Sentences with phrase «formal education sector»
The challenges In recent years, sustainability has taken more of a toe - hold in the formal education sector, though this is continually under threat.
http://www.educationbusinessuk.net/ Not exact matches
Policies that develop the petrochemical industry in Nzema to offer direct employment or ancillary services for the unemployed residents to earn descent salaries to meet the high cost of living the oil discovery has brought in its wake; policies that improve education facilities in Nzema here and provide scholarships for needy students to expand their knowledge base and acquire relevant competencies for employment into the oil sector; policies that offer apprenticeship and vocational training for the youth who are unable to acquire formal education so that they are also not left out of employment; policies that develop infrastructures in Nzema are what we need.
As the free senior high school education policy takes effect, the government may not be able to assuage the fears of private senior high schools in the short - term, but it is open to formal proposals on how it can collaborate with schools in the private sector, going forward.
In this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of GuatemEducation factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemeducation in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemeducation system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of GuatemEducation of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of GuatemEducation in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemeducation centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemeducation sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of GuatemEducation Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala City.
It represents two years of debate, discussion and thinking across the education sector about how assessment — particularly, formal assessments taken by 15 - 19 year olds in England — can and should evolve over the next decade.
Since my last article for Education Business, there has been no further research into «security within the education sector» and we still see that, despite the issues raised following the stabbings in the 1990s and other major incidents, such as the death of a well ‑ loved teacher in Leeds, and the stabbing of a teacher in Bradford, there is still no formal strategy with costs being the biggeEducation Business, there has been no further research into «security within the education sector» and we still see that, despite the issues raised following the stabbings in the 1990s and other major incidents, such as the death of a well ‑ loved teacher in Leeds, and the stabbing of a teacher in Bradford, there is still no formal strategy with costs being the biggeeducation sector» and we still see that, despite the issues raised following the stabbings in the 1990s and other major incidents, such as the death of a well ‑ loved teacher in Leeds, and the stabbing of a teacher in Bradford, there is still no formal strategy with costs being the biggest issue.
The primary target audience is deliberately broad, including, for example: state - and federal - policymakers; education leaders; early education center directors; practitioners serving in formal or informal leadership roles; funders and non-profit leaders working in the early education sector; faculty and graduate students.
The target audience for this project is deliberately broad, including, for example: state - and federal - policymakers; education leaders (e.g., superintendents, assistant superintendents, etc.); early education center directors; practitioners serving in formal or informal leadership roles (e.g., head teachers, pre-school teachers, department heads); funders and non-profit leaders working in the early education sector; faculty and graduate students.
In the private sector, special education tends to be handled much less formally, inasmuch as schools are ordinarily not required to follow formal procedures in diagnosing or serving students with special educational needs.
Many sectors, including education, acknowledge that learning does not end when formal training does.
Individuals who are interested in working with a private sector dog training company do not need a formal education, but many employers prefer those who have taken courses that cover how to train law enforcement personnel and their dogs at a local community college.
Today's Apprenticeship programmes in the finance sector have evolved to meet the needs of employers and the skills required by businesses, combining office - based with formal education to allow individuals to put theory into practice in everyday scenarios.
However, not one tax dollar was used to create formal medical education programs for physicians in Canada, instead, interested physicians organized their own education, through the help of CME companies, and received funding to hold these programs from the private sector, primarily pharmaceutical companies with an interest in the field.
Within the further education sector itself, the Skills Blockchain project aims to provide learners with a digital audit trail of their achievements via work and home learning, as well as formal learning through existing providers and awarding organisations.