TERMS OF REFERENCE. Conflict Management / Resolution / Mediation Training in UNHCR
|
|
- Aldous Henderson
- 5 years ago
- Views:
Transcription
1 ANNEX A TERMS OF REFERENCE Conflict Management / Resolution / Mediation Training in UNHCR I. Background: The Global Learning Centre (GLC) was established to strengthen the development and delivery of effective training in UNHCR. The GLC currently delivers a number of training programmes related to Resource Management, Protection & Operation, Emergency and Safety, Management and Leadership as well as ICT and HR, among others. Over the last year, a number of Units and Geneva-based support services, such as the Inspector General s Office, The Legal Affairs Section, The Ombudsman s Office, the Ethics Office and the Staff Welfare Section, have identified a broad area involving workplace conflict management/resolution, negotiation and mediation where UNHCR staff need to enhance their competencies. To address these needs, the GLC believe that all staff should be able to demonstrate basic conflict management skills, especially in multi-cultural situations, by applying principles of effective communication which contribute to conflict prevention, along with skills to address conflicts that do arise at the lowest possible level. To achieve this, the GLC proposes to develop and deliver a conflict management programme, which we are presently calling the COMP. The programme would consist of a suite of basic conflict management learning initiatives introducing an array of skills and practices. Such a programme, aligned with the Code of Conduct training, will help to establish an overall foundation for managing conflicts in our multicultural workplace and provide people with the basic awareness, knowledge and skills to address unproductive workplace conflicts and to seek appropriate support from the established formal UNHCR conflict management system should this be necessary. Also incorporated in the programme would be the essential skills in mediation and negotiation to advance staff ability to negotiate with the beneficiaries of UNHCR and external partners. II. Purpose: UNHCR seeks consulting company / consortia of consultants to develop and codeliver the COMP programme. This programme has two overall purposes. First, to enable UNHCR staff to address and solve conflicts at the lowest possible level, i.e. reducing the number of conflicts that escalate and dealt with at the various formal systems that are in place within UNHCR. This will reduce costly, time-consuming and detrimental workplace conflicts. The second overall purpose is to build skills towards mediation and negotiation for more specific needs such as differences in performance appraisal and in negotiating with external partners. Page 1 of 7
2 III. Objectives: As a result of participation in this programme, staff will be able to 1. identify communication practices that contribute towards positively working with differences 2. demonstrate communication techniques in a culturally diverse context that will: - achieve effective resolution of differences before they escalate into conflict - mediate to successfully diffuse conflict - demonstrate effective pre-negotiation and negotiation techniques that result in satisfactory results for both parties In order to achieve these objectives, the GLC proposes to develop and deliver a multi-phased cascading programme, working with UNHCR operational country teams, including a separate add-on programme for senior management teams. The training approach and materials to be developed should, to the greatest extent possible, draw on existing UNHCR material (e.g. the current Management Learning Programme (MLP) module on communication) as well as other relevant training modules to ensure consistency across UNHCR learning programmes. In addition, the material must be compatible with UNHCR s Learning Management System (LMS) and should be designed to maximise delivery through the LMS. The programme will be designed to minimize training costs and maximize outreach and impact. IV. Overview of Project Components and Their Design Sequence These Terms of Reference would provide for the development and delivery of the programme components in the following phases: A. Preparatory phase, involving: - Identification of consultants who are highly-experienced in facilitating the development of mediation and negotiation skills and the fundamental communication skills required. - Conducting interviews with the following sections` representatives in order to assess specific learning needs and conflict scenarios and incorporate them into the COMP design and materials: IGO Investigation Section, Ethics Office, Office of the Ombudsman, Staff Welfare Section, Legal Affairs Section, GLC Protection Unit, GLC Emergency/Safety Unit, GLC Management/Leadership Unit. B. Phase I - Development of a 2-day conflict management workshop, in English and French, for UNHCR operational country teams (approximately 15 participants per workshop) Page 2 of 7
