IMPLEMENTATION STRATEGY

Size: px
Start display at page:

Download "IMPLEMENTATION STRATEGY"

Transcription

1 IMPLEMENTATION STRATEGY

2 The Child Protection Working Group (CPWG) is the global level forum for coordination on child protection in humanitarian settings. The group brings together NGOs, UN agencies, academics and others under the shared objective of ensuring more predictable, accountable and effective child protection responses in emergencies. In the humanitarian system, the CPWG constitutes an area of responsibility within the Global Protection Cluster.

3 1. Background The Minimum for Child Protection in Humanitarian Action, also referred to here as the Minimum, were developed between January 2011 and September The process of drafting the Minimum involved over 400 individuals from 30 agencies in over 40 countries, including child protection practitioners, humanitarian actors from other sectors, academics and policy makers. The main purpose of the Minimum is to: Establish common principles amongst those working in child protection, and to strengthen coordination between them Improve the quality of child protection programming, and its impact for children Improve accountability within child protection work Further define the professional field of child protection Provide a synthesis of good practice and learning to date Enable better advocacy and communication on child protection risks, needs and responses. Given the tremendous effort that has gone into drafting these Minimum, it is important to ensure that due consideration is given to how these Minimum will be promoted globally and how they can be applied in practice to humanitarian responses. This implementation plan, therefore, serves as a road map to illustrate how the activities suggested to support the roll out of the Minimum fit together to contribute to a greater goal and how the overall process can be monitored and evaluated. 2. Goal and Objectives of the Implementation Strategy The overall goal of the Implementation Plan for the Minimum is to have improved quality, predictability and accountability of child protection responses in humanitarian situations. In order to achieve this, the overall goal has been broken down into the following three objectives. GOAL Improved quality, predictability and accountability of child protection responses in humanitarian situations OBJECTIVES 1: Humanitarian actors are aware of, and refer to, the Minimum 2: The Minimum are an integral part of humanitarian programming and the quality of child protection programming has improved to meet the Minimum 3: The Minimum are used and referred to in human resources, funding and other programme support Implementation Strategy for the Minimum for Child Protection in Humanitarian Action 3

4 3. Target Audience These standards are intended for use by those working on child protection or related areas of humanitarian action. This includes 1) those working directly with children, families and communities 2) planners and policy makers at Agency and Government level 3) coordinators 4) donors 5) academics and 6) those working on advocacy, media or communications. 4. Main Activities under each Objective Each of the three Objectives is broken down into suggested Activities, as is listed below. Collectively, the Activities under the Objectives contribute towards achieving the goal. objective 1: Humanitarian actors are aware of, and refer to, the Minimum 1.1. Finalise the Minimum and produce copies for dissemination Translate the Minimum into French, Spanish and Arabic and other languages on demand Print the Minimum and develop USB keys that contain the Minimum 1.2. Disseminate English, French and Arabic versions of Minimum Identify low-cost options for storage and mailing the Minimum Disseminate the Minimum to practitioners from child protection and other sectors Develop a webpage on the Minimum linked to the CPWG website 1.3. Develop «launch pack» for the launch events for the Minimum Develop recommended guidelines for launch events Develop a press kit on the Minimum 1.4. Launch, in collaboration with Governments, the Minimum at 6 global and regional events Hold official global level launch for the Minimum in Geneva Hold official launch for the Minimum in Bangkok, Thailand Hold official launch for the Minimum in Dakar, Senegal Hold official launch for the Minimum in Nairobi, Kenya Hold official launch for the Minimum in Amman, Jordan Hold official launch for the Minimum in Panama Update list of scheduled launch events (including national ones) and post on webpage 1.5. Launch, in collaboration with Governments, the Minimum at 15 national level events Liaise with the 25 countries that have CP sub-clusters that would be able to support a national launch Support countries who volunteer to hold a national event with planning the event 1.6. Develop additional promotional material for the Minimum for a variety of audiences Produce a 1-page brochure on the Minimum in French, Arabic and Spanish Develop 3-5 minute video about the Minimum and CPIE 1.7. Promote commitment to application of the Minimum Include compliance with Minimum in letters of commitment from CPWG agencies Ensure that the Minimum are circulated widely amongst IASC, CERF and CAP Secretariats Ensure that the Minimum are referred to in new IASC agreed tools and processes 4 Implementation Strategy for the Minimum for Child Protection in Humanitarian Action

