Soft skills Sample Clauses

Soft skills. The College has identified four broad clusters of Soft Skills, and for each has identified the key elements in how it will help students to develop them. Each cluster consists of a different mix of skills, essential understandings and underpinning attitudes. However, the College recognises that there is a high degree of integration of these essential skills. The College has mapped the soft skills to the 4 capacities of Curriculum for Excellence and to the experiences and outcomes to help learners identify the full range of essential skills that they are developing and being credited for.
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Soft skills. The Contractor will develop skills training programs that embed soft skills with delivery of technical skills that workers too are known to support a better transition from training to employment.
Soft skills. The gaps in soft skills identified by employers in the survey and the consultation process were primarily at a level no higher than SCQF 5. We know this as the comments received frequently referred to problems with literacy and communication that if not addressed prior to someone undertaking a Level 3 SVQ or HNC, would prove a serious obstacle to their successful completion of the award. In terms of the prior support that may be required the only training courses known of that tackle such issues are; the Return to Learn course that is funded by Government and delivered by the Workers’ Educational Association and Unison; and a similar course provided by the Scottish Institute for Residential Child Care (SIRCC). Adult Literacy funding may also help but is at a level below SCQF 5. Given the numbers of people identified in 3.2.1 above, who will need to undertake a level 2 or level 3 SVQ in the next five years and the comments of employers regarding pre-support it seems likely that such support will prove to be an area of increasing demand. 5 As defined by Section 2 of the Regulation of Care (Scotland) Xxx 0000.
Soft skills. One of the other findings coming from the Stage 1 report and referred to in section 2 above concerned the demand for soft skills, which were usually expressed in terms of literacy, team working, communication, problem solving and values. Training in soft skills per se appears to be limited with less than 25% of respondents in the SSSC’s employers’ survey indicating that they provided such training for staff. However, it is acknowledged that other forms of training may well provide coverage of soft skills, for example with Modern Apprenticeships. The gaps in soft skills identified by employers in the survey and the consultation process were primarily at a level no higher than SCQF 5. We know this as the comments received frequently referred to problems with literacy and communication that if not addressed prior to someone undertaking a Level 3 SVQ or HNC, would prove a serious obstacle to their successful completion of the award. It is clear from feedback received from employers that many have concerns about the ability of staff to achieve registration qualifications without prior support and training in literacy. There do not appear to be many courses currently available to meet this need. The exceptions are the training offered via Return to Learn (see section 6) and training offered by the Scottish Institute for Residential Child Care (SIRCC) one of the 6 Centres for Excellence in the sector.

Related to Soft skills

  • 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.

  • 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:

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

  • Bachelor’s Degree A four-year baccalaureate degree is recommended; however, applicants who complete a minimum of 90 semester or 135 quarter units of undergraduate study will qualify for admission. To be eligible to apply, the applicant must be on track to complete the required units through the summer term that precedes fall matriculation.

  • How to get a TIN If you do not have a TIN, apply for one immediately. To apply for an SSN, get Form SS-5, Application for a Social Security Card, from your local SSA office or get this form online at xxx.XXX.xxx. You may also get this form by calling 0-000-000-0000. Use Form W-7, Application for IRS Individual Taxpayer Identification Number, to apply for an ITIN, or Form SS-4, Application for Employer Identification Number, to apply for an EIN. You can apply for an EIN online by accessing the IRS website at xxx.xxx.xxx/Xxxxxxxxxx and clicking on Employer Identification Number (EIN) under Starting a Business. Go to xxx.xxx.xxx/Xxxxx to view, download, or print Form W-7 and/or Form SS-4. Or, you can go to xxx.xxx.xxx/XxxxxXxxxx to place an order and have Form W-7 and/or SS-4 mailed to you within 10 business days. If you are asked to complete Form W-9 but do not have a TIN, apply for a TIN and write “Applied For” in the space for the TIN, sign and date the form, and give it to the requester. For interest and dividend payments, and certain payments made with respect to readily tradable instruments, generally you will have 60 days to get a TIN and give it to the requester before you are subject to backup withholding on payments. The 60-day rule does not apply to other types of payments. You will be subject to backup withholding on all such payments until you provide your TIN to the requester.

