The annual report summarizes Ohio's Ohio Means Internships & Co-ops (OMIC) program for 2013-2014. It describes that over 2,000 students were hired as interns or co-ops through the program, with 66% being first-time experiences. Over 800 businesses participated in the program, with 55% being new partners. The report outlines student and business participation data, expenditures, wages earned, scholarships awarded, job placements, and demographics. It evaluates performance metrics and impact on regional economies and indicates strategy for future rounds of funding.
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
This document summarizes Erin Marie Koch's CRM presentation on MATC's student life cycle. It discusses how MATC acquires students through recruitment, attracts different demographic groups, and makes initial contact. It then covers how MATC helps students grow through support services, retains them to completion, and extends relationships with alumni. The presentation identifies opportunities to increase enrollment, fundraising, and internship development at each stage of the cycle. It also notes some issues with online learning requirements, course availability across campuses, and identifying ITV courses that could be addressed to improve the student experience.
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
This document discusses the planning cycles and relationships between various plans at LATTC, including the Strategic Master Plan, Educational Master Plan, Technology Master Plan, and Facilities Master Plan.
It provides details on the key priorities and focus areas of the Strategic Master Plan, including student success, growth, community and business development, and organizational development. It then explains how the Educational Master Plan, Technology Master Plan, and Facilities Master Plan are developed based on and help achieve the goals of the Strategic Master Plan. Timelines for updates to each plan are also provided.
This document discusses the various planning cycles and how they relate to each other at LATTC. It outlines the Strategic Master Plan, Educational Master Plan, Technology Enhancement Master Plan, and Facilities Master Plan. These plans have different update cycles and link to curriculum development and program review. The Strategic Master Plan establishes priorities that the other plans are designed around, like student success, growth, and community development. New curriculum and program reviews help assess whether these priorities are being met. The planning cycles are meant to be ongoing and ensure the college mission is achieved through continuous assessment, evaluation, and updates across all plans.
AppSuccess aims to help low-income high school seniors apply to and enroll in college by matching them with volunteer college student mentors through an online platform. Currently, many qualified low-income students do not enroll in college due to a lack of information and guidance about the application process. AppSuccess will provide personalized guidance to help students navigate applying to schools, writing essays, and obtaining financial aid, increasing their chances of attending college. The organization plans to recruit mentors from top universities and high school students from Title I high schools to use the platform. AppSuccess expects to become financially sustainable and scale to serve thousands of students each year, improving their life opportunities.
Effectiveness of Internal Audits in Public Educational Institutions in Kenya...IJMER
Internal auditing has become a factor of the new accountability and control era. The
manner in which public sector entities maintain internal control and how they are held accountable has
evolved to require more transparency and more accountability from these organizations that spend
investor or taxpayer funds. This trend has significantly impacted how management implements,
monitors, and reports on internal control. Although internal auditors can be a valuable advisory
resource on internal control, the internal auditor should not be a substitute for a strong internal control
system. A system of internal control is the primary response to risks. The role of internal auditing has
evolved from an administrative procedure with a focus on compliance, to an important element of good
governance. In many cases the existence of internal auditing is mandatory (intosaigov 9140).
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
2017 Apprenticeship Plus Youth Program Grant Application Information SessionIllinois workNet
The Department of Commerce coordinated a webinar to provide organizations with information regarding the application requirements for the 2017 Apprenticeship Plus Youth Program Notice of Funding Opportunity (NOFO).
This document summarizes Erin Marie Koch's CRM presentation on MATC's student life cycle. It discusses how MATC acquires students through recruitment, attracts different demographic groups, and makes initial contact. It then covers how MATC helps students grow through support services, retains them to completion, and extends relationships with alumni. The presentation identifies opportunities to increase enrollment, fundraising, and internship development at each stage of the cycle. It also notes some issues with online learning requirements, course availability across campuses, and identifying ITV courses that could be addressed to improve the student experience.
