Sentences with phrase «support for youth development»

How Two Cognitive Biases Work Against Support for Youth Development Programs: Findings from Cognitive Elicitations (2004).

Not exact matches

He is also a passionate advocate for youth, promoting the benefits of work - integrated learning and supporting the development of RBC Future Launch, a 10 - year, $ 500 million commitment to help young people build the skills and capabilities required to succeed in a changing world.

The Band supports its members with a variety of services for economic, social and cultural advancement, including health services, early childhood and youth centers and economic development planning.

The Kick Off Tournament (KOT), in it's 33rd year is the largest Youth & High School Rugby Tournament in the Western Hemisphere offers your club, your squad, as well as its coaches and supporting parents, a unique opportunity for pre-season development.

A beacon of hope for 28 years, the Lesbian, Gay, Bisexual & Transgender Community Center builds and supports our community through arts and culture, wellness and recovery, HIV / AIDS services, family services and life - saving youth programs designed to foster healthy development in a safe, affirming environment.

By focusing on youth, addressing critical education and health outcomes, organizing collaborative actions and initiatives that support students, and strongly engaging community resources, the WSCC approach offers important opportunities that may improve healthy development and educational attainment for students.

Governor Wike proposed N6 billion for employment generation, N7 billion for women development and N2 billion to support youth development.

Mr. Speaker, we note that several transition programs run under the various government institutions and agencies including the Ministry of Local Government and Rural Development, the National Vocational and Technical Institute (NVTI), Council for Technical and Vocational Education and Training (COTVET), Youth Enterprises Support and the Youth Employment Authority, have targeted non-tertiary graduates.

Each Life Area must be accompanied by at least one (1) Goal, one (1) Objective (maximum of two may be selected), and at least one (1) Services, Opportunities, and Supports (unlimited for this proposal, although there is maximum of two for each objective for the New York State Quality Youth Development System forms).

Erie County Legislator Lynne Dixon is pleased to announce that the Legislature has supported her request for additional funding for Town of Hamburg's Youth Development Programming in the 2015 Erie County budget.

The governor asserted that the plethora of development initiatives, especially the Social Security Scheme and the Youth Volunteer Programmes, which his administration introduced, attracted the World Bank to Ekiti as pilot state for its Youth Employment and Social Support Operation (YESSO).

«We believe a more progressive discipline is warranted with strong counseling and youth development support,» said Marge Feinberg, spokeswoman for the DOE.

Asumana Musah, who spoke on behalf of the youth, pledged the support and cooperation of the youth in efforts to create an enabling environment for accelerated growth and development of Nanung.

In 2007, she assumed the role of Director of Student Support Services, and later Deputy CEO for Youth Development, in the newly formed Office of School and Youth Development (OSYD), overseeing policy for the areas of school counseling, substance abuse prevention and intervention, attendance, community partnerships, and Students in Temporary Housing.

«As the Council begins our Executive Budget hearings on May 6th, we will continue to strongly push for critical investments that will greatly expand employment opportunities for our young people by increasing the number of year round and summer youth jobs, advocating for vital legal services and workforce development skills to support our growing immigrant population and fighting to combat food insecurity in our City,» they said.

Chairman of the Commission, Prof. Mahmood Yakubu who welcomed the development, outlined capacity building for the Commission's staff and political parties, voter education and sensitization, inclusiveness — particularly for women, youths and persons living with disabilities — and electoral conflict mitigation as areas where the Commission would need support.

The $ 23.7 million solar project — built on a 50 - acre site leased from the Agahozo - Shalom Youth Village, established to care for children who lost parents to Rwanda's 1990s genocide — was developed by the Dutch - American firm Gigawatt Global with support from the U.S. Overseas Private Investment Corp. (OPIC), a Power Africa partner; Scatec Solar ASA of Norway, which engineered and built the solar plant; and government investment arms and development finance institutions from the Netherlands, Norway, Finland, Austria and the United Kingdom.

The project resulted in the production of Children's and Young People's Manifestos, the staging of several stakeholder events, a six - minute film, Ten Tips for the Insurance Sector on how to better support flood - affected children and young people, and the development of a flood suitcase «toolkit» for use in schools and youth centres.

