, and third-party vendor management processes and programs (including discussions with the relevant subject matter experts and an on-site review of the production facilities used) related to delivery of the service no more frequently than an annual basis. Upon reasonable request, the State Street also shall discuss with senior management of the Trusts any business continuity/disaster recovery plan of the State Street and/or provide a high-level presentation summarizing such plan.”

  • Business Continuity Planning Supplier shall prepare and maintain at no additional cost to Buyer a Business Continuity Plan (“BCP”). Upon written request of Buyer, Supplier shall provide a copy of Supplier’s BCP. The BCP shall be designed to ensure that Supplier can continue to provide the goods and/or services in accordance with this Order in the event of a disaster or other BCP-triggering event (as such events are defined in the applicable BCP). Supplier’s BCP shall, at a minimum, provide for: (a) the retention and retrieval of data and files; (b) obtaining resources necessary for recovery, (c) appropriate continuity plans to maintain adequate levels of staffing required to provide the goods and services during a disruptive event; (d) procedures to activate an immediate, orderly response to emergency situations; (e) procedures to address potential disruptions to Supplier’s supply chain; (f) a defined escalation process for notification of Buyer, within two (2) business days, in the event of a BCP-triggering event; and (g) training for key Supplier Personnel who are responsible for monitoring and maintaining Supplier’s continuity plans and records. Supplier shall maintain the BCP and test it at least annually or whenever there are material changes in Supplier’s operations, risks or business practices. Upon Xxxxx’s written and reasonable request, Supplier shall provide Buyer an executive summary of test results and a report of corrective actions (including the timing for implementation) to be taken to remedy any deficiencies identified by such testing. Upon Xxxxx’s request and with reasonable advance notice and conducted in such a manner as not to unduly interfere with Supplier’s operations, Supplier shall give Buyer and its designated agents access to Supplier’s designated representative(s) with detailed functional knowledge of Supplier’s BCP and relevant subject matter.

  • Reasonable Suspicion Testing All Employees Performing Safety-Sensitive Functions A. Reasonable suspicion testing for alcohol or controlled substances may be directed by the Employer for any employee performing safety-sensitive functions when there is reason to suspect that alcohol or controlled substance use may be adversely affecting the employee’s job performance or that the employee may present a danger to the physical safety of the employee or another. B. Specific objective grounds must be stated in writing that support the reasonable suspicion. Examples of specific objective grounds include but are not limited to: 1. Physical symptoms consistent with alcohol and/or controlled substance use; 2. Evidence or observation of alcohol or controlled substance use, possession, sale, or delivery; or 3. The occurrence of an accident(s) where a trained manager, supervisor or lead worker suspects alcohol or other controlled substance use may have been a factor.

  • FALSE STATEMENTS CONCERNING HIGHWAY PROJECTS T h i s p r o v i s i o n i s applicable to all Federal-aid construction contracts and to all related subcontracts. In order to assure high quality and durable construction in conformity with approved plans and specifications and a high degree of reliability on statements and representations made by engineers, contractors, suppliers, and workers on Federal- aid highway projects, it is essential that all persons concerned with the project perform their functions as carefully, thoroughly, and honestly as possible. Willful falsification, distortion, or misrepresentation with respect to any facts related to the project is a violation of Federal law. To prevent any misunderstanding regarding the seriousness of these and similar acts, Form FHWA-1022 shall be posted on each Federal-aid highway project (23 CFR 635) in one or more places where it is readily available to all persons concerned with the project: 18 U.S.C. 1020 reads as follows: "Whoever, being an officer, agent, or employee of the United States, or of any State or Territory, or whoever, whether a person, association, firm, or corporation, knowingly makes any false statement, false representation, or false report as to the character, quality, quantity, or cost of the material used or to be used, or the quantity or quality of the work performed or to be performed, or the cost thereof in connection with the submission of plans, maps, specifications, contracts, or costs of construction on any highway or related project submitted for approval to the Secretary of Transportation; or Whoever knowingly makes any false statement, false representation, false report or false claim with respect to the character, quality, quantity, or cost of any work performed or to be performed, or materials furnished or to be furnished, in connection with the construction of any highway or related project approved by the Secretary of Transportation; or Whoever knowingly makes any false statement or false representation as to material fact in any statement, certificate, or report submitted pursuant to provisions of the Federal-aid Roads Act approved July 1, 1916, (39 Stat. 355), as amended and supplemented; Shall be fined under this title or imprisoned not more than 5 years or both."

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