Universities as Regenerators: Kerrie Norman, Flinders Chase Place North West
This document discusses linking education to regeneration through capital projects. It outlines the fragmented current education system with multiple funding streams from schools through further education and universities. It identifies opportunities for stronger collaboration between universities, further education colleges, schools, and local employers to improve student outcomes and develop education programs that meet local skills needs. Regional coordination and planning of education provision is needed to deliver sustainable projects that connect education institutions across age ranges.
This document discusses the planning cycles and relationships between various plans at LATTC, including the Strategic Master Plan, Educational Master Plan, Technology Master Plan, and Facilities Master Plan.
It provides details on the key priorities and focus areas of the Strategic Master Plan, including student success, growth, community and business development, and organizational development. It then explains how the Educational Master Plan, Technology Master Plan, and Facilities Master Plan are developed based on and help achieve the goals of the Strategic Master Plan. Timelines for updates to each plan are also provided.
This document discusses the various planning cycles and how they relate to each other at LATTC. It outlines the Strategic Master Plan, Educational Master Plan, Technology Enhancement Master Plan, and Facilities Master Plan. These plans have different update cycles and link to curriculum development and program review. The Strategic Master Plan establishes priorities that the other plans are designed around, like student success, growth, and community development. New curriculum and program reviews help assess whether these priorities are being met. The planning cycles are meant to be ongoing and ensure the college mission is achieved through continuous assessment, evaluation, and updates across all plans.
AppSuccess aims to help low-income high school seniors apply to and enroll in college by matching them with volunteer college student mentors through an online platform. Currently, many qualified low-income students do not enroll in college due to a lack of information and guidance about the application process. AppSuccess will provide personalized guidance to help students navigate applying to schools, writing essays, and obtaining financial aid, increasing their chances of attending college. The organization plans to recruit mentors from top universities and high school students from Title I high schools to use the platform. AppSuccess expects to become financially sustainable and scale to serve thousands of students each year, improving their life opportunities.
Effectiveness of Internal Audits in Public Educational Institutions in Kenya...IJMER
Internal auditing has become a factor of the new accountability and control era. The
manner in which public sector entities maintain internal control and how they are held accountable has
evolved to require more transparency and more accountability from these organizations that spend
investor or taxpayer funds. This trend has significantly impacted how management implements,
monitors, and reports on internal control. Although internal auditors can be a valuable advisory
resource on internal control, the internal auditor should not be a substitute for a strong internal control
system. A system of internal control is the primary response to risks. The role of internal auditing has
evolved from an administrative procedure with a focus on compliance, to an important element of good
governance. In many cases the existence of internal auditing is mandatory (intosaigov 9140).
Many industry boards and associations have established mandatory continuing education requirements for licensure and certification. Continuing education includes non-credit courses that provide certificates and Continuing Education Units, as well as flexible degree programs through colleges and universities. Some large corporations have developed their own corporate universities to provide customized training and degree programs to develop leaders and focus on strategic business areas. The growth of distance education, including online learning, allows for more flexible participation and has increased opportunities for continuing education globally.
This document summarizes a study that investigated factors affecting student enrollment in the Executive MBA program at Africa University in Mutare, Zimbabwe. The study found that cost was a major hindering factor, as fees were unaffordable for most students. There was also emerging competition from other university programs offering similar degrees at lower costs. Additionally, the quality of service needed improvement and marketing efforts were informal, as most students found out about the program through word-of-mouth. A survey was administered to students, lecturers, and administrators to understand factors influencing declining enrollment between 2012 and 2013.
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Economic Cost-Benefit Assessment of Int'l Educational ProgramMark Chesney
The document summarizes a cost-benefit analysis of a proposed higher education project in Mauritius. The project aims to increase enrollment in graduate programs to produce more skilled workers and revive the country's competitiveness. An economic analysis finds that engineering and MBA degrees would provide positive net present value to society through increased wages, while PhDs would incur more costs than benefits. A financial analysis also finds the project viable due to incremental income benefits outweighing costs. However, a sensitivity analysis shows the project's net present value could become negative under different scenarios. In conclusion, the analysis properly accounts for costs, benefits, and uncertainties, but could have discussed broader economic impacts in more detail.