5 1.8. Target key CP events and persons in CP agencies to raise awareness about the Minimum Develop a calendar of key CP events scheduled over the course of the next months that could be targeted to raise awareness about the Minimum Compile a list of Point Persons within CPWG member agencies who can take forward awareness raising on, and dissemination of the Minimum within their agencies 1.9. Target key non-cp events and humanitarian actors to raise awareness about the Minimum Develop a calendar of key events related to humanitarian response scheduled over the course of the next months that could be targeted to raise awareness (e.g. ECHO annual partners meeting, annual meetings of at least 3 other clusters, etc.) Liaise with OCHA and the Emergency Resident Coordinator s Office to determine ways to raise awareness amongst the Humanitarian Coordinators and Humanitarian Country Teams Brief global level Cluster Coordinators on the Minimum Track the use and reception of the Minimum Monitor and document spin-offs, training packages, etc Monitor/coordinate, document and support further translations Develop and maintain feedback mechanism to identify gaps, further requirements et, for future revisions and other improvements objective 2: The Minimum are an integral part of humanitarian programming and the quality of child protection programming has improved to meet the Minimum 2.1. Provide technical assistance for humanitarian agencies implementing the Minimum Make available one full time deployable child protection expert who can provide technical assistance Deploy the expert at a rate of 60% to field based child protection responses (prioritising interagency requests over single agency requests) to advise and support on implementation of the MS Develop a knowledge bank of tools to support implementation of the Minimum 2.2. Develop training and orientation materials on the Minimum for practitioners Review existing CPIE training materials and ensure that Minimum are adequately referenced Develop training materials for the which are not yet covered in the package Develop an online training course on the Minimum for Child Protection actors Develop a paper on how to use the Minimum at field level (contextualisation and monitoring) Develop webinars for the Minimum, each webinar covering a different standard 2.3. Develop a tool to evaluate compliance of programming with the Minimum Develop a tool to monitor and evaluate compliance of project proposals with the Minimum Promote the compliance tool amongst CP sub-clusters in emergency contexts for use CP sub-clusters use compliance tool to rate overall project proposals (similar to Gender Marker) 2.4. Develop, in collaboration with the Protection Cluster, tools to promote the Minimum for practitioners from other sectors Develop 2 page documents on Standard relevant for other sectors linking with Sphere standards Develop orientation sessions (online or in person) on the Minimum for other sectors Identify ways, with Cluster Coordinators, to promote these tools in the different sectors and contexts 2.5. Identify donors and/or governments who could champion application of the Minimum Identify 3-5 government partners who could champion the implementation of the Minimum Develop talking points for sessions with donors and government representatives Carry out orientation sessions with the interested donors and government representatives to discuss with them what would be possible in terms of incorporating the into their plans or strategies Explore possibilities for short term secondments to support the implementation strategy Implementation Strategy for the Minimum for Child Protection in Humanitarian Action 5

6 2.6. Support adaptation and interpretation of the Minimum Develop a child-friendly version of the standards Develop a process, with required tools, to orientate community members on the Minimum Develop a process, with required tools, to orientate specific target groups (e.g. religious leaders) on the Minimum 2.7. Strengthen practice in relation to specific principles and standards (The responsibility for attainment of these objectives is taken on by named lead agencies in the CPWG work plan and will be monitored by the CPWG) Strengthen child protection systems: Collect, and make available, learning on strengthening child protection systems in emergencies Unaccompanied and separated children: Develop and ensure coherent global guidance by the CPWG UASC Task Force on UASC programming, to field based coordination mechanisms, based on the Minimum Sexual violence: Make available interagency guidance on programming on sexual violence against children to field based coordination mechanisms, based on the Minimum, in cooperation with the GBV AoR Child labour: Make available interagency guidance on programming on child labour to field based coordination mechanisms, based on the Minimum Child-friendly spaces: Develop, test and finalise accompanying training package to support attainment of the Minimum in CFS programmes Case management: collect and analyse examples of existing case management systems in emergencies in order to assess current gaps and challenges in meeting the Minimum Disaster Risk Reduction: Develop and test a conceptual framework on child protection and DRR and ensure that this is considered in subsequent versions of the Minimum objective 3: The Minimum are used, and referred to in programme support processes, such as human resource management and fundraising 3.1. Monitor and evaluate compliance of agency s policies and procedures with the Minimum Develop an institutionalisation checklist for agencies to self-assess the integration of the Minimum within their agencies Promote use of the institutionalisation checklist amongst all CPWG agencies Support agencies to develop plans to address gaps identified Follow-up with agencies at agreed times once a year to monitor progress against set objectives 3.2. Develop guidance and materials to support the institutionalisation of the Minimum Develop orientation on the Minimum for induction of new staff Develop guidance on how to include the Minimum in job descriptions and interviews Develop guidance on how to include the Minimum into their agency websites, laptops, etc Develop guidance on how to include the Minimum in performance management of staff Develop criteria for agency internal review of project funding proposals 3.3. Develop guidance to support agencies in their monitoring and evaluation work Liaise with the Child Protection Monitoring and Evaluation Reference Group (CP MERG) Liaise with ALNAP, OECD and other bodies that produce guidance for carrying out evaluations Develop guidance for how agencies can include the Minimum in evaluations 6 Implementation Strategy for the Minimum for Child Protection in Humanitarian Action