  • Techniques Framework agreement: Information about the dynamic purchasing system: No dynamic purchase system

  • Commercially Useful Function A prime consultant can credit expenditures to a DBE subconsultant toward DBE goals only if the DBE performs a Commercially Useful Function (CUF). A DBE performs a CUF when it is responsible for execution of the work of a contract and carries out its responsibilities by actually performing, managing, and supervising the work involved. To perform a commercially useful function, the DBE must also be responsible, with respect to materials and supplies on the contract, for negotiating price, determining quality and quantity, ordering the material, and installing (where applicable) and paying for the material itself that it uses on the project. To determine whether a DBE is performing a commercially useful function, the Department will evaluate the amount of work subcontracted, industry practices, whether the amount the firm is to be paid under the contract is commensurate with the work it is actually performing and the DBE credit claimed for its performance of the work, and other relevant factors. A DBE will not be considered to perform a commercially useful function if its role is limited to that of an extra participant in a transaction, contract, or project through which funds are passed in order to obtain the appearance of DBE participation. In determining whether a DBE is such an extra participant, the Department will examine similar transactions, particularly those in which DBEs do not participate. If a DBE does not perform or exercise responsibility for at least 30 percent of the total cost of its contract with its own work force, or if the DBE subcontracts a greater portion of the work of a contract than would be expected on the basis of normal industry practice for the type of work involved, the Department will presume that the DBE is not performing a commercially useful function. When a DBE is presumed not to be performing a commercially useful function as provided above, the DBE may present evidence to rebut this presumption. The Department will determine if the firm is performing a CUF given the type of work involved and normal industry practices. The Department will notify the consultant, in writing, if it determines that the consultant’s DBE subconsultant is not performing a CUF. The consultant will be notified within seven calendar days of the Department’s decision. Decisions on CUF may be appealed to the ADOT State Engineer. The appeal must be in writing and personally delivered or sent by certified mail, return receipt requested, to the State Engineer. The appeal must be received by the State Engineer no later than seven calendar days after the decision of XXXX. XXXX’s decision remains in place unless and until the State Engineer reverses or modifies BECO’s decision. ADOT State Engineer will promptly consider any appeals under this subsection and notify the consultant of ADOT’s State Engineer findings and decisions. Decisions on CUF matters are not administratively appealable to USDOT. The BECO may conduct project site visits on the contract to confirm that DBEs are performing a CUF. The consultant shall cooperate during the site visits and the BECO’s staff will make every effort not to disrupt work on the project.

  • Adjunct Faculty 5.1 Adjunct faculty" shall be used in this Agreement to mean temporary faculty as defined in California Education Code Section 87482.5. This definition shall also apply to tenured/tenure-track faculty who hold overload or other assignments outside of their regular contract assignment. Unless specifically stated to the contrary, the term “faculty” in Article V of this Agreement shall pertain to adjunct faculty. Temporary assignments of adjunct faculty will be made by management (within the limitations of the procedures set forth below) and shall be compensated as outlined in Article VIII. Except as delineated in this Agreement, adjunct faculty have no rights other than those provided in the California Education Code. The parties agree that all part-time faculty assignments are temporary in nature contingent on enrollment, funding, and program changes, and that no part-time faculty member has a reasonable assurance of continued employment at any point in time, regardless of the status, the length of service, or re-employment preference seniority, of the part-time faculty member. The District reserves the right of assignment.

  • Processes Any employer, employee, trade union or employer’s association may at any point in time apply for an exemption from any of the provisions of this Collective Agreement. The applicant is required to complete and submit in writing with the relevant office of the Council, a fully and properly completed prescribed application for exemption form, accompanied by all relevant supporting documentation.

  • Function It shall be the function of the Governing Board to uphold the Charter School’s mission and vision, to set policy for the Charter School, to work collaboratively with school officials to ensure the Charter School complies with the performance goals enumerated in Section 9 above, to ensure effective organizational planning, and to ensure financial stability of the Charter School.

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