Learner outcomes Sample Clauses

Learner outcomes. Figure 5.3 shows that following the OECD mean trend, after a sharp rise in the period 1991–1998, the proportion of 25–64 year (OECD, 2004, p.72–3) olds, which had attained upper-secondary and post–secondary non-tertiary education in the UK, has remained fairly stable. This covers qualifications at NVQ levels 1, 2, and 3 (including GCSE/SCE Highers) and HE access courses. In 2002, 57% of 25–64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). 65 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Australia France Germany Italy Japan Netherlands UK USA OECD mean Source: Education at a glance: OECD indicators 2004 (OECD, 2004), table A3.4a, p.72–3. In comparison, Japan saw a decline in the proportion attaining upper-secondary or post-secondary non-tertiary education between the years 1998 and 2002. Germany suffered a dip in 1999 but has been steadily increasing since 2000, although by 2002 it still had not returned to its 1998 level. France, Italy and the OECD average both show a similar trend to the UK, although the proportion of achievers is significantly lower for both (table C30). Similarly, 27% of those aged 25–64 had completed tertiary education in the year 2004 (OECD, 2004), comparable with Denmark (27%) and Belgium (28%). The UK outperformed several countries including France (24%), Spain (24%) and Germany (23%). However, there were several countries where the proportion outstripped that in the UK, and has done consistently over several years, including Canada (43%), the United States (38%) and Japan (36%) (table C31).
View SourceView Similar (4)
Learner outcomes. භ understand the history of the residential schools භ understand the impacts of the residential schools භ 5HDGLQJ ´5HVLGHQWLDO 6FKRROVµ භ Activity 1: Complete the sentences භ Video: Intergenerational Trauma: Residential Schools: ▇▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇.▇▇▇/watch?v=IWeH_SDhEYU භ Activity 2: True or False භ Reflection questions claims of the survivoUV WKDW WKH\ ´ZHUH QHJOHFWHG VH[XD abused and were subject to the systematic destruction of their cultural and IDPLO\ UHODWLRQVKLSVµ ZDV XSKHOG E\ WKH FRXUW monetary compensation as well as the formation of the TRC. Due to the extensive work of the TRC, the residential school system is no longer a hidden secret in Canada, as it was for many years. TRC was the turning point for many Indigenous peoples as it has led to a renewed commitment to reconciliation by all levels of government and individual Canadians. We remember the history; we honour the survivors and their families; we move forward in a spirit of reconcili-action. භ ▇▇▇▇▇▇ ▇▇▇▇▇▇ Residential Schools article: ▇▇▇▇▇://▇▇▇▇▇.▇▇/cases/indian- residential-schools/ භ National Film Board: Residential Schools: ▇▇▇▇▇://▇▇▇.▇▇▇.▇▇/channels/residential-schools/ භ TRC Residential Schools Archive: ▇▇▇▇▇://▇▇▇▇.▇▇/residential-schools/ When Europeans first came to what is now called Canada, the Indigenous peoples helped them to settle, and to establish the fur trade. At first, the Indigenous peoples and the Europeans were equals. However, as more Europeans came, Indigenous peoples became less valuable to the Europeans. When the fur trade ended in the 1850s, the Indigenous peoples were in a difficult situation. Many had died from disease, they lost their traditional food sources and were very dependent on the European trading posts. Canada became a country in 1867 and the newly formed government decided that Indigenous peoples must become more like the