Dominican Republic means the territory of the Dominican Republic. “Dominican State” means the sovereign state of the Dominican Republic.
Dominican Republic. The Program will conduct a rapid assessment with partner institution’s schools of education, including teachers, guidance counselors, and students to inform scope of the pre-service and in- service teacher training in PYD, SEL and Career Guidance. After this assessment is completed, the Program will incorporate the three topics in the curriculum design, define the specific target group population, and adapt content to the needs to these groups. In addition, the Program will continue to review strategies and tools used for curriculum revision in other Advance countries to adapt them for degree programs in the DR and, once degrees are selected, Advance will organize, train and establish curriculum task force teams per university to support curriculum revisions. Teacher, faculty, and staff professional development Honduras: The Program will follow-up with representatives from CEUTEC and UCENM on the proposal presented to replicate the technical education professional development program developed with UNAH.
Dominican Republic. Taking lessons learned from the first scholarship disbursement last quarter, the Program designed a communications campaign to attract more students to respond to the call for applications for scholarships this time around. As a result of this campaign, Advance had over 260 applicants at both ITLA and ITSC and was able to select 51 scholarship holders. To carry out this campaign, the Program planned feedback sessions with students who applied to the first call of applications who provided suggestions to improve infographics and flyers such as making photographs reflect the diversity of youth in the country and to include all information pertaining to the stipends that students receive as part of the scholarship package. The Program used social media, WhatsApp and partner institution’s Facebook pages to disseminate this information. Activity 3: Conduct Program closeout activities Activity 4: Monitor subgrants with local universities Guatemala: The Program prepared the close out modification to end the subaward with URL, ensuring that all deliverables have been submitted, including disaggregated student data for reporting purposes. Jamaica: Advance continued monitoring subawards with CCCJ and VTDI and maintained close collaboration with UTECH. CCCJ requested support to develop a bachelor’s degree program in agro-processing, to build on the existing associate degree program implemented at some of its member colleges. VTDI requested support to convert selected face-to-face courses to online courses as that institution is also seeking to expand remote learning offerings and support for teacher training specifically in the context of teaching remotely. Despite all the challenges facing the institutions which have been worsened by the pandemic, they continue to show signs of growth. The requests are strategic, and especially for VTDI, signal
Examples of Dominican Republic in a sentence
Government mandated compulsory tips in the Dominican Republic are not included in this adjustment, as they are already excluded from revenue.
The enforcement of environmental regulation in the Dominican Republic is evolving and the enforcement posture of government authorities is continually being reconsidered.
UNWTO supported a regional workshop, held in the Dominican Republic in June.
Dominican Republic-Central America-United States Free Trade Agreement (CAFTA-DR): Costa Rica, Dominican Republic, El Salvador, Guatemala, Honduras, Nicaragua.
He was a member of two World Series championship teams (1990 Cincinnati Reds, 1996 New York Yankees) and was inducted into the Dominican Republic Baseball Hall of Fame in 2008.Jeremy Cologna - Development Coach - 1st season with Binghamton - 1st year with Mets organization.
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Dominican Republic. The Program tracked down students one by one via telephone or other means of communication to ensure a good response rate for the Student Survey administered online through Google Forms. Survey administration is not that common in the country, so the Program had to assign a point person to continuously track response rates and follow-up with institutions and students to mitigate challenges that the Program faced in other countries. Other solutions that Advance implemented include planning meeting with institutions and the assigned focal points to think through dissemination efforts that would reach the highest number of students, including use of social media. Of the students who responded to the survey, 64% of students classified as disadvantaged. An analysis of survey responses showed that 66.5% of students who responded reside in an urban area and 75% of the respondents answered that they have seen or heard about robberies/assaults in the neighborhood where they live “sometimes or often”. 18% of students have scholarships (32% of those are awarded by Advance and approximately 31% of those are awarded by the institution where they study). Of the students surveyed, 23% indicated they are financially responsible of their households and about 24% are currently employed while studying, and of those 76% who are not employed at least 83% are looking for employment, indicating socioeconomic factors as the most prominent in determining vulnerability. In relation to students’ experience accessing career and student support services, about 60% responded that they have received some type of support from a department of student or career services (44% at ITLA and 67% at ITSC) and 23% reported that they are not applying concepts taught in the classroom in a practical way.