St. John's, NL About Blog Choices for Youth is a non-profit, charitable, community - based agency that provides housing and lifestyle development supports to youth in St. John'sYouth is a non-profit, charitable, community - based agency that provides housing and lifestyle development supports to youth in St. John'syouth in St. John's, NL.

The Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) recognises that schooling should support the development of critical thinking and problem - solving skills in cross-disciplinary environments.

This event is aimed at establishing a platform for a youth - driven interdisciplinary, multi-sector think - tank that will support the efforts of business community, governments, security agencies and international partners in ensuring enhanced security, development and creating opportunities on the African continent.

The United States is engaged in an ongoing, public discussion about how to best expand afterschool time and opportunities for children and youth, to support their learning and development across the day, throughout the year, and from kindergarten through high school.

The UNESCO Confucius Prize for Literacy — supported by the Government of the People's Republic of China and dedicated to literacy work benefitting rural populations and out - of - school youth, particularly girls and women — is awarded to laureates in South Africa, India, and Senegal: The South African Department of Basic Education for its Kha Ri Gude Mass Literacy Campaign; the Jan Shikshan Sansthan organization in Kerala, India, for its programme, Vocational Skill Development for Sustainable Development, and the Directorate of Literacy and National Languages in Senegal for its National Education Programme for Illiterate Youth and Adults through youth, particularly girls and women — is awarded to laureates in South Africa, India, and Senegal: The South African Department of Basic Education for its Kha Ri Gude Mass Literacy Campaign; the Jan Shikshan Sansthan organization in Kerala, India, for its programme, Vocational Skill Development for Sustainable Development, and the Directorate of Literacy and National Languages in Senegal for its National Education Programme for Illiterate Youth and Adults through Youth and Adults through ICTs.

When popular media are used as a springboard for learning, she adds, formal education becomes a bridge for youth «from the often insular and entertainment - focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.»

VF has been supported by United Nations Volunteers (UNV); US Public Affairs; City of Harare (Social Services); Ministry of Youth Development Indigenization and Empowerment; National Committee on Volunteering for Development.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of national, state and local organizations in education K - 16, youth development, community planning and development, family support, health and human services, government and philanthropy as well as national, state and local community school networks.

She also conducted research and wrote policy briefs and funding guides to support charter schools and youth development programs, and worked in government relations for a national youth development organization.

«Youth Development, Participation, and School Reform: Creating Opportunities and Supports for Student Decision - making in a High School» by Matthew Calvert for University of Wisconsin - Madison.

This curriculum has an emphasis on basic skills and core subject matter in English language arts, mathematics, social studies and science, the arts, and a comprehensive support program that promotes healthy youth development, including preparing the students to apply their knowledge and skills for the benefit of the community and environment.

We accelerate the development of new quality schools by backing new schools, scaling up high performing schools, supporting restart schools, and piloting solutions for serving the most at - risk students, like special education, English Learners and foster youth.

The Phoenix model incorporates the rigorous academics of high expectations and college - prep charter schools and the relentless support techniques of leading youth development organizations for high - risk teenagers.

Their aim is to enable schools and adult and youth services to get the most from their investment in technology, supporting overall school development and improve learning outcomes for all.

Check out the National Institute of Out - of - School Time's article «Curriculum and Professional Development for OST Science Education — Lessons Learned from California 4 - H» to learn about pedagogical skills and resources necessary to support science literacy for youth.

ELOs provide positive youth development experiences and increased support for academic learning, and they can play a part in restructuring the learning environment for older youth, who live with more complex and demanding schedules.

In 1999, the Davidsons founded the Davidson Institute for Talent Development (www.DavidsonGifted.org), a national non-profit located in Reno to support America's brightest youth.

James has worked for more than 20 years in various leadership roles supporting child and youth development initiatives.

Our partners from Stanford's John W. Gardner Center for Youth and Their Communities have crafted a data - driven framework that guides the development of student supports.

In this role he advocated for youth development policy and funding to support youth mentoring at the national and state level.

UNITE - LA supports the development of comprehensive P - 16 career pathways that create a systemic approach to meeting the needs of high - demand industry sectors and preparing our youth for the challenging opportunities of the global economy.

NORTHWEST TERRITORIES: The 2011 — 2012 budget provides support to educational opportunities for students including volunteer and leadership development opportunities such as public speaking and Youth Ambassador Programs.

