Sentences with phrase «own youth development programme»

The Youth Development programme which has been run by Premier League and Football League Clubs has been replaced by the Elite Player Performance Plan, known better as the «EPPP».

On Wednesday, 8 March, the Paris Saint - Germain youth Academy will welcome a delegation from the FFF and UEFA — led by Jean - Claude Guintini for the UEFA Elite Youth development programme.

He joined Arsenal at the age of six and is a product of Arsenal's own youth development programme.

Supported by funding from Nominet Trust, EduKit offers two free - to - access products: «Insight» — a powerful, easy to use, analytics tool that allows schools to analyse student well - being and to track the effectiveness of youth programmes; and «Connect» — an online database of thousands of free and low - cost youth development programmes run by charities and social enterprises, classified by their impact and location.

National Citizen Service (NCS) is the country's flagship youth development programme available to all 16 and 17 year olds.

She is also the Project Administrator of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes), which is an indigenous and large − scaled positive youth development programme in Hong Kong Chinese cultural context.

Not exact matches

Any formation would be useless if Arsenal still use Wenger's obsolete system (training programmes, strategies, rewards, punishments, selections, transfer policy, youth development, etc).

Different players went in and went out, but they all created similar errors that were not supposed to happen, had Wenger gotten better system (training programmes, selections, rewards, punishments, transfer decisions, youth development, strategies, etc).

Dr. Zanetor who believes the youth are critical in ending poverty took the challenge to visit a bee farm to acquaint herself with the processes involved in extracting honey; indicate that it is part of her planned skills development programme for the youth in her constituency.

Our social protection programmes like youth engagement and empowerment, women development and empowerment, care for the aged and care and rehabilitation of the destitute have won laurels and hoisted for others to duplicate.

The current quarter is set to be the most difficult for the jobs market since the recession, the Chartered Institute of Personnel and Development (CIPD) has warned, on the day the deputy prime minister asks UK firms to sign up to the government's youth contract programme.

Fashola pledged the commitment of the Federal Government to support programmes aimed at engaging youths and making them contribute to the development of the country.

And in Niger state, we remained on track through delivery of people - oriented policy and programmes in tune with APC manifesto and in line with the Restoration Agenda in Agriculture, health, education, peace and security, youth and women empowerment and infrastructural development».

No fewer than 40 youths in Ilofa, Oke - Ero Local Government Area of Kwara, have benefitted from a training programme in cassava value chain development.

Raufnomics, coined by Aregbesola's associates, was launched last year as a shorthand for his profitable use of strategic planning and an innovative economic model to transform the lives of the people of Osun through mass - based and people - centered programmes and projects, especially in education, health care, infrastructural development, youth employment, and social welfare.

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).

Udedi said that the Federal Government's verdict that other states should borrow a leaf from Gov. Ugwuanyi in the implementation and actualization of the Sustainable Development Goals (SDGs) skill acquisition programme for the youth, is a clear proof that Enugu State was playing a leading role in youth empowerment and human dDevelopment Goals (SDGs) skill acquisition programme for the youth, is a clear proof that Enugu State was playing a leading role in youth empowerment and human developmentdevelopment.

The driving force of the programme is the involvement of youth as a major segment of the community, taking cultural dimensions into account, encouraging them to become thinkers and actors of development.

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.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemaDevelopment Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemadevelopment agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemaDevelopment Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemadevelopment, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemaker Network

We deliver a diverse array of innovative & youth led programmes that improve the personal, social, educational & civic development of a young person.

We deliver a diverse array of innovative & youth led programmes that improve the personal, social, educational & civic development of a young person.

/ Praxis / Prayer / Preoccupation with risk / Prepackaged consequences / Prerequisites for intervention / Prerequisites of treatment / Prevention / Primary experience / Prime movers - and shakers / Principles / Principles of quality care / Proactive / Reactive / Problems to strengths / Process of integration / Profession / Professional child and youth care workers / Professional development / Professional field / Professional pessimism / Professional worker / Professionalization (1) / Professionalization (2) / Professionalization of CYC work / Program evaluation / Program size / Programming (1) / Programming (2) / Programming (3) / Programming (4) / Programmes and praxis / Programs for street children / Progressive schools / Projections / Promoting activities / Promoting resilience / Promoting resilience / Psychodynamic approach / Psychodynamic care work / «Psychological parent» / Psychopathology or coping / Psychotherapy / Psychotherapy and child & youth care / Punishment (1) / Punishment (2) / Punishment and reward / Pupils» backgrounds / Pushing buttons

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresYouth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggresyouth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

Big Brother Big Sister (5:45) Orla Nix looks at the youth mentoring programme operated by Foróige, the National Youth Development Organisation Pioneering Initiative (Archwayyouth mentoring programme operated by Foróige, the National Youth Development Organisation Pioneering Initiative (ArchwayYouth Development Organisation Pioneering Initiative (Archways)...

Big Brother Big Sister (5:45) Orla Nix looks at the youth mentoring programme operated by Foróige, the National Youth Development Organisyouth mentoring programme operated by Foróige, the National Youth Development OrganisYouth Development Organisation

Parenting interventions that are delivered during this developmental period are necessary in order to capture the groups of youth and families (i) currently experiencing problems, but who did not receive an intervention during early childhood; (ii) those who received an intervention in early childhood, but who continue to experience problems and (iii) those who are not currently experiencing problems, but are at risk for developing problems later in adulthood.7 In Steinberg's 2001 presidential address to the Society for Research on Adolescence, a concluding remark was made for the need to develop a systematic, large - scale, multifaceted and ongoing public health campaign for parenting programmes for parents of adolescents.8 Despite the wealth of knowledge that has been generated over the past decade on the importance of parents in adolescent development, a substantial research gap still exists in the parenting literature in regards to interventions that support parents of adolescents.

Project Positive Adolescent Training through Holistic Social Programmes (P.A.T.H.S.) is a pioneering positive youth development program designed for junior secondary - school students in Hong Kong, with the aim of promoting holistic development among adolescents.

adopting targeted policies, programmes, projects and budgets for the development of indigenous peoples, including concrete benchmarks, and particular emphasis on indigenous women, children and youth

Children and Schooling — This programme focuses on getting children to school, improving education outcomes including Year 12 attainment, improving youth transition to vocational and higher education and work, as well as, supporting families to give children a good start in life through improved early childhood development, care, education and school readiness.