Secondary Education. The collaborative agreement may provide for a subsequent effective date (end of fiscal year, school year) if so stated in the agreement. An example is provided below.
Secondary Education. Upon graduation, TPP services end and the student can transition out of the TPP program and into DOR services if found eligible. There are several pathways to refer an individual for services with the Department of Rehabilitation, or for an individual to apply on their own. Referral sources may contact the assigned Potentially Eligible (PE) Counselor to schedule an intake for a student with disabilities, ages 16-21 by telephoning 707/445-6300. The PE Counselor can attend the student’s IEP or meet with the student to initiate completion of the DR203-Student Services Request and the DR260-Consent to Release and Obtain Information forms. Student Services begin after the student is determined Potentially Eligible and DOR PE staff can work with that student to determine if and when a referral to vocational rehabilitation (VR) services is appropriate. A student with disabilities can also enter DOR services through the DNCOE Transition Partnership Program (TPP). This is a cooperative contract program between DOR and the Del Norte County Office of Education. Referrals to TPP are made through the TPP staff. Applications for PE or VR services can also be obtained either at the local DOR office or online at xxx.XXX.xx.xxx. Orientations are available at the local DOR Office in Eureka at 0000 Xxxxxxxx Xxx, Xxxxx 000 on a regularly scheduled basis or upon request. Telephone (000) 000-0000 to obtain orientation information. Individuals can be deemed eligible for Regional Center services according to a California law which defines a Developmental Disability as a severe and chronic disability that is attributed to a mental and physical impairment that originates before the individual’s 18th birthday and poses a substantial disability. To qualify for services with Redwood Coast Regional Center, you must be diagnosed with one of the four following: intellectual disability (an IQ below 70), cerebral palsy, epilepsy, autism spectrum disorder or disabling conditions closely related to intellectual disability or requiring similar treatment. In addition to having a qualifying diagnosis, a person must also have a substantial disability in three or more major life areas including: receptive and expressive language, learning, self-care, mobility, self-direction, capacity for independent living, and economic self-sufficiency. WorkAbility I services are available to students that are 14-21 & are currently enrolled in a high school education program, with a current IEP Individualized E...
Secondary Education. The underlying cause of weak human capital in Morocco is a secondary education system with pedagogy insufficiently aligned with best practices, aging infrastructure, and lack of incentives for teachers and administrators to focus on student learning and the skills demanded by the labor market. The Activity will focus on (i) pedagogical improvement and innovation for improved teacher effectiveness; (ii) improved school leadership and management for more accountablility through performance contracts, and more autonomous school management; and (iii) school infrastructure improvements for a more conducive student learning environment. The Activity will also pilot new approaches to operations and maintenance of secondary school infrastructure. Additionally, the Activity will invest in improved student learning assessments and an enhanced education management information system. Together this Activity is expected to improve student educational achievement and learning outcomes, including skills required by employers, leading to better employment outcomes and household incomes in Morocco.
Secondary Education. Improving access to secondary education for rural students and young girls through the construction of about 1,050 new secondary school classrooms, the renovation of about 320 classrooms and the design and testing of a maintenance program for such schools.
Secondary Education. (a) Secondary school improvement program Implementation of a comprehensive secondary school improvement program, including the provision of support for the carrying out of school improvement projects or research action by teachers, the modernization of programs, the assessment of knowledge, the development of a reading culture at the secondary level and the strengthening of management and financial capacity at secondary schools, through the provision of Secondary School Improvement Grants.
(b) Pre-and-in-service secondary school teacher education Ensuring the availability of full-time secondary school teachers through the carrying out of a set of activities including the provision of extensive in-service training to part-time teachers, the development of a new salary scale and pay system as well as appropriate career path possibilities for such teachers.
(c) Support for science and technology teaching Support for science and technology teaching, through the provision of training to secondary school teachers in new computer technologies on a pilot basis, the testing of science kits and integrated math curriculum and low-cost approaches to Internet use in secondary schools, and the development of adequate teaching modules.
(d) Adult literacy and non-formal education Development of a national strategy for adult basic education and non-formal education based on out-sourcing, through the provision of Literacy Grants to service providers for the implementation of small projects aimed at addressing the needs of out of schools youth and illiterate adults, with a special focus on special categories including women, parents of school youth, local elected officials and other community including women, parents of school youth, local elected officials and other community leaders. Development and reinforcement of non-formal education, including Centres Nafa, through the provision for equipment and training.