3 - Development of a subsequent 1-day workshop, in English and French, for senior managers providing additional training and practice in mediation and negotiation principles. - Development of pre-workshop activities in English and French, for participants to prepare themselves for the workshop(s) - Development of post-workshop application/action plan and follow-up model - Development of 5-day training of trainers (ToT) to deliver the 2+1 day conflict management workshops - Development of a facilitators handbook, workshop, in English and French, to include the workshop design and sequenced activities, as well as support materials, additional practice and follow-up activities, inspirational team building and conflict reducing team interventions. - Identification of internal trainer selection criteria C. Phase 2 - Identification of up to 5 pilot countries - Identification of trainers - Organising (in collaboration with GLC) the 5-day ToT - Facilitating the 5-day ToT in Budapest - Evaluating and revising the 2+1 day conflict management training materials as appropriate D. Phase 3 (to be delivered in 2011 and 2012) - Co-delivery by one consultant paired with one UNHCR trainer of the 2+1 country-based workshops to various offices within a country s operations for up to 5 pilot countries in 2011 and another 5-10 countries in Possibly a second TOT to expand the internal trainer pool - Level 1 and 2 evaluation data gathered for every participant per workshop E. Phase 4 - Level 3 evaluation data gathered for every participant per workshop - Evaluation and revision of the 2+1 day training materials on the basis of the evaluation Based on the results of the assessment, and modification to the programme as necessary, the facilitation team would work with additional rounds of country teams. V. Methodological Guidelines The COMP programme should: - Be grounded in proven conflict management models which can be presented visually (such as the Circle of Conflict ) to help in analysing specific conflict situations and/or tools. - Build from self-awareness and fundamental communication skills to their application in conflict prevention and management situations. Page 3 of 7
4 - Equip participants, and particularly managers, with the theoretical background and skills for mediation and negotiation processes which could be used in the workplace as well as with external partners. - Be as experiential as possible, building in frequent opportunity for selfanalysis and feedback - Incorporate typical or frequent conflict or negotiations scenarios in UNHCR s context - Link to and intentionally reinforce communications and negotiation initiatives in other UNHCR learning programmes - Enhance the understanding of the roles and interventions of the existing and formal UNHCR conflict management system - Be co-managed with the GLC project manager VI. Learning Objectives: As outlined above, the COMP programme will comprise three separate learning activities: 1. Activity 1: A 2-day UNHCR operational country team conflict management workshop to include understanding of conflict, communication and conflict management tools, concepts and approaches, and how they also apply to mediation and negotiation situations. Learning Objectives - Participants will: Be familiar with his/her behavioral characteristics and attitudes (strengths and weaknesses) Practice active listening, recognition of inference and practices to deescalate emotions Demonstrate and interpret cultural awareness Apply conflict prevention and conflict management behaviours in specific conflict situations Display behaviour that can contribute to team success Apply emotional intelligence in conflict situations Apply conflict management skills to resolve cultural diversity related conflicts Identify a conflict and the phases of a negotiation process Develop a strategy for conflict management and phases of negotiation processes Commit to apply what they have learned in their workplace. 2. Activity 2: A 1-day follow-on workshop for the country s senior managers providing additional opportunity for practice and discussion in mediation and negotiations Learning Objectives Participants will: Apply techniques for principled negotiation to use in mediation between staff members Facilitate a mediation process between two conflicting parties from start to finish Apply techniques for principled negotiation to use in negotiations with governments, UN counterparts or other partners Page 4 of 7
5 3. Activity 3: A 5-day Budapest-based Training of Trainers workshop design preparing selected GLC and other staff to be determined by the GLC to practice communications and conflict management techniques as well as the techniques and design to enable them to facilitate workshops to train country teams in these skills and practices for use in their respective offices. The 5-day training will utilize existing UNHCR conflict resolution material including the MLP work module and the resource book from the Center for Humanitarian dialogue, among others. Learning Objectives Participants will: Demonstrate all communication, conflict management, mediation and negotiation skills consistently and to a sufficient degree of competence as to be deemed able to train others Demonstrate ability to deliver effectively the activities in the facilitation guides, and to identify how one would modify/augment the sequence of activities as appropriate to meet the needs of the participants of a given workshop group. Demonstrate self-awareness, self-confidence, listening skills, empathy and ability to maintain objectivity and equilibrium in the face of conflict or strong emotions of participants V. Evaluation: The proposal for the evaluation component of the programme should take the following elements into consideration. The success of the programme will be measured at