Dominican Republic means the territory of the Dominican Republic.
Dominican Republic. The student survey was administered during March 22nd until May 24 of 2023 to 306 newly enrolled students, reaching a response rate of 61% (306/501). Out of the 306 survey respondents, 153 were classified as disadvantaged due to exposure to violence close to their houses (63%), being part of an ethnic minority, including Haitian immigrants (12%), having a physical disability (5%), and having low socioeconomic status and/or living in households earning below the minimum wage (4%). 73% of the disadvantaged youth, were women and 42% men. Jamaica: The Student Survey was administered for the final time in January 2023 to 42 students and redeployed to 19 other students who had already received the survey in previous deployments. Of the total of 61 students that received the survey, 27 completed it, reflecting a 44% response rate. The Program struggled with a low response rate since the survey was redeployed to students who had previously failed to complete the survey. Of the students who completed the survey, 20 were considered disadvantaged.
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.
Examples of Dominican Republic in a sentence
The United States currently has FTAs requiring national treatment for trade in natural gas with Australia, Bahrain, Canada, Chile, Colombia, Dominican Republic, El Salvador, Guatemala, Honduras, Jordan, Mexico, Morocco, Nicaragua, Oman, Panama, Peru, Republic of Korea, and Singapore.
Appellate Body Report, Dominican Republic – Import and Sale of Cigarettes, para.
Technical Assistance and Capacity Building • See reference to input on TA&CB by the Dominican Republic in section F:2:a.
The enforcement of environmental regulation in the Dominican Republic is evolving and the enforcement posture of government authorities is continually being reconsidered.
A Caribbean Basin country (Antigua and Barbuda, Aruba, Bahamas, Barbados, Belize, British Virgin Islands, Costa Rica, Dominica, Dominican Republic, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Montserrat, Netherlands Antilles, Nicaragua, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, or Trinidad and Tobago).
More Definitions of Dominican Republic
Dominican Republic. No updates for this quarter as the Program continues revisions at ITSC and will begin assessing tweaks at ITLA next quarter.
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. 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 Guatemala: To complete closeout in Guatemala, the Program prepared for the virtual final event, which included designing invitations, event materials and producing video testimonials from students, private sector partner and university staff who have worked with Advance during the life of the Program. The event was held on September 9th and had the participation of 285 participants including students, their parents, faculty and university staff from USAC, URL and UPANA as well as representatives from the Ministry of Education who participated in the SEL e- course. The live event had presentations from Xxxxx Xxxxxxxx, USAID- Guatemala Director of the Health and Education office, as well as a pre-recorded panel with students on their personal reflections of their academic and personal journeys pursuing technical education and how the Program played a role in their lives. As part of the event’s agenda, Advance’s Country Director in Guatemala, Xxxx Xxxxxx Xxxxxxxxx, presented on the impact that Advance had during the last six years of implementation and reflected on lessons learned and recommendations for future investment in technical higher education in the country. In addition to hosting the final event, the Program phased almost all technical staff, extending only a few administrative personnel and the basic education specialist to complete the last pending activities for Year 7. In addition, the Program started to develop final reports for both Honduras and Guatemala and will complete them in Year 7. Activity 4: Monitor subgrants with local universities Guatemala: The Program prep...
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 coaching and observation system, induction processes and preparation for virtual teaching. The Program also concluded the design of the scripts, videos and activities to be included in the asynchronous self-guided course for faculty at both partner institutions. This course was developed as a response to requests from institutions to support them on strengthening their competency-based approach and will incorporate spaces for professional learning communities for teachers to come together and provide peer-to-peer support. The Program continued the coaching and classroom observation strategy to observe changes in pedagogy and curriculum revisions for the supported degree programs at ITSC and ITLA. The Program also continued to prepare an instructional guide to document this process and leave a toolkit behind for universities to continue it after the Program closes. Advance held validation sessions with faculty from both institutions and received positive feedback on the strategy and instructional guide. 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 ...
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 University Degree Program Number of scholarship holders ITLA Software Development 21 Medical Devices Manufacturing 1 ITSC Nursing 14 Events Production 3 Gastronomy 10 Logistics 2 TOTAL 51 To successfully award the scholarships, and as described in the communications section, the Program developed a communications campaign to attract more students from disadvantaged groups and gathered feedback from youth from the first call of applications. Through this feedback, the Program was able to modify the application and selection process, including lowering the academic performance scores at ITLA to accommodate for students who are graduating from public high schools and might have lower performance scores compared to peers from private schools. Another difference to the previous call that also highlighted the success of this one was the 18- day period provided to students to apply as more time gave the Program the opportunity to re-post and disseminate the call for applications every two days through social media. The Program received over 200 applications. These good results with the communications and dissemination campaign also serve both institutions for future scholarship disbursements. The Program also worked with both institutions to establish continuous monitoring and follow-up to scholarship holders through students support services departments.
Dominican Republic. The Program finalized the implementation of the Graduate Survey in September for the fall 2021 and spring 2022 graduation cohorts in both institutions. Out of the 197 graduates who completed the survey, 87 (44%) reported obtaining new or better employment. The career with highest percentage of students with new or better employment was Software Design with 82% (71/87) of graduates with new and better employment belonging to this career. 90% of graduates with a new or better employment mentioned that they work in an area related to their technical careers. Of those 65 graduates who reported not having employment, 28 listed the lack of prior relevant experience and the limited employment opportunities due to COVID-19 as the primary reasons for not finding a job. Of those who are not employed, 25% decided to continue their studies There were several challenges related to the implementation of the Graduate Survey, including the institutions providing incorrect contact data for students and low response rates, despite the team using email, texts and phone calls to reach them. This could be explained by students hesitating to open or respond to an email, text or call from an unknown number, particularly as online and telephone frauds are high in the country. Given the low response rate through the more conventional follow up channels, Advance worked to implement the survey at events such as the job fairs held by the institutions and will continue to identify solutions in Year 8.
Dominican Republic. The Program finalized the implementation of the second round of Student Surveys which provide data to determine students’ vulnerability status. Advance collected data from 289 students, out of which 70% were identified as disadvantaged. The majority (63%) live in urban areas and 41% of the students reported having a monthly household income below the national minimum wage. 44% of students who responded to the survey indicated having a future aspiration to emigrate to another country to either continue their studies or work. Advance faced challenges with student response rates in the DR, although to a lesser degree than the Graduate Survey. The Program introduced additional follow up strategies to increase responses and accuracy of data, such as frequent follow up calls, emails, and WhatsApp messages using the institutional accounts provided and in close coordination with the institutions’ staff. In addition, the Program administered the surveys during labor bridging activities to increase the chances of higher response rates. Jamaica: The survey was deployed to all 10 eligible students in Quarter 4. The total number of respondents was six, and analysis resulted in four students (or 67%) being counted as disadvantaged.