Final nqa report employment decisions fdc projectSuad Alhalwachi
The research project examined perspectives from employers, secondary school students, and higher education students on employment decisions and the national qualifications framework in the UAE (QFEmirates). Key findings include:
1) Employers varied in their understanding of job qualification requirements in the QFEmirates but generally understood requirements for jobs requiring diplomas or higher. They placed high importance on graduates having qualifications, work experience, and core life skills when hiring.
2) Most secondary students intended to attend university immediately after finishing school, while few opted for vocational education. Many had unrealistic high salary expectations for entry-level jobs.
3) Higher education students chose their field of study based more on personal interest than career prospects.
Final 2+2 aiea cgacc workshop san fran 201116 revisedCGACC
This document outlines a workshop on community colleges and universities working together through 2+2 programs. It discusses global trends driving increased demand for international higher education. It also examines US market trends, including declining US market share. The workshop covers assessing campus readiness, developing 2+2 agreements between institutions, implementation phases, challenges, and evaluating success. The goal is providing pathways for international students to complete bachelor's degrees in four years by starting at community colleges.
This document outlines a research study on developing vocational ICT curricula in developing countries using design-based research. The study will be conducted in three phases to: 1) identify local needs and requirements in a country like Afghanistan through interviews and analysis, 2) analyze international standards and develop a reference model by identifying gaps, and 3) develop and validate a reference framework through participatory design. Qualitative and quantitative methods will be used, including interviews, document analysis, and design sessions. Current work includes two papers analyzing ICT skills in Afghanistan. Next steps are to continue the literature review and collect data to design vocational ICT curricula personas for Afghanistan.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
Financing education on the institutional levelBennie Olor
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, books, supplies, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and loan compliance.
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, meals, books, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and debt levels.
This document outlines a strategy for implementing AIESEC's Global Citizenship Development Programme (GCDP) at different levels of complexity across cities and universities in India. It proposes a decentralized structure with Campus Units and Specialized Units to manage operations and exchanges at the university level, supported by centralized teams. The strategy focuses on strong engagement of exchange participants, finding new markets, and maximizing front office-back office synergy across key departments to facilitate over 200 exchanges annually while maintaining quality standards.
The document proposes introducing a "Business Education & Career Guidance Program" called "Business Academy for Children" (BAC) in Mongolia. The BAC would be an after-school program to empower high school students with business and leadership skills. It would have three components: an information platform, educational courses on business/entrepreneurship, and networking opportunities. The program aims to address issues like education-occupation mismatch and lack of career guidance. It plans to reach 1,000 students annually and gradually expand nationwide.
Education(economic survey of pakistan 2019 20)AliHasan358
This document summarizes Pakistan's education sector based on various reports and surveys. It outlines the government's agenda to improve education standards and access. It also analyzes literacy rates, enrollment data, education expenditures, and development programs. The ASER 2019 survey findings show some improvements in enrollment but limited gains in learning outcomes compared to 2018. Overall, the conclusion is that while access to education has increased, quality and learning levels remain a challenge requiring continued investment and reform efforts.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Coolecting and Assesing Community-Related DataJM Antonio
This document discusses collecting and assessing community data for curriculum development. It covers labor supply and demand, projecting costs for new and expanded vocational programs, and identifying available resources including funds, facilities, equipment, human resources, and cooperative training stations. Determining these factors is essential for developing curriculums that meet the needs of the community by preparing students for available jobs.
This document proposes developing the first program dedicated to addressing the technology skills gap in Latin America's growing economies. It would offer online courses in fields like AI, data analysis, and algorithmic trading. Participants would take MOOC courses and receive income share agreements to fund the program. The program aims to prepare participants for jobs in multinational corporations and Latin American startups. Case studies on existing income share agreement programs at universities are provided. Financial projections estimate the potential for $50 million in revenue from 1,000 participants over 10 years. The goal is to launch an MVP over the next 6 months to test the model in Colombia.