evaluation levels 1-4. At the organizational impact level in the medium-term, the training programme is expected to reduce the number of unresolved conflicts in the organization. Data sources to measure impact progress will include annual reports of the Ombudsman`s Office, the IGO Reports in Inspection findings related to workplace conflicts, the data of conflicts from the Respectful Workplace Advisors` and Peer Support Personnel s` report. Data will be monitored on a yearly basis. Training of Trainers (ToT) A selection process is necessary. The selection of participants will be based on past performance as well as other criteria, including for instance geographical and gender representation. The conflict management competency of the ToT trainees will be assessed throughout the training event in terms of their level of knowledge, their skills and their attitudes. Pilot workshops The first roll-out of conflict management workshops will be conducted by a team of two: (a) the trained UNHCR staff member and (b) a professional consultant expert in the subject matter. It is expected that the consultant will complete a workshop expert observation checklist for the UNHCR trainer s Page 5 of 7
6 performance. The assessment report will be used for the same two purposes as above. In each workshop, participants reaction and satisfaction with the event (Level 1) and learning (Level 2) will be measured in the workshop and Level 3 postworkshop. A first level 4 organizational impact will be undertaken either in late 2011 or early Information system The data collected from the assessments will be stored in an electronic database for easy access, analysis and reporting. The opportunity to integrate assessment data into GLC Learning Management System (LMS) platform should be explored. VI. Profile: Company / Consortium of Consultants Past experience with conflict management / resolution / mediation analysis and training design Experience with blended learning design as this relates to conflicts in the workplace Fluency in English and French Past experience from UNHCR / UN will be considered an added advantage VII. Deliverables: Deliverables in Develop the 2-day UNHCR operational country team Conflict Management Training including the theoretical background and visual models for conflict resolution. Design the tools for evaluating learning at levels Develop the 1-day add on for senior country managers, with particular focus on mediation and negotiation practice. Design the tools for evaluating learning at levels Develop the learning design and training materials for a 5-day face-to-face conflict resolution Training of Trainers for selected UNHCR staff which will enable participants to co-manage conflict resolution training with UNHCR operational country teams 4. Develop the Facilitators` Handbook for the Conflict Management Trainings with resources on basic conflict management as well as mediation and negotiation, The handbook should include not only the design of the 2+1 workshops but alternative or additional activities that could be used as necessary to address specific needs of a given workshop group Page 6 of 7
7 5. Deliver the 5-day pilot face-to-face conflict resolution Training of Trainers in Budapest, Hungary Deliverables in Co-manage the in-country Conflict Management Trainings required to train at least 85% of the staff (max 100 participants per country) in five selected countries. 2. Co-facilitate each workshop with a UNHCR co-facilitator, or in occasions when no UNHCR facilitator is available, with a second facilitator from the service provider s own team of resource people. Deliverables in Co-manage the in-country Conflict Management Trainings required to train at least 85% of the staff (max 100 participants per country) in a subsequent round of selected countries (5-10). 2. Co-facilitate each workshop with a UNHCR co-facilitator, or in occasions when no UNHCR facilitator is available, with a second facilitator from the service provider s own team of resource people. VIII. Timeframe: Contract commencement: 1. November Training objectives, strategy and survey: 15. November Decision. Stop/go Training packages: 10. December 2010 Decision. Stop/go Pilot Training of Trainers in Budapest: December 2010 Decision. Stop/go Training delivery in-country: 2011 and 2012 Page 7 of 7
Higher Education / Student Affairs Internship Manual
ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table
More informationESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO
ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require
More informationI 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 informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationTraining Evaluation and Impact Framework 2017/19
Gloucestershire Safeguarding Children Board [Type the document subtitle] Training Evaluation and Impact Framework 2017/19 January 2017 There should be a culture of continuous learning and improvement across
More informationPUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school
PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationStatewide Strategic Plan for e-learning in California s Child Welfare Training System
Statewide Strategic Plan for e-learning in California s Child Welfare Training System Decision Point Outline December 14, 2009 Vision CalSWEC, the schools of social work, the regional training academies,
