Dominican Republic definition
Dominican Republic means the territory of the Dominican Republic.
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 made use of Advance’s social media accounts to increase engagement in Activity 3: Monitor MOU with partner institutions (only Dominican Republic) Dominican Republic: The Program finalized MOUs through different close out sessions with each partner institution. The agenda for these sessions included a review of the MOUs, any modifications that happened, the activities that were accomplished and its results. These sessions were held in June for UASD and IEET and in July for ITLA and ITSC with participation from leadership. In the sessions with ITLA and ITSC, the Program shared lessons learned and recommendations on how to sustain the different Advance interventions and presented the toolkits of all important resources to ensure institutionalization. These toolkits were tailored for each partner institution and officially shared with UASD, ITLA and ITSC in July 2023. Activity 4: Conduct Program close-out activities Regional: USAID approved the inventory disposition plans for Jamaica and the DR. Donated items were delivered Activity 5: Monitor subgrants with local universities (only Jamaica) Jamaica: Advance closed out of the subawards for both CCCJ and VTDI. Activity 6: Purchase & hand over equipment for learning labs and multipurpose classrooms (only Jamaica) Jamaica: Supplies were purchased for the Excelsior Community College to contribute to the development of a Health and Wellness Tourism learning lab. The lab space will be used by students to simulate real world experience in the industry and using it will better prepare students for the workforce. In addition, the Program supplied VTDI with equipment to support the development of a green room. This equipment will contribute to VTDI’s plan to expand the animation degree program. Desktops, partitions, and other supplies were also Monitoring and Evaluation (M&E) Activities Activity 1: Monitor activities and collect institutional data by monitoring and updating the institution reporting tool on a semiannual basis and/or as needed Dominican Republic: The Program finalized its data collection obtaining enrollment and graduation data from both ITLA and ITSC. Both institutions continued to have challenges in their information systems, which caused delays in data reporting, especially enrollment data broken down by gender from ITSC. Advance had to implement new solutions to obtain the necessary information, including in-person follow-ups and meetings with leadership to relay the importance of reporti...
Examples of Dominican Republic in a sentence
Without limiting the generality of the foregoing, Consultant will also assist the Company in its strategic development experience and completion of the project and buildings, evaluating acquisition proposals, prepare reports and studies thereon when advisable, and assist in negotiations and discussions pertaining to the Dominican Republic, acquisitions and mergers and overall future projection of the Dominican Republic.
The Parties acknowledge the efforts of the CARIFORUM States to ▇▇▇▇▇▇ regional and sub-regional integration amongst themselves through the Revised Treaty of Chaguaramas establishing the Caribbean Community including the CARICOM Single Market and Economy, the Treaty of Basseterre establishing the Organisation of Eastern Caribbean States and the Agreement establishing a Free Trade Area between the Caribbean Community and the Dominican Republic.
The Consultant will provide such services and advice to the Company so as to assist the Company in negotiations with the Minister of Finance for the Dominican Republic for issuance of a Gaming License for the project development.
The Foundation shall have four initial Strategic Partners: "L'Institut des Amériques" in France and "Regione Lombardia" in Italy for the EU side, and Global Foundation for Democracy and Development (FUNGLODE), in Dominican Republic and United Nations Economic Commission for Latin America and the Caribbean (ECLAC) for the Latin American and Caribbean side.
Costa Rica, the Dominican Republic, El Salvador, and Guatemala may not maintain any such measures after December 31, 2009.
More Definitions of Dominican Republic
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
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. The Program will continue to develop private sector engagement strategies for ITLA and ITSC and ▇▇▇▇▇▇ 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
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. 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 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.
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.