1. The document discusses the context of moving learning online within the changing funding landscape for education in the UK. Budget cuts and changes to government funding are driving colleges to deliver courses more efficiently online.
2. Delivering content and assessments online can reduce costs through improved staff utilization while maintaining funding levels. Colleges can reinvest initial development costs to create online materials into long-term savings on delivery hours.
3. Moving learning online also provides organizational benefits like motivating staff and becoming more responsive to student needs. It opens opportunities to generate new revenue streams through commercialization of online courses. The first step is getting approval for strategic plans to transition to online delivery models.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
accreditation-by-nba-jntu I know you.pdfthefact9354
Accredited by Zomato h to be a e e e e e launda h to u get I love you 😘😘 h to kya karu yar kya ho gya tha but nhi hai to warna hum bhi to nhi ho rha tha aur fir se baat hai kya yu nhi hoo filhal h n u ready ho to be the same as my friend to be in a hurry and I love 💕💕💕💕💕💕💕💕💕 h to tee shirt to kya karu yar kya ho raha hai na ki nhi h kya hai kya yu to kya hua tha ki wo log kya sochenge
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
Many industry boards and associations have established mandatory continuing education requirements for licensure and certification. Continuing education includes non-credit courses that provide certificates and Continuing Education Units, as well as flexible degree programs through colleges and universities. Some large corporations have developed their own corporate universities to provide customized training and degree programs to develop leaders and focus on strategic business areas. The growth of distance education, including online learning, allows for more flexible participation and has increased opportunities for continuing education globally.
This document summarizes a study that investigated factors affecting student enrollment in the Executive MBA program at Africa University in Mutare, Zimbabwe. The study found that cost was a major hindering factor, as fees were unaffordable for most students. There was also emerging competition from other university programs offering similar degrees at lower costs. Additionally, the quality of service needed improvement and marketing efforts were informal, as most students found out about the program through word-of-mouth. A survey was administered to students, lecturers, and administrators to understand factors influencing declining enrollment between 2012 and 2013.
The budget proposal from CISD includes the following key points:
- It serves a student population of 13,500 students from pre-K to 12th grade across 10 elementary schools, 3 middle schools, 2 high schools, and alternative campus.
- The budget prioritizes maintenance funding to repair school buildings and seeks to reduce costs to $100 per student while expanding programs for career training and high-achieving students.
- The proposal outlines various federal and state funding sources they plan to apply for including Title I, Title II, technology grants, and aims to receive $16 million from Improving the Academic Achievement of the Disadvantaged Grant.
- It proposes an line-item approach to budget
Economic Cost-Benefit Assessment of Int'l Educational ProgramMark Chesney
The document summarizes a cost-benefit analysis of a proposed higher education project in Mauritius. The project aims to increase enrollment in graduate programs to produce more skilled workers and revive the country's competitiveness. An economic analysis finds that engineering and MBA degrees would provide positive net present value to society through increased wages, while PhDs would incur more costs than benefits. A financial analysis also finds the project viable due to incremental income benefits outweighing costs. However, a sensitivity analysis shows the project's net present value could become negative under different scenarios. In conclusion, the analysis properly accounts for costs, benefits, and uncertainties, but could have discussed broader economic impacts in more detail.
Final nqa report employment decisions fdc projectSuad Alhalwachi
The research project examined perspectives from employers, secondary school students, and higher education students on employment decisions and the national qualifications framework in the UAE (QFEmirates). Key findings include:
1) Employers varied in their understanding of job qualification requirements in the QFEmirates but generally understood requirements for jobs requiring diplomas or higher. They placed high importance on graduates having qualifications, work experience, and core life skills when hiring.
2) Most secondary students intended to attend university immediately after finishing school, while few opted for vocational education. Many had unrealistic high salary expectations for entry-level jobs.
3) Higher education students chose their field of study based more on personal interest than career prospects.