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationStrategic Practice: Career Practitioner Case Study
Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe
More informationSubject Inspection in Technical Graphics and Design and Communication Graphics REPORT
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection in Technical Graphics and Design and Communication Graphics REPORT Ainm na scoile / School name Seoladh na scoile
More information5 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 informationTeacher 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 informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More information2017 FALL PROFESSIONAL TRAINING CALENDAR
2017 FALL PROFESSIONAL TRAINING CALENDAR Date Title Price Instructor Sept 20, 1:30 4:30pm Feedback to boost employee performance 50 Euros Sept 26, 1:30 4:30pm Dealing with Customer Objections 50 Euros
More informationBachelor of Software Engineering: Emerging sustainable partnership with industry in ODL
Bachelor of Software Engineering: Emerging sustainable partnership with industry in ODL L.S.K. UDUGAMA, JANAKA LIYANAGAMA Faculty of Engineering Technology The Open University of Sri Lanka POBox 21, Nawala,
More informationGuidelines for Mobilitas Pluss top researcher grant applications
Annex 1 APPROVED by the Management Board of the Estonian Research Council on 23 March 2016, Directive No. 1-1.4/16/63 Guidelines for Mobilitas Pluss top researcher grant applications 1. Scope The guidelines
More informationWe endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child
for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme
More informationWhat to Do When Conflict Happens
PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace
More informationQualification Guidance
Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this
More informationBaku 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 informationExpanded Learning Time Expectations for Implementation
I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,
More informatione-learning Coordinator
1 e-learning Coordinator Position Description (insert title) : Updated (Insert date) POSITION DESCRIPTION JOB TITLE BUSINESS UNIT REPORTING TO LOCATION e-learning Coordinator Academic Pathways Manager,
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationNottingham 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 informationContract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)
Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:
More informationWhole School Evaluation REPORT. Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B
An Roinn Oideachais agus Scileanna Department of Education and Skills Whole School Evaluation REPORT Tigh Nan Dooley Special School Carraroe, County Galway Roll Number: 20329B Date of inspection: 19 September
More informationModule 2 Protocol and Diplomatic Law:
Module 2 Protocol and Diplomatic Law: Rules and Procedures March 9th - 13th, 2015 Jamaica T: 1-876-977-6105 E:diplomaticacademytt@gmail.com W: http://sta.uwi.edu/iir/academy.asp About The Diplomatic Academy
More informationBeyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance
901 Beyond the Blend: Optimizing the Use of your Learning Technologies Bryan Chapman, Chapman Alliance Power Blend Beyond the Blend: Optimizing the Use of Your Learning Infrastructure Facilitator: Bryan
More informationDeliverable n. 6 Report on Financing and Co- Finacing of Internships
TRANSNATIONAL PLACEMENT SCHEME FOR TRANSLATION STUDENTS Agreement Number: 2012-3831/001-001 - Project Number: 526642- LLP- 1-2012- 1- IT- ERASMUS- ECUE Deliverable n. 6 Report on Financing and Co- Finacing
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationEXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017
EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationSHARED LEADERSHIP. Building Student Success within a Strong School Community
SHARED LEADERSHIP Building Student Success within a Strong School Community School Community Network Core Beliefs A school community rests upon mutual respect, strong relationships, shared responsibility,
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationPROJECT RELEASE: Towards achieving Self REgulated LEArning as a core in teachers' In-SErvice training in Cyprus
PROJECT RELEASE: Towards achieving Self REgulated LEArning as a core in teachers' In-SErvice training in Cyprus Presentation made by Frosoula Patsalidou, researcher, University of Cyprus and Prof. Mary
More informationDirectorate Children & Young People Policy Directive Complaints Procedure for MOD Schools
Directorate Children & Young People Policy Directive 3.2.8 Complaints Procedure for MOD Schools Version 2.0 January 2017 Preface Authorisation 1. This DCYP Policy Directive has been authorised for use
More informationH2020 Marie Skłodowska Curie Innovative Training Networks Informal guidelines for the Mid-Term Meeting
H2020 Marie Skłodowska Curie Innovative Training Networks Informal guidelines for the Mid-Term Meeting These guidelines are not an official document of the Research Executive Agency services. June 2016
More informationStrategic 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 informationAnthropology Graduate Student Handbook (revised 5/15)
Anthropology Graduate Student Handbook (revised 5/15) 1 TABLE OF CONTENTS INTRODUCTION... 3 ADMISSIONS... 3 APPLICATION MATERIALS... 4 DELAYED ENROLLMENT... 4 PROGRAM OVERVIEW... 4 TRACK 1: MA STUDENTS...