Secondary Education. Increasing access to and improving the quality of secondary education through: (a) provision of bursaries/scholarships especially to the poor and disadvantaged students; (b) constructing of classrooms in ASALs and urban slums including providing the schools with basic equipment and facilities; (c) supplying of science equipment in targeted schools; (d) recruiting of teachers and providing them with in-service training; (e) provision of ICT in secondary schools; and (f) introducing Open and Distance Learning (ODL) strategies. Strengthening TIVET’s programs through:(a) establishing centers of excellence in TIVET; (b) developing relevant national skills training strategies; (c) establishing bursary award programs; and (d) establishing production centers in TIVET institutions for teaching and producing goods and services for commercial purposes. Improving access and equity in university education through: (a) developing a strategy for university education (b) introducing governance and efficiency in the management of university education; and (c) enhancing the use of information technology in public universities through provision of ICT equipment and training. Supporting the education infrastructure in preventing and mitigating the impacts of HIV/AIDS through: (a) provision of relevant teaching and learning materials to primary and secondary schools; (b) promoting peer support initiatives in teacher training schools and technical institutions; (c) providing care and financial support to orphans and apprenticeship schemes for child heads of families, (d) addressing HIV/AIDs in the workplace through inter alia: (i) increasing the establishment of teachers living with HIV/AIDs networks; (ii) disseminating a video and materials on implementing the education sector policy on HIV/AIDs; (iii) developing and disseminating the pertinent guidelines; and (d) strengthening the capacity of AIDs Control Units and university AIDs coordinating units in HIV/AIDs and drug dependency initiatives through training and provision of relevant equipment.
Secondary Education. 2.1. Carrying out of activities aimed at increasing access and equity in secondary education, including: (i) expansion of physical facilities, including classroom construction and rehabilitation, library and laboratory construction, and construction of schools for children with special needs; (ii) provision of scholarships for targeted groups of children; and (iii) provision of open learning centers, non-formal education for adult women, and grants to traditional schools.
2.2. Carrying out of activities aimed at improving quality in secondary education, including: (i) development of norms and standards for curriculum, education materials, teachers, school environment and examination systems; (ii) integration of grades 9-10 with grades 11-12 to form a single secondary cycle of grades 9-12; and (iii) provision of performance-based grants, textbooks and other non-salary grants to secondary schools based on the per capita financing (PCF) system.
2.3. Carrying out of activities aimed at preparing school children for future employment, including piloting of technical education and vocational training programs such as in-school crafting skills classes for grades 7 and 8 and in-school training in non-formal apprenticeship for grades 9 and 10.
Secondary Education. The City of Dover will support the pursuit of secondary education by members of the Dover Police Department. Members of the Dover Police Department who take classes provided by an accredited Ohio college or university in pursuit of an Associate or higher degree shall be reimbursed for 50% of the costs for books, tuition and lab fees. Such reimbursement shall be paid upon presentation of satisfactory completion of said courses with a grade of "C" or equivalent together with receipts for said costs. Such degree programs shall pertain to the employee's job classification and have prior approval of the Police Chief. All books and materials shall remain the property of the employee. Employees interested in pursuing secondary education opportunities should make their wishes known in writing to the Police Chief as early in the year as possible.
Secondary Education. The Elementary and Secondary Education Program objective is to provide predictable and flexible funding, based on the respective provincial funding model with adaptations, for funded First Nation students to receive a quality, linguistically and culturally relevant education that support their needs. It also aims to support models for First Nations to have control of First Nations education through regional education models with an ultimate goal to improve educational outcomes for First Nations students.
Secondary Education. The Post-Secondary Education Program objective is to improve the employability of First Nations people by providing funding for students to access education and skills development opportunities at the post-secondary level. Streams of funding include: Post-Secondary Student Support providing non-repayable financial support to First Nations students attending certified colleges and universities in Canada and abroad; and University and College Entrance Preparation provides financial support to First Nations students who are enrolled in university and college entrance preparation programs offered in Canadian post-secondary institutions to enable them to attain the academic level required for entrance into degree and diploma credit programs. ⚫ Health Promotion and Disease Prevention ⚫ Public Health Protection ⚫ Primary Care Primary Health Care includes funding for a suite of services provided primarily to First Nations individuals, families and communities living on-reserve. It encompasses health promotion and disease prevention to improve health outcomes and reduce health risks, public health protection, including surveillance, to prevent and/or mitigate human health risks associated with communicable diseases and exposure to environmental hazards, and primary care where individuals are provided diagnostic, curative, rehabilitative, supportive, palliative/end-of life care and referral services. ⚫ Health System Capacity ⚫ Health System Transformation Heath Infrastructure Support provides a foundation to support the delivery of services in First Nations communities and for individuals. More specifically, Health System Capacity funding enhances First Nations capacity to design, manage, deliver and evaluate quality health programs and services through planning, management and infrastructure and Health System Transformation supports the integration, coordination and innovation of the health systems serving First Nations.
