Further Education Sample Clauses

Further Education. Following guidelines and regulations for North Dakota Educator’s Professional Certificate, a teacher must receive six (6) semester hours of under graduate or graduate credit every five years or the teacher’s contract will not be renewed. All extra courses taken for credit should be in each respective teacher’s major or minor field. If the school board requests a teacher to take courses for the purpose of becoming qualified to teach or serve in another capacity, the position will be posted for 10 days and all teachers interested will submit an application for that position within 10 days of the final posting day. The school board will then select a teacher that shall be reimbursed, by the school district, for the cost of the tuition and textbooks only. In addition, 12 clock hours of approved in-service above and beyond the state mandated professional development and the required local faculty meetings shall be obtained during each school year which includes one week prior to the starting date, or any other time with approval by the superintendent. Failure to obtain shall result in loss of salary increment for succeeding years. Attend 12 hours of professional development obtained through NCEC, NDEA or other administrator approved professional development that are non-school hour activities.

Further Education. If one teacher in a discipline/ subject area volunteers to participate in developing a programme does this mean that others in the same discipline/ subject area also have to become involved?

Further Education. The Union will encourage employees to further their education to make themselves more valuable employees and will encourage them to participate in the Employer's training programs when made available.

Further Education. The Board of Education shall pay the cost of reasonable expense incurred in connection with any courses, workshops, seminars, conferences, out-of-district training sessions, or other such sessions which they require an employee to take. At the request of the employee, the Board may pay such expenses provided such work is directly related to positions within the O.E.A. bargaining units and upon the recommendation of the Superintendent of Schools. Reasonable expenses may included fees, meals, lodgings, and/or transportation costs incurred by personnel who attend such sessions, on the approval of the Board of Education.

Further Education. In 2004/05 a large amount of provision associated with the training of adult literacy, numeracy and ESOL teachers was being delivered in Further Education institutions. Analysis of learners shows that 14,546 learners were enrolled in England FE colleges. The LLUK Skills for Life programme is taking forward a wide range of work across the UK and across all of the lifelong learning constituencies, including: • Collection of data on the Skills for Life workforce to identify the proportion of unqualified specialist Skills for Life staff • Development of qualifications frameworks for teacher, tutor, trainer and learning support roles which support learners with language literacy and numeracy needs • Support for the development of relevant qualifications • Support for innovative approaches which encourage recruitment, flexible approaches to training and flexible approaches to qualified status • Development of an Information and Advice Service for all with an interest in the professional development of the Skills for Life workforce

Further Education. At level 3, our outreach activities focus particularly on students who are studying BTEC and Access to HE courses, as our data shows that these students do less well than others once they are studying here. We offer taster days specifically for these students, and for Access students, we tailor our interventions to appropriate moments during the academic year, supporting them through UCAS and SFE application processes, providing information, and supporting the development of skills they will need once they get to university. Students from our partner colleges are invited to join the LSBU Access scheme, giving them access to the University’s library and other facilities. We will provide these students with a programme of preparation for higher education as well as the opportunity to get involved in the wider life of the University through gym sessions and mandarin classes for example. Students on this scheme who join the University can be tracked through their time with us and beyond so that we can measure the impact our interventions have on their success and employability. Further interventions to support transition and to build a sense of belonging to the University i n c l u d e Offer Holder and Headstart days which help students get a sense of what it will be like to be studying their chosen subject at LSBU which are supported by pre-enrolment workshops to help ease the transition into University and pre-enrolment library access We hold workshops for local careers advisers and teachers who advise on higher education choices to inform them of the University’s offer. Events for lecturers from partner colleges teaching on Access to HE courses, BTEC courses, student advisers, and those supporting their students’ employability will continue to be held. We will encourage staff to take part in outreach activities and will formally acknowledge staff members that have made significant contributions to widening participation. We recently set up a support group for those staff who are school governors and will encourage more staff to get actively involved in their local schools. We are focusing more of our outreach work with local schools around supporting initiatives to raise attainment rather than just raise aspiration. In 18/19, working predominantly with our two sponsored schools (University Academy of Engineering Southbank and University Technical College Southbank) LSBU will be working closely with staff to identify benchmarks, targets and appropriate activ...

Further Education. Teachers engaged in the delivery of Further Education will cooperate with each of the following as outlined below. ■ Providers must develop new programmes to deliver new, migrated or harmonised awards. ■ Programme development is voluntary for individual staff members. ■ Programmes can be developed locally or nationally. Protocols for the development of National Programmes to be agreed between FETAC and the relevant VECs/Schools/Centres. ■ For local development a block of hours, from the additional 33 hours, may be allocated for programme development to a teacher who has agreed to develop a programme – the number of hours to be agreed locally. ■ All new programmes will be developed using the new assessment procedures. ■ FETAC will develop national criteria for the recognition of prior learning. ■ A number of VECs will be invited to set up RPL centres where RPL applications will be processed. ■ It is the responsibility of the learner to provide the evidence to be processed in the RPL Centre. ■ The role of the individual teacher will be to assist the learner forward the evidence to the RPL Centre. ■ Monitoring by FETAC is an integral part of each providers QA agreement with FETAC. ■ Under the QA Agreement teachers may be required to meet with the monitor and make available the relevant records and information. ■ Teachers will continue to engage in the assessment procedures but within the framework of the new awards and programmes. ■ Teachers will prepare the assessments in the required format for internal verification and external authentication. ■ Teachers will, as heretofore, sign off on their results. These results will be entered electronically to FETAC as before. ■ Verification that the assessments are completed in compliance with FETAC requirements is signed off by the Principal or an appropriate staff member with a responsibility for internal verification in consultation with the teacher concerned. ■ The External Authenticator will sample learner evidence. ■ Teachers will, as heretofore, assist in preparing the assessments for examination by the External Authenticator who is appointed by the provider from a national panel of External Authenticators. ■ Where necessary teachers will be available, as heretofore, during external authentication. ■ Each school/centre must develop a Results Approval Panel in accordance with its QA agreement with FETAC. ■ Teacher participation on such panels is voluntary. ■ Where a result has to be reviewed teachers may be req...

Further Education. The tender is divided into 3 Lots. Tenderers may submit proposals for one or more lots and must be clear on which lots they are tendering for in their response. The minimum contract awarded will be one Lot. The quantities may Internal identifier: 2

Further Education. Master's Degree, Doctorate, Bachelor's Degree, etc.