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationEDUC-E328 Science in the Elementary Schools
1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu
More informationVolunteer State Community College Strategic Plan,
Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing
More informationMidterm Evaluation of Student Teachers
Midterm Evaluation of Student Teachers Please complete and return form to the EKU student teaching supervisor on or before midterm week Student Teacher EKU ID # Subject/ Grade(s) Cooperating Teacher s
More informationWP 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 informationCouncil 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 informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationModule Title: Teaching a Specialist Subject
MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationSpecial Education Program Continuum
Special Education Program Continuum 2014-2015 Summit Hill School District 161 maintains a full continuum of special education instructional programs, resource programs and related services options based
More informationCore Strategy #1: Prepare professionals for a technology-based, multicultural, complex world
Wright State University College of Education and Human Services Strategic Plan, 2008-2013 The College of Education and Human Services (CEHS) worked with a 25-member cross representative committee of faculty
More informationACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING
ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational
More informationHow to Develop and Evaluate an etourism MOOC: An Experience in Progress
How to Develop and Evaluate an etourism MOOC: An Experience in Progress Jingjing Lin, Nadzeya Kalbaska, and Lorenzo Cantoni The Faculty of Communication Sciences Universita della Svizzera italiana (USI)
More informationSECTION I: Strategic Planning Background and Approach
JOHNS CREEK HIGH SCHOOL STRATEGIC PLAN SY 2014/15 SY 2016/17 APPROVED AUGUST 2014 SECTION I: Strategic Planning Background and Approach In May 2012, the Georgia Board of Education voted to make Fulton
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationBusiness 712 Managerial Negotiations Fall 2011 Course Outline. Human Resources and Management Area DeGroote School of Business McMaster University
B712 - Fall 2011-1 of 10 COURSE OBJECTIVE Business 712 Managerial Negotiations Fall 2011 Course Outline Human Resources and Management Area DeGroote School of Business McMaster University The purpose of
More informationCOSCA COUNSELLING SKILLS CERTIFICATE COURSE
COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling
More informationPROJECT PERIODIC REPORT
D1.3: 2 nd Annual Report Project Number: 212879 Reporting period: 1/11/2008-31/10/2009 PROJECT PERIODIC REPORT Grant Agreement number: 212879 Project acronym: EURORIS-NET Project title: European Research
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More informationInformation 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 informationLeadership Development
Leadership Development BY DR. DAVID A. FRASER, DAI SENIOR CONSULTANT 1 www.daintl.org 13710 Struthers Road, Ste 120 Colorado Springs, CO 80921 LEADERSHIP DEVELOPMENT: The expansion of capacity to be effective
More informationFAQ: The 4Rs and Social & Emotional Learning
Morningside Center for Teaching Social Responsibility 475 Riverside Drive, Suite 550, New York NY 10115 / 212-870-3318 / www.morningsidecenter.org FAQ: The 4Rs and Social & Emotional Learning What is The
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationInitial English Language Training for Controllers and Pilots. Mr. John Kennedy École Nationale de L Aviation Civile (ENAC) Toulouse, France.
Initial English Language Training for Controllers and Pilots Mr. John Kennedy École Nationale de L Aviation Civile (ENAC) Toulouse, France Summary All French trainee controllers and some French pilots
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationSME Academia cooperation in research projects in Research for the Benefit of SMEs within FP7 Capacities programme
SME Academia cooperation in research projects in Research for the Benefit of SMEs within FP7 Capacities programme European Commission Research and Innovation DG Aim of the study Background of the study
More informationSchool of Basic Biomedical Sciences College of Medicine. M.D./Ph.D PROGRAM ACADEMIC POLICIES AND PROCEDURES
School of Basic Biomedical Sciences College of Medicine M.D./Ph.D PROGRAM ACADEMIC POLICIES AND PROCEDURES Objective: The combined M.D./Ph.D. program within the College of Medicine at the University of
More informationBSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon
Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,
More informationVOCATIONAL EDUCATION AND TRAINING PROGRAMME FOR OIC MEMBER COUNTRIES (OIC-VET)
VOCATIONAL EDUCATION AND TRAINING PROGRAMME FOR OIC MEMBER COUNTRIES (OIC-VET) PROGRAMME DE FORMATION PROFESSIONNELLE POUR LES PAYS MEMBRES DE L OCI (OCI-PFP) STATISTICAL ECONOMIC AND SOCIAL RESEARCH AND
More informationPosition Statements. Index of Association Position Statements
ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.