7 5. Management Under the overall leadership of 2 co-chairs, an interagency Task Force will oversee implementation. They will convene quarterly via teleconference annually in a face to face meeting in connection with the CPWG annual meetings. The activities will be closely coordinated with existing Task Forces of the Child Protection Working Group, e.g. the Advocacy, Capacity Building, Assessment and Measurement, etc. This way of working has proven effective in the drafting process. 6. Timeframe Overall the Implementation Plan for the Minimum for Child Protection in Humanitarian Action covers the 24-month period from December 2012 to December Monitoring and Evaluation To monitor and evaluate this implementation plan, a three pronged approach will be taken: 1. Monitoring the progress of the activities in the implementation plan; 2. Monitoring the outcomes of implementing the activities in the implementation plan; 3. Evaluating the impact the Minimum have had on the quality, predictability and accountability of child protection responses in humanitarian situations. Although data will be collected on this during the implementation period, the evaluation of impact will take place in OUTCOMES OUTCOMES INDICATORS Method of data collection Frequency of data collection Increase in awareness of, and knowledge about, the Minimum # of interagency strategies in emergency contexts that refer to the Minimum # of regional/countrybased/local launches # of people who have attended an awareness raising session e.g. a launch event or a briefing Survey of CP field level coordination mechanisms Twice per year Objective 1 Humanitarian actors are aware of, and refer to, the Minimum Increase in the access to the Minimum # of downloads of the Minimum via the webpage, per country and type of organisation # of print and USB versions of Minimum disseminated Launch track records Analysis of webpage visits Distribution track record Ensure compliance with the Minimum by CPWG members # of Letters of commitment by CPWG agencies Implementation Strategy for the Minimum for Child Protection in Humanitarian Action 7

8 OUTCOMES OUTCOMES INDICATORS Method of data collection Frequency of data collection Improved capacity of CP practitioners to deliver CP responses in line with best practice % of field level CP coordination mechanisms whose gap and services analysis is based on the Minimum # of CPWG member agencies who incorporate the Minimum into their humanitarian capacity building programs # of Government partners promoting the use of the Minimum Survey of CP field level coordination mechanisms Survey of agencies Objective 2 The quality of child protection programming has improved to meet the Minimum CP is mainstreamed into other sectors # of sector specific tools for CP mainstreaming # of orientation sessions held on global/regional/ country level on CP mainstreaming (based on Minimum ) Track record Increased resources for CP responses that are in line with Minimum # of donors who reference the Minimum in their funding requirements Survey of donors Improved quality in programming (in key areas) based on the Minimum # field based CP coordination mechanisms reporting improvements of quality in programming in identified areas Survey of CP field level coordination mechanisms # of agencies and field based coordination mechanisms reporting against minimum 5 standard indicators (any) Outcome of monitoring information through the accountability tool Objective 3 The Minimum are used, and referred to in programme support processes, such as human resource management and fundraising Increased capacity of agencies to monitor performance of staff in line with Minimum Increased capacity of CP agencies to provide predictable CP responses % (or #?) of agencies that report that they have incorporated the Minimum in their performance management of relevant staff % of agencies that report that they have incorporated Minimum into evaluation processes Survey of agencies Survey of agencies 8 Implementation Strategy for the Minimum for Child Protection in Humanitarian Action

9 To illustrate the overall impact of the implementation of the following impact indicators, extracted directly from the Minimum, will be used. Together, these highlight the longer term impact that has been achieved by carrying out the activities in this implementation plan. IMPACT IMPACT INDICATORS Method of data collection Frequency of data collection 1. Interventions to mitigate the top five dangers to girls and boys of different age are in place in all affected communities 2. Percentage of communities where child-friendly responses have been put in place for survivors of physical violence and harmful practices Improved quality, predictability and accountability of child protection responses in emergencies 3. Percentage of reported cases of children who experience sexual violence who receive an age- and gender- appropriate response 4. Percentage of targeted children involved in CP programmes reported to be showing a decrease in symptoms associated with mental disorders and psychosocial distress compared to the baseline 5. Percentage of girls and boys separated from armed forces or groups who are effectively reintegrated in their families and the community or alternatively integrated Survey of CP field level coordination mechanisms 6. Number of children involved in the Worst Forms of Child Labour who receive adequate support 7. Percentage of children registered for tracing that have been reunified and stayed with their family for more than six months 8. Percentage of children who are in contact with the police who are dealt with using child-friendly procedures End-2013, a mid-term evaluation of both the implementation of the Minimum, as well as the impact the roll out has had, will be carried out by an external body. Implementation Strategy for the Minimum for Child Protection in Humanitarian Action 9

