Secondary Education Activity Sample Clauses

Secondary Education Activity. The Secondary Education Activity aims to demonstrate a new, cost-effective, sustainable, and scalable model of public secondary schools (the “Integrated School Improvement Model”) for delivering quality secondary education focused on employability competencies needed for the modern workforce. The Integrated School Improvement Model will be described in Morocco under an agreed upon name. MCC Funding will support:
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Secondary Education Activity. The current economic analysis for the Secondary Education Activity foresees three distinct benefit streams supporting the investment: • Improved test scores and higher future earnings due to improvements in classroom pedagogy; • Improved test scores and higher future earnings resulting from the implementation of school based management; and • Lower dropout rates due to infrastructure improvements. The estimated economic rate of return for this investment ranges from 12.4 percent to 15.1 percent.
Sample 1
Secondary Education Activity. The Secondary Education Activity aims to increase access to lower secondary education in two regions of Côte d’Ivoire and improve the access to, and quality of, secondary education and the governance of the sector. The Activity will be pursued through four sub-activities that will invest in new education infrastructure, expand and improve teacher training, reduce gender disparities in educational outcomes, and enhance the Government’s information management system and use of such system for decision-making in the national education sector.
Sample 1
Secondary Education Activity. This Activity is expected to receive an independent impact evaluation in which outcomes of this Activity will be rigorously assessed and attributed to Compact investments in secondary education. MCC and MCA-Morocco II have developed plans to employ a randomized control trial evaluation to assess the impact of this Activity. Schools participating in the Activity will be chosen at random from a set of eligible schools. The random assignment of schools in the treatment group (those who will participate in the program) and the control group (those who do not participate during the evaluation period) allows for rigorous attribution of school-level impacts as a result of Compact investments. To ensure the validity of the evaluation methodology, between the time of random selection and the conclusion of data collection (two to three years after the end of the Compact), the Ministry of National Education and Vocational Training will ensure that:  No school designated as a “Control” school in the context of the impact evaluation will receive funding and/or technical assistance on the part of the Government or donors beyond those necessary for continued operations related to the management, pedagogy and infrastructure of schools (i.e. “business as usual”);  Schools designated as “Control” will neither be systematically targeted nor systematically precluded from other Government activities, funding, or support; and  Schools selected as beneficiaries of the Secondary Education Activity will be neither systematically targeted nor systematically precluded from other Government activities, funding, or support. In addition to rigorous impact evaluation methods, the Secondary Education Activity is expected to employ qualitative methods and school-level case studies to assess the results of Compact investments. The M&E Plan will contain the evaluation Indicators listed in the following tables: Table 4.1: Education and Training for Employability Project: Secondary Education Activity Evaluation Indicators Result Indicator Definition Unit Baseli ne Targe t Targe t Date Outcome Indicators More Employable Workforce Student learning outcomes Specific evaluation strategies will be employed to track improvements in student learning outcomes on the PNEA (National Assessments) and other relevant learning assessments, including measures of soft skills. Number TBD .2 SD increa se Year 10 Greater Employment Percentage of high school graduates who enter tertiary studies The number of ...
Sample 1
Secondary Education Activity. This Activity is expected to receive an independent impact evaluation in which outcomes of this Activity will be rigorously assessed and attributed to Compact investments in secondary education. MCC and MCA-Morocco II have developed plans to employ a randomized control trial evaluation to assess the impact of this Activity. Schools participating in the Activity will be chosen at random from a set of eligible schools. The random assignment of schools in the treatment group (those who will participate in the program) and the control group (those who do not participate during the evaluation period) allows for rigorous attribution of school-level impacts as a result of Compact investments. To ensure the validity of the evaluation methodology, between the time of random selection and the conclusion of data collection (two to three years after the end of the Compact), the Ministry of National Education and Vocational Training will ensure that: • No school designated as a “control” school in the context of the impact evaluation will receive funding and/or technical assistance on the part of the Government or donors beyond those necessary for continued operations related to the management, pedagogy and infrastructure of schools (i.e. “business as usual”);
Sample 1

Related to Secondary Education Activity

  • Required Education (a) The Employer shall provide and fund any Employer required training/education for a Nurse.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Public Education 7.1.01 Inform and educate the public about vaccines and vaccine- preventable diseases

  • Special Education Services 1. The parties agree to uphold the tenets contained within the "Special Education Services: A Manual of Policies, Procedures and Guidelines” document (February 2011) published by the BC Ministry of Education.

  • Adult Education Teachers of Adult Education shall be paid at the rate of thirty-five ($35.00) an hour. Break time will not be deducted from teachers’ pay.

  • Paid Education Leave The Company agrees to pay into a special fund, one (1¢) cent per hour per employee for all compensated hours for the purpose of providing paid education leave. Such leave will be for upgrading the employee skills in all aspects of trade union functions. Such monies to be paid on a quarterly basis into a trust fund established by the National Union, CAW, effective from date of ratification and sent by the Company to the following address: CAW Paid Education Leave Program, 000 Xxxxxx Xxxxx, Xxxxx Xxxx, Xxxxxxx X0X 0X0.

  • Education - Asthma This plan covers asthma education services when the services are prescribed by a physician and performed by a certified asthma educator.

  • Continuing Education 24.01 The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • Employee Education (A) At the discretion of the Agency Head or designee, the state may allow employees to attend short courses, institutes, and workshops which will improve their performance in their current position, without a loss of pay and benefits.

  • EDUCATION PROGRAM Measure 1a Is the school implementing the material elements of its Educational Program as defined in the charter contract? Meets Standard: The school implemented the material elements of its Educational Program in all material respects, and, in operation, the education program reflects the essential terms as defined in the charter contract, or the school has obtained approval for a modification to the essential terms. Measure 1b Is the school complying with applicable education requirements? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to education requirements, including but not limited to: • Academic standards, including Common Core • Graduation requirements • State assessment and student testing • Implementation of mandated programming as a result of state or federal funding, including Title I and Title II funding Measure 1c Is the school protecting the rights of students with disabilities? Meets Standard: Consistent with the school’s status and responsibilities as a school within a single LEA under the State Department of Education, the school materially complies with applicable laws, rules, regulations and provisions of the charter contract (including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: • Equitable access and opportunity to enroll • Identification and referral • Appropriate development and implementation of Individualized Education Plans (IEPs) and Section 504 plans • Operational compliance including the academic program, assessments and all other aspects of the school’s program and responsibilities • Discipline, including due process protections, manifestation determinations and behavioral intervention plans • Access to the school’s facility and program to students in a lawful manner and consistent with students’ IEPs or Section 504 plans • Appropriate use of all available, applicable funding Measure 1d Is the school protecting the rights of English Language Learner (ELL) students? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to ELL requirements (including Title III of the Elementary and Secondary Education Act [ESEA] and U.S. Department of Education authorities), including but not limited to: • Equitable access and opportunity to enroll • Required policies related to the service of ELL students • Proper steps for identification of students in need of ELL services • Appropriate and equitable delivery of services to identified students • Appropriate accommodations on assessments • Exiting of students from ELL services • Ongoing monitoring of exited students

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