More informationleading people through change
leading people through change Facilitator Guide Patricia Zigarmi Judd Hoekstra Ken Blanchard Authors Patricia Zigarmi Judd Hoekstra Ken Blanchard Product Developer Kim King Art Director Beverly Haney Proofreaders
More informationTrain The Trainer(SAMPLE PAGES)
Train The Trainer(SAMPLE PAGES) Delegate Manual 9.00 Welcome and Setting the Scene Overview of the Day Knowledge/Skill Checklist Introductions exercise 11.00 BREAK COURSE OUTLINE It Wouldn t Happen Around
More informationEMPLOYMENT OPPORTUNITIES
KAHNAWAKE EDUCATION CENTER P.O. BOX 1000 KAHNAWAKE, QUEBEC J0L 1B0 TEL: (450) 632-8770 FAX: (450) 632-8042 EMPLOYMENT OPPORTUNITIES LOCATION: POSITION: SALARY RANGE: DURATION: REQUIREMENTS: KARONHIANONHNHA
More informationThe following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-
1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires
More informationWELCOME WEBBASED E-LEARNING FOR SME AND CRAFTSMEN OF MODERN EUROPE
WELCOME WEBBASED E-LEARNING FOR SME AND CRAFTSMEN OF MODERN EUROPE Authors Helena Bijnens, EuroPACE ivzw, Belgium, Johannes De Gruyter, EuroPACE ivzw, Belgium, Ilse Op de Beeck, EuroPACE ivzw, Belgium,
More informationSTANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION
Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division
More informationDEPARTMENT OF SOCIAL SCIENCES
Department of Social Sciences Operations Manual 1 (12) DEPARTMENT OF SOCIAL SCIENCES Operations Manual 1.0 Department of Social Sciences Operations Manual 2 (12) CHANGE PAGE This is the change page of
More informationSelf Assessment. InTech Collegiate High School. Jason Stanger, Director 1787 Research Park Way North Logan, UT
Jason Stanger, Director 1787 Research Park Way North Logan, UT 84341-5600 Document Generated On June 13, 2016 TABLE OF CONTENTS Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance
More informationGuidelines for Mobilitas Pluss postdoctoral grant applications
Annex 1 APPROVED by the Management Board of the Estonian Research Council on 23 March 2016, Directive No. 1-1.4/16/63 Guidelines for Mobilitas Pluss postdoctoral grant applications 1. Scope The guidelines
More informationKAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:
KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,
More informationE-Learning project in GIS education
E-Learning project in GIS education MARIA KOULI (1), DIMITRIS ALEXAKIS (1), FILIPPOS VALLIANATOS (1) (1) Department of Natural Resources & Environment Technological Educational Institute of Grete Romanou
More informationREQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT
REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT Saint Paul Public Schools Independent School District # 625 360 Colborne Street Saint Paul MN 55102-3299 RFP Superintendent Search Consultant, St.
More informationDiploma in Library and Information Science (Part-Time) - SH220
Diploma in Library and Information Science (Part-Time) - SH220 1. Objectives The Diploma in Library and Information Science programme aims to prepare students for professional work in librarianship. The
More informationOccupational Therapist (Temporary Position)
Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide
More informationSelf-archived version. Citation:
Self-archived version Citation: Kautola, H., Hyttinen, T., Kakko, L., Väisänen, K., Alarinta, J. (2016). Building a national education export network for the food chain (FLEN). In Vanhanen, R. (ed.) Export
More informationLearning Resource Center COLLECTION DEVELOPMENT POLICY
Los Angeles Mission College Learning Resource Center COLLECTION DEVELOPMENT POLICY I. PURPOSE AND GOALS II. III. IV. SELECTION OF BOOKS Responsibility Criteria for Selection Subject Boundaries Language
More informationSpecial 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 informationCareer Checkpoint. What is Career Checkpoint? Make the most of your Marketable Skills
What is Career Checkpoint? Career Checkpoint is a toolkit for supervisors of student staff. It provides employers with the tools they need to assist students with connecting the skills and knowledge acquired
More informationNearing Completion of Prototype 1: Discovery
The Fit-Gap Report The Fit-Gap Report documents how where the PeopleSoft software fits our needs and where LACCD needs to change functionality or business processes to reach the desired outcome. The report
More informationWhite Paper. The Art of Learning
The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how
More informationBYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan
BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan 48824-1226 ADOPTED 9-24-71 AMENDED 2-3-72 5-31-77 4-26-83 2-10-88 6-7-90 5-5-94 4-27-95
More informationGeneral principles & specific types of
CORE CURRICULUM 3 FOR THE TRAINING OF FISHERIES INSPECTORS & UNION INSPECTORS General principles & specific types of fisheries inspection MANUAL FOR THE TRAINER 3 Disclaimer The Core Curriculum for training
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationExercise Format Benefits Drawbacks Desk check, audit or update
Guidance Note 6 Exercising for Resilience With critical activities, resources and recovery priorities established, and preparations made for crisis management, all preparations and plans should be tested
More informationAbstract. Janaka Jayalath Director / Information Systems, Tertiary and Vocational Education Commission, Sri Lanka.
FEASIBILITY OF USING ELEARNING IN CAPACITY BUILDING OF ICT TRAINERS AND DELIVERY OF TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) COURSES IN SRI LANKA Janaka Jayalath Director / Information Systems,
More information