10 10 Implementation Strategy for the Minimum for Child Protection in Humanitarian Action 8. Budget Activity TOTAL Cost (USD) Committed or identified funding Funding still needed Objective 1: Humanitarian actors are aware of, and refer to, the Minimum 1.1. Finalise the Minimum and produce copies for dissemination Disseminate English, French and Arabic versions of Minimum Develop «launch pack» for the launch events for the Minimum Launch the Minimum at 6 global and regional level events x 5 events 1.5. Launch the Minimum at 15 national level events Develop additional promotional material for the Minimum for a variety of audience NOTES video brochure 1.7. Promote commitment to application of the Minimum Target key CP events and persons in CP agencies to raise awareness about the Minimum 1.9. Target key non-cp events and humanitarian actors to raise awareness about the Minimum Track the use and reception of the Minimum Other translations Subtotal Objective

11 Activity TOTAL Cost (USD) Committed or identified funding Funding still needed NOTES Objective 2: The Minimum are are integral part of humanitarian programming and the quality of child protection programming has improved to meet the Minimum 2.1. Provide technical assistance for humanitarian agencies implementing the Minimum 2.2. Develop training and orientation materials on the Minimum for practitioners 2.3. Develop a tool to evaluate compliance of programming with the Minimum 2.4. Develop, in collaboration with the Protection Cluster, tools to promote the Minimum for practitioners from other sectors 2.5. Identify donors and/or governments who could champion application of the Minimum x fulltime technical expert Consultancy + IT costs Consultancy Travel Implementation Strategy for the Minimum for Child Protection in Humanitarian Action Support adaptation and interpretation of the Minimum Strengthen practice in relation to specific principles and standards in the MS document Subtotal Objective Activity TOTAL Cost (USD) Committed or identified funding Funding still needed Objective 3: The Minimum are used, and referred to in programme support processes, such as human resource management and fundraising 3.1. Monitor and evaluate compliance of agency s policies and procedures with the Minimum 3.2. Develop guidance and materials to support the institutionalisation of the Minimum 3.3. Develop guidance to support agencies in their monitoring and evaluation work Child friendly version Community support for each of the 7 elements mentioned above NOTES Consultancy Point Subtotal Objective

12

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

More information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017 1 COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING Version: 14 November 2017 2 1. Introduction The objective of this communication strategy is to increase

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

Baku Regional Seminar in a nutshell

Baku Regional Seminar in a nutshell Baku Regional Seminar in a nutshell STRUCTURED DIALOGUE: THE PROCESS 1 BAKU REGIONAL SEMINAR: PURPOSE & PARTICIPANTS 2 CONTENTS AND STRUCTURE OF DISCUSSIONS 2 HOW TO GET PREPARED FOR AN ACTIVE PARTICIPATION

More information

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy

3 of Policy. Linking your Erasmus+ Schools project to national and European Policy 1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This

More information

Head of Maths Application Pack

Head of Maths Application Pack Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths

More information

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO Bangkok Asia-Pacific Programme of Education for All Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO / O. Saltbones Introduction... Education systems must

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011

How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011 How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011 Why this document? The aim of this document is to provide inspiration for practitioners

More information

WP 2: Project Quality Assurance. Quality Manual

WP 2: Project Quality Assurance. Quality Manual Ask Dad and/or Mum Parents as Key Facilitators: an Inclusive Approach to Sexual and Relationship Education on the Home Environment WP 2: Project Quality Assurance Quality Manual Country: Denmark Author:

More information

Alternative education: Filling the gap in emergency and post-conflict situations

Alternative education: Filling the gap in emergency and post-conflict situations 2009 Alternative education: Filling the gap in emergency and post-conflict situations Overview Children and youth have a wide range of educational needs in emergency situations, especially when affected

More information

2 di 7 29/06/

2 di 7 29/06/ 2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth

More information

Monitoring & Evaluation Tools for Community and Stakeholder Engagement

Monitoring & Evaluation Tools for Community and Stakeholder Engagement Monitoring & Evaluation Tools for Community and Stakeholder Engagement Stephanie Seidel and Stacey Hannah Critical Path to TB Drug Regimens 2016 Workshop April 4, 2016 Washington, DC Community and Stakeholder

More information

JICA s Operation in Education Sector. - Present and Future -

JICA s Operation in Education Sector. - Present and Future - JICA s Operation in Education Sector - Present and Future - September 2010 Preface Only five more years remain for the world to work towards achieving the Millennium Development Goals (MDGs) by 2015. Developing

More information

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate. SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow

More information

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica.

