DIGITAL SKILLS AND SECURING EMPLOYMENT Sample Clauses

DIGITAL SKILLS AND SECURING EMPLOYMENT. ‌ The main objective is to prepare our current and future workforce and enterprises with the appropriate skills by continuous learning, to reap the opportunities and deal with the challenges of the digital transformation in the world of work. The challenges and opportunities presented by digitalisation mean that social partners have a shared interest in facilitating access to quality and effective training and skills development while respecting the diversity and flexibility of training systems, which vary according to diverse industrial relations practices. This entails employers’ commitment to use digital technology positively, seeking to improve innovation and productivity, for the long-term health of enterprises, and for the employment security of the workforce and for better working conditions. Along with workers’ commitment to support the growth and success of enterprises and to recognise the potential role of digital technology, if enterprises are to remain competitive in the modern world. A key challenge social partners face is to determine which (digital) skills and change of processes are necessary to be introduced and, in consequence, to organise adequate training measures. This is valid for the national, sectoral and enterprise level, in line with the different national industrial relations systems. • There is a shared interest but different responsibility of employers and workers to contribute to upskilling and reskilling, leading to successful enterprises and high-quality public services and an appropriately skilled workforce. • Involvement of social partners at the appropriate level, as well as HR and line-managers and workers’ representatives and (European) works councils, in: motivating staff to take part in training, creating frameworks based on open communication, and in information, consultation and participation, in accordance with national industrial relations systems, should be promoted at all steps of the up-skilling process. • Social partners can play a supportive role for enterprises in their efforts to set up skills plans to accommodate ongoing and future changes. SMEs’ particular needs for support have to be taken into account. • Depending on the type of digital tools introduced and the specific national, sector and enterprise situation, a skill set that includes and combines technical, sector-specific skills, as well as a range of transversal and soft skills and competences like problem-solving capacity, critical thinking, coll...
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  • Professional Growth ‌ The policy of the District shall be to encourage continued and active participation on the part of classified employees in a program of professional growth activities designed to improve service to students and the District, and to assist in the personal and professional development of the employee. Professional growth is designed as a continuous purposeful program of study/training to retain and extend the high standards of the classified employees. The purpose of this program will be: 1. To improve the standard of service of the classified staff; 2. To extend and constantly improve the standards of on-the-job performance; 3. To provide opportunities for personal growth and advancement and thereby exert a concerted effort to retain qualified classified personnel. The policy shall be interpreted and implemented as follows: 1. Professional growth credit shall be given for unit credit collegiate-level coursework. Non- collegiate courses shall be evaluated on a case-by-case basis by the employee’s immediate supervisor and the Chief Human Resources Officer or designee. 2. Professional growth credit will be provided for coursework completed on the employee’s own time. Released time for on-the-job training to participate in study/coursework, etc., shall not result in professional growth credit. 3. Professional growth credit shall be given only for that coursework begun and completed subsequent to the effective date of the Agreement into which this proposal is incorporated. 4. All coursework for professional growth credit shall be job-related or related to advancement to another District job and subject to prior approval of the employee’s immediate supervisor and the Chief Human Resources Officer. The burden of proof of job-relatedness falls to the employee making request for professional growth credit. 5. If the District determines that the coursework is not job related, the employee may appeal this decision using an appeal process similar to the one now operating with working out- of-class provisions of the Agreement. 6. Upon promotion of the employee to a new classification, the units completed for professional growth credit shall be reviewed by the new supervisor and the supervisor’s vice president to determine whether the growth credits shall carry over. a. If units were gained completing courses which provided employee with prerequisite skills for the new position, the professional growth credit will not be carried over. b. If the credit is not job-related to the new position, the credit will not be carried over. c. In both “a” and “b” above, the appeal process of Paragraph 5 shall apply. 7. The District shall have the right to require appropriate coursework as part of any professional growth program for an employee. 8. An employee shall have three (3) years in which to complete any cycle of professional growth. Units will not be carried over if the cycle is not completed within the three (3) years. 9. Upon completion of twelve (12) units (within the three-year timeline), the employee shall be eligible for the first step of professional growth increment. 10. Upon completion of an additional twelve (12) units (within the three-year timeline), the employee shall be eligible for a second step of the professional growth. 11. Professional growth increment shall be a flat rate of $50.00 per month per step.

  • Requirements Pertaining Only to Federal Grants and Subrecipient Agreements If this Agreement is a grant that is funded in whole or in part by Federal funds:

  • Disabled Veteran Business Enterprises This section is applicable if Contractor received a disabled veteran business enterprise (“DVBE”) incentive in connection with this Agreement. Contractor’s failure to meet the DVBE commitment set forth in its bid or proposal constitutes a breach of the Agreement. If Contractor used DVBE subcontractor(s) in connection with this Agreement: (i) Contractor must use the DVBE subcontractors identified in its bid or proposal, unless the Judicial Council approves in writing replacement by another DVBE subcontractor in accordance with the terms of this Agreement; and (ii) Contractor must within sixty (60) days of receiving final payment under this Agreement certify in a report to the Judicial Council: (1) the total amount of money Contractor received under the Agreement; (2) the name and address of each DVBE subcontractor to which Contractor subcontracted work in connection with the Agreement; (3) the amount each DVBE subcontractor received from Contractor in connection with the Agreement; and (4) that all payments under the Agreement have been made to the applicable DVBE subcontractors. A person or entity that knowingly provides false information shall be subject to a civil penalty for each violation.

  • Background Screening and Security All Contractor employees, Subcontractors and agents of the Contractor performing work under the Contract must comply with all background screening and security requirements of the Department, as detailed below.

  • Sham Contracting and Anti-Wage Theft The Parties acknowledge the importance of complying with all applicable laws prohibiting sham contracting and wage theft including, but not limited to, the: (a) Fair Work Act; (b) Wage Theft Act 2020 (Vic) (c) Modern Slavery Act 2018 (Cth); and (d) Independent Contractors Act 2006 (Cth).