Europeans. They thought ,QGLJHQRXV SHRSOHVc aZlleHd UthHem ¶VGDLYUDWJ\H·V ·lDoo Qk Ged fo7rKH\ ways to assimilate Indigenous peoples. Assimilate means to change someone so they are more like you. Assimilation makes one group of people less valuable than another group of people. One important way the government and churches tried to assimilate Indigenous peoples was to create residential, or boarding, schools. The government took children away from their families and forced them to live in schools away from home for many months of the year. The government and churches hoped that WKLV ZRXOG ´NLOO WKH ,QGLDQ LQ WKH FKLOGµ The ch...
View Source
Learner outcomes. භ understand the Truth and Reconciliation Commission භ understand the term reconciliation භ understand the term reconcili-action භ Reading: Truth and Reconciliation භ 9LGHR ´:KDW LV UHFRQFLOLDWLRQµ &%& .LGV 1 භ Activity 1: Comprehension questions භ Activity 2: New vocabulary භ Reflection questions see Indigenous Voices in the Classroom OHVVRQ RQH ´)LUVW 1DWLRQV 0pWLVµ 7KH SXUSRtoVinHtro ▇▇▇▇▇▇ leWarKneLrsVto tOheHwVoVrk RofQth eLTruVth and Reconciliation Commission (TRC), with an end goal of understanding the broad scope of reconciliation and the term reconciliACTION (which for ease of use will be written reconcili-action here). Reconcili-action was inspired by the work of the ▇▇▇▇ ▇▇▇▇▇▇ and ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Fund and is now a widely used term ,QVSLUHG E\ WKH 75re&co·ncVili -a ct io n b&eDlieOveOs Vev erWyoRn e $FWLRQ who calls Canada home can engage in the reconciliation process through meaningful action. These actions need not be large to be effective as true reconciliation is a process of both doing and learning. භ The ▇▇▇▇ ▇▇▇▇▇▇ and ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Fund: ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇/our-work/reconciliactions/ භ TRC Website: ▇▇▇▇▇://▇▇▇▇.▇▇/about/history-of-the-trc/trc-website/ භ Truth and Reconciliation Commission of Canada: Calls to Action: ▇▇▇▇▇://▇▇▇▇.▇▇▇.▇▇.▇▇/assets/gov/british-columbians-our- governments/indigenous-people/aboriginal-peoples- documents/calls_to_action_english2.pdf භ )RU FKLOGUHQ 6StoLthUeLTrWut h a%nHd DReUc·onVci lia*tioXnLGH Commission of Canada: ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇/wordpress2021/wp- content/uploads/child_friendly_calls_to_action_web.pdf භ Do Truth and Reconciliation Commissions Heal Divided Nations? ▇▇▇▇▇://▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/do-truth-and-reconciliation-commissions- heal-divided-nations-109925 Imagine your family lives in a house and one day another family moves in. The new family tells you that you must follow their rules and can only live in one bedroom. Everything you own is now theirs and you are no longer free. This is a picture of what colonization is.
View Source
Learner outcomes. Figure 5.3 shows that following the OECD mean trend, after a sharp rise in the period 1991–1998, the proportion of 25–64 year (OECD, 2004, p.72–3) olds, which had attained upper-secondary and post–secondary non-tertiary education in the UK, has remained fairly stable. This covers qualifications at NVQ levels 1, 2, and 3 (including GCSE/SCE Highers) and HE access courses. In 2002, 57% of 25–64 year olds in the UK had attained a qualification at these levels, compared to the OECD average of just 44% (OECD, 2004). 65 60 55 50 45 40 35 30 25 20 1990 1992 1994 1996 1998 2000 2002 2004 Australia France Germany Italy Japan Netherlands UK USA OECD mean
View Source