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.

More information

Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST)

Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST) Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST) Patricia Kariaga, Mary Goretti Kariaga and Vitalis Ogemah (Musinda Muliro University

More information

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in

More information

MOESAC MEDIUM TERM PLAN

MOESAC MEDIUM TERM PLAN MOESAC MEDIUM TERM PLAN 2011-15 Introduction Medium Term Plan is a key output of a strategic planning process that was initiated in 2010. The process began with a broad-based stakeholder consultation exercise

More information

MSE 5301, Interagency Disaster Management Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives

MSE 5301, Interagency Disaster Management Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives MSE 5301, Interagency Disaster Management Course Syllabus Course Description Focuses on interagency cooperation for complex crises and domestic emergencies. Reviews the coordinating mechanisms and planning

More information

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014 You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning

More information

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok Hyeun-Suk Rhee, Ph.D. Director United Nations APCICT-ESCAP Brief on APCICT APCICT :

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT

REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT Item 5 Fourth Session of the Committee on ICT 15 October 2014 Bangkok, Thailand Hyeun-Suk Rhee, Ph.D. Director United Nations APCICT-ESCAP REGIONAL CAPACITY

More information

VULNERABILITY AND CAPACITY ASSESSMENT GUIDELINE

VULNERABILITY AND CAPACITY ASSESSMENT GUIDELINE VULNERABILITY AND CAPACITY ASSESSMENT GUIDELINE WHAT GUIDES OUR WORK Mission: To volunteer, participate and partner in delivering humanitarian service to the most vulnerable. Vision: To be a model National

More information

Pentyrch Primary School Ysgol Gynradd Pentyrch

Pentyrch Primary School Ysgol Gynradd Pentyrch Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

Ex-Post Evaluation of Japanese Technical Cooperation Project

Ex-Post Evaluation of Japanese Technical Cooperation Project Bangladesh Ex-Post Evaluation of Japanese Technical Cooperation Project Project for Strengthening Primary Teacher Training on Science and Mathematics External Evaluator: Yuko Aoki, Kokusai Kogyo 0. Summary

More information

RAMSAR Government CEPA NFP

RAMSAR Government CEPA NFP RAMSAR Government CEPA NFP Directorate of Biodiversity Conservation Ministry of Environment and Forestry Jakarta, 20 September 2016 AMSAR SITES The convention entered into force in Indonesia on 8 August

More information

Information Circular No Subject: Language Training Programme at UNOG

Information Circular No Subject: Language Training Programme at UNOG United Nations ST/IC/Geneva/2017/6 Secretariat 3 October 2017 Information Circular No. 6 1 Subject: Language Training Programme at UNOG - 2018 The purpose of the present circular is to advise staff members

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009

EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for

More information

DICE - Final Report. Project Information Project Acronym DICE Project Title

DICE - Final Report. Project Information Project Acronym DICE Project Title DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and

More information

Zambian Syllabus For Civic Education Grade 10

Zambian Syllabus For Civic Education Grade 10 Zambian Syllabus For Civic Education Grade 10 Free PDF ebook Download: Zambian Syllabus For Grade 10 Download or Read Online ebook zambian syllabus for civic education grade 10 in PDF Format From The Best

More information

Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development

Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development Hotel Holiday Inn, Johannesburg Airport, 100 North Rand Road, Bardene, Boksburg, Johannesburg, South Africa.

More information

TA Decision Chart WHAT IS THIS RESOURCE? DESCRIPTION AND CONTACT INFORMATION POLICIES

TA Decision Chart WHAT IS THIS RESOURCE? DESCRIPTION AND CONTACT INFORMATION POLICIES WHAT IS THIS RESOURCE? This document is a job aid to assist TAs with supporting students who may be in the following situations. For each situation, required or recommended actions are specified. If there

More information

VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning.

VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning. VISION: We are a Community of Learning in which our ākonga encounter Christ and excel in their learning. "Catholic education is above all a question of communicating Christ, of helping to form Christ in

More information

Guidance on the University Health and Safety Management System

Guidance on the University Health and Safety Management System Newcastle University Safety Office 1 Kensington Terrace Newcastle upon Tyne NE1 7RU Tel 0191 222 6274 University Safety Policy Guidance Guidance on the University Health and Safety Management System Document

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

Teacher of English. MPS/UPS Information for Applicants

Teacher of English. MPS/UPS Information for Applicants Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in

More information

STEPS TO EFFECTIVE ADVOCACY

STEPS TO EFFECTIVE ADVOCACY Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building

More information

FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE

FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE FRESNO COUNTY INTELLIGENT TRANSPORTATION SYSTEMS (ITS) PLAN UPDATE DELIVERABLE NO. 1 PROJECT PLAN FRESNO COUNTY, CALIFORNIA Prepared for Fresno Council of Governments 2035 Tulare Street, Suite 201 Fresno,

More information

BSc (Hons) Banking Practice and Management (Full-time programmes of study)

BSc (Hons) Banking Practice and Management (Full-time programmes of study) BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL

More information

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the

More information

DROUGHT RISK REDUCTION ACTION PLAN FOR THE HORN OF AFRICA REGION PARTNERS PLANNING WORKSHOP ELEMENTAITA, KENYA

DROUGHT RISK REDUCTION ACTION PLAN FOR THE HORN OF AFRICA REGION PARTNERS PLANNING WORKSHOP ELEMENTAITA, KENYA DROUGHT RISK REDUCTION ACTION PLAN FOR THE HORN OF AFRICA REGION PARTNERS PLANNING WORKSHOP 23 RD TO 25 TH JULY, 2012 ELEMENTAITA, KENYA A project funded by ECHO A project coordinated by FAO TABLE OF CONTENTS

More information

OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW

OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW JUNE 2004 CONTENTS I BACKGROUND... 1 1. The thematic review... 1 1.1 The objectives of the OECD thematic review

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

Dr Padraig Walsh. Presentation to CHEA International Seminar, Washington DC, 26 January 2012

Dr Padraig Walsh. Presentation to CHEA International Seminar, Washington DC, 26 January 2012 The Qualifications and Quality Assurance Authority of Ireland (QQAI) an amalgamated agency responsible for overseeing changes in the qualifications and quality assurance of Irish further and higher education

More information

GOING GLOBAL 2018 SUBMITTING A PROPOSAL

GOING GLOBAL 2018 SUBMITTING A PROPOSAL GOING GLOBAL 2018 SUBMITTING A PROPOSAL Going Global provides an open forum for world education leaders those in the noncompulsory education sector with decision making responsibilities to debate issues

More information

D.10.7 Dissemination Conference - Conference Minutes

D.10.7 Dissemination Conference - Conference Minutes Project No. 540346-LLP-1-2013-1-GR-LEONARDO-LNW D.10.7 Dissemination Conference - Conference Minutes Effective Writers & Communicators Project September 2015 This project has been funded with support from

More information

Sharing Information on Progress. Steinbeis University Berlin - Institute Corporate Responsibility Management. Report no. 2

Sharing Information on Progress. Steinbeis University Berlin - Institute Corporate Responsibility Management. Report no. 2 Sharing Information on Progress - Institute Corporate Responsibility Management Report no. 2 Berlin, March 2013 2 Renewal of the commitment to PRME As an institution of higher education involved in Principles

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

GHSA Global Activities Update. Presentation by Indonesia

GHSA Global Activities Update. Presentation by Indonesia GHSA Global Activities Update Presentation by Indonesia as the GHSA chair in 2016 2016 Global Activities JEE Process Action Packages Coordination Jakarta Call for Action A Systemic Network Model : Coordination

More information

Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers

Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers Redeployment Arrangements at Primary Level for Surplus Permanent & CID Holding Teachers March 2017 This document relates only to the main redeployment panels set out below i.e. Main Panels on which surplus

More information

EFA and the Institute of Education, University of London : implicit and explicit engagements

EFA and the Institute of Education, University of London : implicit and explicit engagements EFA and the Institute of Education, University of London : implicit and explicit engagements By Angela W. Little Profesor of education (with reference to developing Countries) Institute of Education, University

More information

Freshman On-Track Toolkit

Freshman On-Track Toolkit The Network for College Success Freshman On-Track Toolkit 2nd Edition: July 2017 I Table of Contents About the Network for College Success NCS Core Values and Beliefs About the Toolkit Toolkit Organization

More information

Integration of ICT in Teaching and Learning

Integration of ICT in Teaching and Learning Integration of ICT in Teaching and Learning Dr. Pooja Malhotra Assistant Professor, Dept of Commerce, Dyal Singh College, Karnal, India Email: pkwatra@gmail.com. INTRODUCTION 2 st century is an era of