This symposium serves to highlight five core themes emerging in the out - of - school time (OST) field: positive youth development as a key frame for child and youth engagement and learning both in school and beyond; the role of mentors and authentic contexts in supporting diverse populations, in particular, traditionally underserved and underrepresented children and youth; the need for meaningful professional development of youth - serving professionals; and the rise of social - emotional skills as a vehicle for 21st century learning.

He has developed, implemented and supported key legislation, policies and programs related to various issues such as educational opportunity and academic outcome improvements; mentoring, leadership and literacy support for targeted Milwaukee youth; poverty; neighborhood revitalization; job creation, opportunity, quality and security for Milwaukee residents; and the development, success and achievement of young men of color in Milwaukee.

Omid Amini of Denver Public Schools Department of Extended Learning Cecelia Auditore of Northeastern University, Center for Community Service Devan Blackwell of New Jersey Department of Education, Division of Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of Deep Center Briana Flannery of For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Infor Community Service Devan Blackwell of New Jersey Department of Education, Division of Student Support Services & Career Readiness Olu Burrell of DC Department of Employment Services Sara Cole of the YMCA Greater Rochester Dare Dukes of Deep Center Briana Flannery of For Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, InFor Kids Only Afterschool Andrew Fletcher of 21st Century Community Learning Centers Afterschool Program in Cassia County, ID Rudy Garcia of The New York Public Library Ian Hippensteele of Keiller Leadership Academy Rachel Katkar of St. Paul Public Schools Community Education Program Andrea Magiera - Guy of Youth Development Solutions Kendra Moore of City of Tallahassee Parks, Recreation, and Neighborhood Affairs Kimberly Newberry of Don Bosco Hall and Developing K.I.D.S. Ashley Peters of Wando Community Education Pamela Prevost of Maine Roads to Quality Elana Rosenberg of Expanded Learning, United Way of Rhode Island Julia Rugg of Wings for Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Infor Kids Ana Thomas of the YMCA of Metropolitan Chicago Sonia Toledo of Diginity of Children, Inc..

PLPYD improved library - based educational and career development services for youth and fostered partnerships that strengthened community support available to young people.

See a few examples of our new and most popular packages: • English Learner Literacy Coaching • Instructional Strategies for Building Inferencing Skills • Effective Dropout Prevention through the Coca - Cola Valued Youth Program • Use Semillitas de Aprendizaje ™ to Support Bilingual Early Childhood Literacy Development

Safe and Ethical Use of Computers School Choice, Interdistrict Public School Climate Survey School Ethics Commission School Facilities School Finance School Forms School Improvement Panel (ScIP) School Performance Reports School Preparedness and Emergency Planning School Safety and Security School Start Time «School Violence Awareness Week» in Accordance with Public Law 2001, Chapter 298, Guidelines for Public Schools and Approved Schools to Observe Schools, NJ Directory Science Self - Assessment for HIB grade Senate Youth Program (U.S.) Single Audit Summary Social and Emotional Learning Social Studies Spanish Portal Special Education Standards (Student Learning / Academic) State Aid Summaries State Board of Education State Board of Examiners State Special Education Advisory Council Structured Learning Experiences (SLE) Student Assistance Coordinator (SAC) Student - Athlete Cardiac Assessment professional development module Student - Athlete Safety Act Webinar Student Behavior Student Health Student Health Forms Student Health Survey, New Jersey Student Support Services Suicide Prevention Summary of Gifted and Talented Requirements

It recognizes that public schools (often neighborhood hubs), have a unique opportunity to provide access to effective and integrated service delivery that support conditions for high quality teaching and learning by partnering with organizations representing youth development, academic enrichment, mental and physical health, human services, foster care, early education, adult education, and family engagement.

This brief provides an overview of critical issues related to transition professional development and highlights current models of improving results for youth by supporting practitioners with in - service and pre-service training.

TASC President Lucy N. Friedman responds to a concept paper published by New York's Department of Youth and Community Development, in which city officials lay out explicit standards and expectations for how school - community partners can and must support students» academic progress as well as their social and emotional dDevelopment, in which city officials lay out explicit standards and expectations for how school - community partners can and must support students» academic progress as well as their social and emotional developmentdevelopment.