Vocational Education and Training. Training provided by various community partners in specific job skills combining classroom theory with practical laboratory exercises.
Vocational Education and Training. The beneficiaries are allowed to transfer up to 100% of the funds allocated for organisational support to travel and individual support; The beneficiaries are allowed to transfer funds allocated from any budget category to special needs support, even if initially no funds were allocated for special needs support as specified in Annex II; The beneficiaries are allowed to transfer up to 50% of the funds allocated for linguistic support to travel and individual support of learners; The beneficiaries are allowed to transfer up to 100% of the funds allocated for travel and individual support of staff mobility to travel and individual support of learners; The beneficiaries are allowed to transfer up to 100% of the funds allocated for travel and individual support of learner mobility for learners in VET schools to travel and individual support for learners in companies; The beneficiaries are allowed to transfer up to 100% of the funds allocated for travel and individual support of learner mobility for learners in VET companies to travel and individual support for learners in VET schools.
Vocational Education and Training. [Full official name of the sending organisation and Accreditation reference number, if applicable] Address: [official address in full] Called hereafter "the organisation", represented for the purposes of signature of this agreement by [name(s), forename(s) and function] of the one part, and Mr/Mrs/Ms [Apprentice/VET learner name(s) and forename(s)] Address: [official address in full] E-mail: Phone: Academic year: 20../20.. Sex: [M/F] Vocational training level: [Apprentice/Upper-secondary vocational education and training/Post- secondary vocational education and training/Other] Subject area: [degree in sending institution] Code: [ISCED-F code] The financial support includes: Special needs support Financial Support to student with disadvantaged background [NA will need to include definition] [If applicable in the country] Bank account holder: (if different than student) Bank name: Clearing/BIC/SWIFT number: Account/IBAN number: Called hereafter “the participant”, of the other part, Have agreed to the Special Conditions and Annexes below which form an integral part of this agreement ("the agreement"): Annex I ECVET Learning Agreement for Erasmus+ mobility for traineeships (to be signed by sending and receiving institutions and participant Annex II General Conditions Annex III ECVET Memorandum of understanding [to be signed between sending and receiving institutions] Annex IV ECVET Quality commitment (to be signed by sending and receiving institutions and participant) Annex I Learning Agreement for Erasmus+ mobility for traineeships (to be signed by sending and receiving institutions and participant) Annex II General Conditions Annex III Quality commitment (to be signed by sending and receiving institutions and participant) The terms set out in the Special Conditions shall take precedence over those set out in the annexes.
Vocational Education and Training. With 60 per cent of our Indigenous population living in remote communities, the Northern Territory Vocational Education and Training and Higher Education systems face unique demographic, geographic and cultural challenges. Underpinning these challenges are the high cost of training, access to communities most in need of training and the lack of readily available, suitable infrastructure to facilitate training delivery. Indigenous students often require additional literacy and numeracy support to assist them to gain the basic knowledge and skills that will lead to accredited training outcomes. Expenditure per hour of training delivery in the Northern Territory is the highest of all jurisdictions. In 2007, the cost per hour for the Northern Territory was approximately $21 with the cost in the other jurisdictions ranging between $11.60 and $15 per hour. The provision of a suitable range of vocational courses is also a challenge because of the high infrastructure support requirements for some courses. The Australian Government’s Trade Training Centres in Schools program and the Science and Language Centre components of the Building the Education Revolution (BER) are providing an important opportunity to increase fit for purpose infrastructure to support quality education and training provision across the larger remote communities. Of all the young people residing in regional, rural and remote communities in Australia there is overwhelming evidence that it is Indigenous students in remote discrete Indigenous communities who have the highest needs. The biggest challenge for students in remote contexts in the Northern Territory – the vast majority of whom are Indigenous ‐ is to get to the senior secondary school level having attained a level of literacy, numeracy and English language competence to take advantage of senior secondary and tertiary opportunities, and to be prepared for the world of work.
Vocational Education and Training. [Full official name of the sending organisation and Accreditation reference number, if applicable] Address: [official address in full] Called hereafter "the organisation", represented for the purposes of signature of this agreement by [name(s), forename(s) and function] of the one part, and Mr/Mrs/Ms [Xxxxxxxxxx/VET learner name(s) and forename(s)] Date of birth: Nationality: Address: [official address in full] Phone: E-mail: Sex: [M/F] Academic year: 20../20..