Related to Learner outcomes

  • Certified and Minority Business Enterprises Reports Upon Customer request, the Contractor shall report to the requesting Customer the Contractor’s spend with certified and other minority business enterprises in the provision of commodities or services related to the Customer’s orders. These reports shall include the period covered, the name, minority code, and Federal Employer Identification Number of each minority business utilized during the period; commodities and services provided by the minority business enterprise, and the amount paid to each minority business enterprise on behalf of the Customer.

  • Information Technology Accessibility Standards Any information technology related products or services purchased, used or maintained through this Grant must be compatible with the principles and goals contained in the Electronic and Information Technology Accessibility Standards adopted by the Architectural and Transportation Barriers Compliance Board under Section 508 of the federal Rehabilitation Act of 1973 (29 U.S.C. §794d), as amended. The federal Electronic and Information Technology Accessibility Standards can be found at: ▇▇▇▇://▇▇▇.▇▇▇▇▇▇-▇▇▇▇▇.▇▇▇/508.htm.

  • LOKASI ▇▇▇ KETERANGAN HARTANAH Hartanah tersebut adalah terletak di tingkat 6 Pangsapuri Mesra Ria. Hartanah tersebut adalah pangsapuri kos rendah 3 ▇▇▇▇▇ tidur pertengahan dikenali sebagai ▇▇▇▇▇ Pemaju No. A-06-06, Tingkat No 06, Bangunan No A, Pandan Mesra ▇▇▇ beralamat pos di No. 06-06, Pangsapuri Mesra Ria, ▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇. (“Hartanah”) Hartanah ini akan dijual keadaan “sepertimana sedia ada” tertakluk kepada satu harga rizab sebanyak RM150,000.00 (RINGGIT MALAYSIA SATU RATUS ▇▇▇ ▇▇▇▇ PULUH RIBU SAHAJA), mengikut kepada Syarat-syarat Jualan di sini dengan cara Penyerahan Hak dari Pemegang Serahhak ▇▇▇ tertakluk kepada Pembeli memperoleh pengesahan / kebenaran yang diperlukan daripada Pemaju ▇▇▇/atau Pemilik Tanah ▇▇▇/atau Pihak Berkuasa Negeri ▇▇▇/atau badan-badan yang relevan (jika ada). Semua penawar yang ingin membuat tawaran adalah dikehendaki membayar deposit sebanyak 10% daripada harga rizab (“deposit pendahuluan”) secara bank draf atau kasyier order dipalang “AKAUN PENERIMA SAHAJA” atas nama HONG ▇▇▇▇▇ BANK BERHAD / ▇▇▇ ▇▇▇ ▇▇▇▇ & ▇▇▇▇ ▇▇▇ MEE @ ▇▇▇▇ NYUIK THAI atau melalui pemindahan perbankan atas talian yang ditentukan oleh pelelong, sekurang-kurangnya SATU (1) HARI BEKERJA SEBELUM TARIKH LELONGAN ▇▇▇ membayar perbezaan di antara deposit pendahuluan ▇▇▇ jumlah bersamaan 10% daripada harga berjaya tawaran sama ada dengan bank draf atau kasyier order dipalang “AKAUN PENERIMA SAHAJA” atas nama ▇▇▇▇ ▇▇▇▇▇ BANK BERHAD / ▇▇▇ ▇▇▇ ▇▇▇▇ & ▇▇▇▇ ▇▇▇ MEE @ ▇▇▇▇ NYUIK THAI atau melalui pemindahan perbankan atas talian dalam masa TIGA (3) HARI BEKERJA sebaik sahaja ketukan tukul oleh Pelelong dibuat. Deposit ▇▇▇▇ ▇▇▇ jumlah perbezaan secara dikumpul dikenali sebagai “deposit”. Hari Bekerja bermaksud hari (tidak termasuk Sabtu, Ahad ▇▇▇ ▇▇▇▇ Umum) di mana Pihak Pemegang Serahhak dibuka untuk perniagaan di Kuala Lumpur Baki harga belian sepenuhnya hendaklah dibayar dalam tempoh sembilan puluh (90) hari dari tarikh jualan lelongan kepada HONG ▇▇▇▇▇ BANK BERHAD. ▇▇▇▇ rujuk Terma & Syarat Dalam Talian Pelelong di ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ untuk ▇▇▇▇-▇▇▇▇ pembayaran deposit. Untuk butir-butir lanjut, ▇▇▇▇ berhubung dengan Tetuan ▇▇▇ ▇▇▇▇ & Co., Peguamcara bagi Pihak Pemegang Serahhak di ▇-▇, ▇▇▇▇▇ ▇▇▇ ▇/▇, ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇, ▇▇▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇, ▇▇▇▇▇▇▇▇. (Ref No.: 51303.23, Tel No.: ▇▇-▇▇▇▇▇▇▇▇, Fax No.: ▇▇-▇▇▇▇▇▇▇▇) atau Pelelong yang tersebut di bawah ini:- Suite C-20-3A, Level 20, Block C, Megan Avenue II, / ▇▇▇▇▇ ▇▇▇▇▇ BIN ▇▇▇▇▇▇ ▇▇, ▇▇▇▇▇ ▇▇▇ ▇▇▇▇ ▇▇▇▇, 50450 Kuala Lumpur. (Pelelong Berlesen) Tel No : ▇▇-▇▇▇▇ ▇▇▇▇ Fax No: ▇▇-▇▇▇▇ ▇▇▇▇ Ruj. Kami: ALIN/HLBB1604/WCC Ruj Bank : ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇ Web: ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ E-mail : ▇▇▇▇▇▇@▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇

  • Proposal of a Corrective Action Plan In addition to the processes set forth in the Term Contract (e.g., service level agreements), if the Customer or the Department determines that there is a performance deficiency that requires correction by the Contractor, then the Customer or the Department will notify the Contractor. The correction must be made within a timeframe specified by the Customer or the Department. The Contractor must provide the Customer or the Department with a corrective action plan describing how the Contractor will address all performance deficiencies identified by the Customer or the Department.

  • Information Technology The following applies to all contracts for information technology commodities and contractual services. “Information technology” is defined in section 287.012(15), F.S., to have the same meaning as provided in section 282.0041, F.S.