More information

Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies

Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies CC & Nature Conservation in Europe 25-27 June 2013, Bonn/Germany Stefan

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Implementing Pilot Early Grade Reading Program in Morocco

Implementing Pilot Early Grade Reading Program in Morocco Implementing Pilot Early Grade Reading Program in Morocco Reading for Success-Small Scale Experimentation (RFS-SSE) September 2015 - March 2018 Shamineh Byramji, Chemonics International March 7, 2017 1

More information

Equitable Access Support Network. Connecting the Dots A Toolkit for Designing and Leading Equity Labs

Equitable Access Support Network. Connecting the Dots A Toolkit for Designing and Leading Equity Labs Equitable Access Support Network Connecting the Dots A Toolkit for Designing and Leading Equity Labs JUNE 2017 The (EASN) would like to acknowledge the following organizations that have supported States

More information

New Education Division Documents No. 13. Post-basic Education in Partner Countries

New Education Division Documents No. 13. Post-basic Education in Partner Countries M AY 2 0 0 3 D E S O E D U C AT I O N D I V I S I O N New Education Division Documents No. 13 Post-basic Education in Partner Countries NEW EDUCATION DIVISION DOCUMENTS NO. 13 Christine McNab Post-basic

More information

Second Annual FedEx Award for Innovations in Disaster Preparedness Submission Form I. Contact Information

Second Annual FedEx Award for Innovations in Disaster Preparedness Submission Form I. Contact Information Second Annual FedEx Award for Innovations in Disaster Preparedness Submission Form I. Contact Information Name: Heather Bennett Title: Director, Foundation and Corporate Development Organization: Direct

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

Resource Package. Community Action Day

Resource Package. Community Action Day Community Action Day Resource Package This Resource Pack is a guide for you and your community to plan and coordinate your event for Community Action Day. It offers step-by-step instructions for creating

More information

Punjab Education and English Language Initiative (PEELI) 1

Punjab Education and English Language Initiative (PEELI) 1 GLOSSARY ABLE CELTA CPD DSD DTE ELT EMI ESIA GoP MOOCs MOU PCTB PEC PEELI PD PST SLO SPELT Activity Based Learning in English Certificate in Teaching English to Speakers of Other Languages Continuous Professional

More information

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016

Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Overview of the school Number of pupils and pupil premium grant (PPG) received Total number of pupils on roll 689 Total

More information

Interview on Quality Education

Interview on Quality Education Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens

More information

WHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM

WHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM WHAT IS AEGEE? AEGEE-EUROPE PRESENTATION EUROPEAN STUDENTS FORUM 1) What is AEGEE? 2) AEGEE s Identity 3) AEGEE s History 4) How we work 5) AEGEE s Impact CONTENT 6) Supporters and Memberships in Platforms

More information

St Matthew s RC High School

St Matthew s RC High School St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified

More information

FUNDING GUIDELINES APPLICATION FORM BANKSETA Doctoral & Post-Doctoral Research Funding

FUNDING GUIDELINES APPLICATION FORM BANKSETA Doctoral & Post-Doctoral Research Funding FUNDING GUIDELINES Doctoral & Post-Doctoral Research Funding Project: Phd and Post-Doctoral Grant Funding Funding Opens on: 18 April 2016 Funding Window Closes on: 16 May 2016 FUNDING GUIDELINES APPLICATION

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

PUPIL PREMIUM REVIEW

PUPIL PREMIUM REVIEW PUPIL PREMIUM REVIEW 2015-2016 Pupil Premium Review 2015/2016 Ambition The school aims to provide pupils with a consistently good quality of provision for all pupils. We aim to maximise the progress of

More information

TU-E2090 Research Assignment in Operations Management and Services

TU-E2090 Research Assignment in Operations Management and Services Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara

More information

Idsall External Examinations Policy

Idsall External Examinations Policy Idsall External Examinations Policy Sponsorship & Review 1 Sponsor Mr D Crichton, Deputy Headteacher 2 Written and Approved October 2014 3 Next Review Date October 2016 This policy should be read in conjunction

More information

InTraServ. Dissemination Plan INFORMATION SOCIETY TECHNOLOGIES (IST) PROGRAMME. Intelligent Training Service for Management Training in SMEs

InTraServ. Dissemination Plan INFORMATION SOCIETY TECHNOLOGIES (IST) PROGRAMME. Intelligent Training Service for Management Training in SMEs INFORMATION SOCIETY TECHNOLOGIES (IST) PROGRAMME InTraServ Intelligent Training Service for Management Training in SMEs Deliverable DL 9 Dissemination Plan Prepared for the European Commission under Contract