Dominican Republic. No updates to report this quarter. Regional Learning Activities Activity 1: Capture and document learnings and reflections on transforming higher education institutions in Jamaica, Guatemala and Honduras to improve technical degree programs Regional: This activity has been completed.
Dominican Republic. The Program concluded the design of the integrated professional development program for faculty from technical degree programs, which integrates actions on teaching-learning strategies, classroom Activity 2: Institutionalize professional development programs for faculty and staff Jamaica: Institutions were actively focused on reverting to virtual classes after implementing measures for having face-to-face classes in the new school term. The pandemic impacted this change, which in turn affected the delivery of professional development training. Notwithstanding this, the Program is working closely with CCCJ to digitize training videos and develop a toolkit to build the capacity of six of the CCCJ’s member colleges. The toolkit and training videos will not only guide faculty and staff on maneuvering the learning management system but will also institutionalize curricula development and delivery of the Health and Wellness Tourism and the Agro- processing and Business Management programs. Dominican Republic: Advance continues to work on the systematization of professional development activities which it has been carrying out since the beginning of implementation. This quarter the Program finalized the outline and sections that will be included in the guides for the curriculum mapping and revisions process, as well as coaching and classroom observation process. Faculty have shared feedback on the process and consider these guides to be a valuable contribution for the continuity of the work Advance is doing even long after the Program ends.
Dominican Republic. The Program continued with the development of private sector engagement strategies for each institution based on previous discussions with them about their needs and areas of opportunity in relation to private sector engagement. In addition, the Program used the LMA as the basis to plan for an in-depth study on the perception of technical higher education among businesses in the country. This study will be co-led with IEET as part of the MOU signed with them. The study will help the Program and ITLA and ITSC to define the right messaging that will help adequately position technical education as an attractive option for youth, their families and employers during recruitment, admissions and labor bridging processes. Activity 2: Strengthen the capacity of career services offices Guatemala: The Program finalized the participation of students who were taking the self-guided e-modules on labor bridging and employability skills. A total of 81 students completed the modules as seen in the following table. Table 7: Students’ completion of employability skills e-modules TOTAL 81
Dominican Republic. As part of recruitment activities, the Program will conduct an in-depth study on the perception of technical higher education among businesses in the country (further described in activity 2 under IR 1.3). This study will help the Program and ITLA and ITSC to define the right messaging that will help adequately position technical education as an attractive option for youth and their families, carefully reviewing the options for quality employment to attract those from more vulnerable communities.
Dominican Republic. The Program coordinated the second call for applications for scholarships at both ITLA and ITSC and awarded 36 new scholarships, for a total of 51 scholarships in the DR as one of the previous 16 students dropped out due to medical conditions. The Program followed-up with the student and his family, but personal challenges prohibited the student from retaking classes. Out of the total 51 scholarship holders, 22 are enrolled at ITLA and 29 at ITSC. Table 9 shows the breakdown by degree program. Table 9. Number of scholarship holders who have graduated or are pending graduation TOTAL 51
Dominican Republic. The Program will continue to develop private sector engagement strategies for ITLA and ITSC and xxxxxx alliances with businesses clusters as opportunities emerge. After validating strategies, the Program will train staff who are focal points of alliances with private sector in engagement and monitoring of alliances and commitments. The Program will also continue the study on the perception of technical education with employers working closely with IETT. Advance will also plan to design a TOT on career services and employability skills previously done in Honduras with both ITLA and ITSC staff. Result 2 Activities Recruitment and admissions practices and student services support Jamaica: The program will continue to work with partner universities to strengthen the relevant recruitment and