Take-up of Education and Livelihoods Services Sample Clauses

Take-up of Education and Livelihoods Services. Migration of households, especially in non-harvest seasons, has had significant effects on the delivery and continued enrollment of children in education services. Interviews with community leaders and households as well as project staff confirmed the very high rates of migration to Thailand and the border areas where families work in cassava plantations and factories. The project estimates that up to 20-25% of education service beneficiaries cannot be tracked due to their migration with their families following the provision of services.17 The problem is particularly significant among youth who would often rather migrate to gain short term income opportunity than take up vocational training of several months’ duration followed by employment or livelihoods support. As noted in the October 2014 TPR, Thailand’s policy of pushing out illegal Cambodian migrants temporarily increased returns, but from general stakeholder accounts the flow has not substantially abated. Migration has also affected the take-up of livelihoods services by beneficiary households, where parents often migrate and leave the children with grandparents. Grandparents are eligible for services but some do not feel capable of engaging in raising livestock. While it is widely acknowledged that migration cannot be completely halted, the project has responded by discussing the services available with households planning to migrate, educating target households on the risks of migration and providing training on safe migration during awareness raising sessions. The evaluator concurs with this strategy and it is hoped that as livelihood initiatives begin to show good returns, fewer parents and youth will migrate. At the same time, beneficiaries met during the evaluation said that they would prefer to stay in their home communities now that they have livestock or vegetable gardens to manage, and that other individuals have returned home upon hearing of the project’s support to sewing skills/business start-up and vegetable growing. Livelihoods take-up has also been slow with regard to the formation of savings groups. Initially many potential members were reluctant to join savings groups as they felt they were too poor to make savings. Savings and loan facilities alone were also not sufficiently attractive without a start-up kit as was the case at the outset. However, the project has revised its strategies to increase enrollment in Accumulated Savings and Credit Associations (ASCA) by providing more ...
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Related to Take-up of Education and Livelihoods Services

  • 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.

  • Agreement to Provide Services Xxxxxxx Sachs hereby engages the Contract Underwriter, and the Contract Underwriter hereby agrees, to provide the following Services: (a) establish and maintain (or assist the Company in establishing and maintaining) relationships with owners of Contracts who are its customers or customers of other broker-dealers with whom it has entered into agreements to sell the Contracts (“Selling Dealers”); (b) provide Contract owners with “personal services” (within the meaning of NASD Conduct Rule 2830(b)(9)); (c) assist in the preparation of advertisements and other sales literature for the Contracts that describes or discusses the Funds; (d) provide sales compensation to representatives of the Contract Underwriter; (e) pay money to Selling Dealers for any of the foregoing purposes; and (f) perform any additional services primarily intended to result in the distribution of the Contracts and the sale of the Service Shares to the Company.

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