Vocational Education and Training. Review of Four Schools The purpose of the study is to provide a better understanding of agricultural technical and vocational education and training (TVET) in Haiti. It provides a picture of how TVET fits into the Haitian agricultural and extension system through the curriculum and the integration graduates into the workforce, including a review of the sectors with the highest demand for agricultural TVET graduates. Dec. 15, 2018 Epidemiological characterization of toppling disease in plantain/banana seed systems Characterize the systems of plantain/banana suckers Define ways plantain/banana seeds reach farmers and how the toppling disease can be disseminated throughout the different fields via seeds Evaluate potential management strategies to control the disease from spreading. May 2020 Screening Cowpea (Vigna unguiculata X.Xxxx) Germplasm for Root Knot Nematodes Resistance (Meloidogyne spp.) and Morphological, Physiological, and Agronomic Traits Identification of resistant dual-purpose cowpea lines to root knot nematodes (RKN) that can be used in developing countries such as Haiti in subsistence farming, livestock feeding, and as a cover crop to improve soil fertility in intercropping systems. Aug. 10, 2019 Plantain and banana nematode resistance in Haiti and Florida Assessment of nematode population in Arcahaie and in Homestead, Florida, and evaluation of fruit quality and nematode resistance of 15 new cultivars in Homestead. Aug. 10, 2019 Factors Affecting Haitian Farmers’ Perception and Willingness to Adopt the Black Sigatoka Disease Prevention Methods in Plantain and Banana Plantations Analysis of Haitian banana and plantain farmers' knowledge of the disease and attitude toward prevention methods on their plantations. May 10, 2019 Genomic Prediction of Sweet Sorghum Agronomic Performance under Drought and Irrigated Environments in Haiti The goal is to use different genomic models to predict the yield and stem sugar content of 272 lines of sweet sorghum under different environments. The best-performing lines (high yield, high stem sugar content and drought tolerant) will be released to farmers and could potentially be used as parents for further sorghum breeding programs. Aug. 10, 2019 Biotechnology for breeding improved vanilla in South Florida and Haiti Biotechnological methods in tissue culture and genetic transformation are needed to advance vanilla cultivars with improved yield and novel quality characteristics. This study has three general aims:...
Vocational Education and Training. Teacher (VET) means an employee engaged to undertake teaching, training and assessment in Vocational Education and Training within an Australian Skills Quality Authority (ASQA) approved course.
Vocational Education and Training. 58.1 Vocational Education and Training (VET) delivered to Secondary schools has grown considerably since its inception in 1997 with approximately 70% of year 11 and year 12 students participating in some aspect of a VET Program. Schools are required to meet the reporting requirements of the Standards for Registered Training Organisations (RTOs) 2015 and report Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) VET data through the School Curriculum and Standards Authority. Schools manage their VET responsibilities utilising a variety of structures in many ways, including through the appointment of a VET Coordinator.
58.2 Workplace Assessor or Training and Assessment (Certificate IV) The Parties agree to work together to ensure that where possible:
(a) Teachers who are required to deliver VETiS have been given access and resources to gain the relevant delivery and assessment qualifications;
(b) Teachers who currently hold the Certificate IV in Workplace Assessor have been given the opportunity to maintain or upgrade to the Certificate IV Training and Assessment qualification as required;
(c) The Department, in consultation with the Union, will develop strategies to assist Teachers gain or maintain the necessary vocational competencies; and
(d) Schools are supported in the planning for the delivery of VET in schools including supporting the development of appropriately qualified Teachers.
58.3 The Employer recognises the requirement for industry release time for VET Teachers and commits to:
(a) monitoring and gathering data in 2020 on the expenditure of all schools in relation to industry release time;
(b) providing the Union with a breakdown of the expenditure as gathered at clause 58.3(a) per school at the end of the 2021 school year; and
(c) consulting with the Union regarding the specification of industry release time in the schools resourcing agreement.
Vocational Education and Training. 137.1 Within 12 months of certification of this agreement, the department will investigate arrangements for vocational education and training in schools and implement agreed outcomes.
Vocational Education and Training. Training provided by various community