More information

Chapter 2. University Committee Structure

Chapter 2. University Committee Structure Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing

More information

OF CHILDREN WITH DISABILITIES

OF CHILDREN WITH DISABILITIES MINNISTRY OF EDUCATION AND TRAINING READINESS FOR EDUCATION OF CHILDREN WITH DISABILITIES IN EIGHT PROVINCES OF VIET NAM 2015 REPORT READINESS FOR EDUCATION OF CHILDREN WITH DISABILITIES IN EIGHT PROVINCES

More information

Teacher of Art & Design (Maternity Cover)

Teacher of Art & Design (Maternity Cover) Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:

More information

N E W S L E T T E R 3. VET Student's appearance concerns and the influence on completion rates in VET and on their success rates on the job market

N E W S L E T T E R 3. VET Student's appearance concerns and the influence on completion rates in VET and on their success rates on the job market N E W S L E T T E R 3 VET Student's appearance concerns and the influence on completion rates in VET and on their success rates on the job market The Mirror project Background Negative body image can adversely

More information

EPA RESOURCE KIT: EPA RESEARCH Report Series No. 131 BRIDGING THE GAP BETWEEN SCIENCE AND POLICY

EPA RESOURCE KIT: EPA RESEARCH Report Series No. 131 BRIDGING THE GAP BETWEEN SCIENCE AND POLICY EPA RESOURCE KIT: BRIDGING THE GAP BETWEEN SCIENCE AND POLICY Resource 1 BRIDGE: Tools for science-policy communication EPA RESEARCH Report Series No. 131 Developed by Professor Anna Davies Dr. Joanne

More information

International Organizations and Global Governance: A Crisis in Global Leadership?

International Organizations and Global Governance: A Crisis in Global Leadership? International Organizations and Global Governance: A Crisis in Global Leadership? Dr. A. Claire Cutler Mon & Thurs 11:30-12:50pm COR B129 Office Hours: Thursday 1-2:30pm Office: SSM A352 Course Description

More information

Knowledge Synthesis and Integration: Changing Models, Changing Practices

Knowledge Synthesis and Integration: Changing Models, Changing Practices Knowledge Synthesis and Integration: Changing Models, Changing Practices Irvine, California March 16, 2009 Allan Best, Managing Partner, InSource University of British Columbia Diane Finegood, Simon Fraser

More information

Regional Bureau for Education in Africa (BREDA)

Regional Bureau for Education in Africa (BREDA) United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory

More information

Practical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio

Practical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey

More information

Tanga Dairy Platform: Case study teaching note

Tanga Dairy Platform: Case study teaching note Tanga Dairy Platform: Case study teaching note Produced in association with this article: Cadilhon, J.J., Ngoc Diep Pham and Maass, B.L. 2016. The Tanga Dairy Platform: Fostering innovations for more efficient

More information

Evaluation of Learning Management System software. Part II of LMS Evaluation

Evaluation of Learning Management System software. Part II of LMS Evaluation Version DRAFT 1.0 Evaluation of Learning Management System software Author: Richard Wyles Date: 1 August 2003 Part II of LMS Evaluation Open Source e-learning Environment and Community Platform Project

More information

AB104 Adult Education Block Grant. Performance Year:

AB104 Adult Education Block Grant. Performance Year: AB104 Adult Education Block Grant Performance Year: 2015-2016 Funding source: AB104, Section 39, Article 9 Version 1 Release: October 9, 2015 Reporting & Submission Process Required Funding Recipient Content

More information

Fundraising 101 Introduction to Autism Speaks. An Orientation for New Hires

Fundraising 101 Introduction to Autism Speaks. An Orientation for New Hires Fundraising 101 Introduction to Autism Speaks An Orientation for New Hires May 2013 Welcome to the Autism Speaks family! This guide is meant to be used as a tool to assist you in your career and not just

More information

The DEVELOPMENT STUDIES Programme

The DEVELOPMENT STUDIES Programme University of Cape Town The DEVELOPMENT STUDIES Programme The University of Cape Town s Development Studies Programme prepares postgraduate students for entry into the professional development community.

More information

Implementing a tool to Support KAOS-Beta Process Model Using EPF

Implementing a tool to Support KAOS-Beta Process Model Using EPF Implementing a tool to Support KAOS-Beta Process Model Using EPF Malihe Tabatabaie Malihe.Tabatabaie@cs.york.ac.uk Department of Computer Science The University of York United Kingdom Eclipse Process Framework

More information