Final 2+2 aiea cgacc workshop san fran 201116 revisedCGACC
This document outlines a workshop on community colleges and universities working together through 2+2 programs. It discusses global trends driving increased demand for international higher education. It also examines US market trends, including declining US market share. The workshop covers assessing campus readiness, developing 2+2 agreements between institutions, implementation phases, challenges, and evaluating success. The goal is providing pathways for international students to complete bachelor's degrees in four years by starting at community colleges.
This document outlines a research study on developing vocational ICT curricula in developing countries using design-based research. The study will be conducted in three phases to: 1) identify local needs and requirements in a country like Afghanistan through interviews and analysis, 2) analyze international standards and develop a reference model by identifying gaps, and 3) develop and validate a reference framework through participatory design. Qualitative and quantitative methods will be used, including interviews, document analysis, and design sessions. Current work includes two papers analyzing ICT skills in Afghanistan. Next steps are to continue the literature review and collect data to design vocational ICT curricula personas for Afghanistan.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
Financing education on the institutional levelBennie Olor
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, books, supplies, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and loan compliance.
The document discusses the economic multiplier effects of operating private educational institutions. It estimates expenses related to students' food, accommodation, transportation, supplies, and more. It also estimates faculty and personnel expenses like salaries, transportation, meals, books, and attire. The total estimated economic multiplier effect is over 20 billion pesos, providing benefits to the greater economy. The conclusion discusses analyzing competitors and managing financial operations of educational institutions, including concerns like investments, surplus generation, asset utilization, and debt levels.
This document outlines a strategy for implementing AIESEC's Global Citizenship Development Programme (GCDP) at different levels of complexity across cities and universities in India. It proposes a decentralized structure with Campus Units and Specialized Units to manage operations and exchanges at the university level, supported by centralized teams. The strategy focuses on strong engagement of exchange participants, finding new markets, and maximizing front office-back office synergy across key departments to facilitate over 200 exchanges annually while maintaining quality standards.
The document proposes introducing a "Business Education & Career Guidance Program" called "Business Academy for Children" (BAC) in Mongolia. The BAC would be an after-school program to empower high school students with business and leadership skills. It would have three components: an information platform, educational courses on business/entrepreneurship, and networking opportunities. The program aims to address issues like education-occupation mismatch and lack of career guidance. It plans to reach 1,000 students annually and gradually expand nationwide.
Education(economic survey of pakistan 2019 20)AliHasan358
This document summarizes Pakistan's education sector based on various reports and surveys. It outlines the government's agenda to improve education standards and access. It also analyzes literacy rates, enrollment data, education expenditures, and development programs. The ASER 2019 survey findings show some improvements in enrollment but limited gains in learning outcomes compared to 2018. Overall, the conclusion is that while access to education has increased, quality and learning levels remain a challenge requiring continued investment and reform efforts.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
Coolecting and Assesing Community-Related DataJM Antonio
This document discusses collecting and assessing community data for curriculum development. It covers labor supply and demand, projecting costs for new and expanded vocational programs, and identifying available resources including funds, facilities, equipment, human resources, and cooperative training stations. Determining these factors is essential for developing curriculums that meet the needs of the community by preparing students for available jobs.
This document proposes developing the first program dedicated to addressing the technology skills gap in Latin America's growing economies. It would offer online courses in fields like AI, data analysis, and algorithmic trading. Participants would take MOOC courses and receive income share agreements to fund the program. The program aims to prepare participants for jobs in multinational corporations and Latin American startups. Case studies on existing income share agreement programs at universities are provided. Financial projections estimate the potential for $50 million in revenue from 1,000 participants over 10 years. The goal is to launch an MVP over the next 6 months to test the model in Colombia.
1. The document discusses the context of moving learning online within the changing funding landscape for education in the UK. Budget cuts and changes to government funding are driving colleges to deliver courses more efficiently online.
2. Delivering content and assessments online can reduce costs through improved staff utilization while maintaining funding levels. Colleges can reinvest initial development costs to create online materials into long-term savings on delivery hours.
3. Moving learning online also provides organizational benefits like motivating staff and becoming more responsive to student needs. It opens opportunities to generate new revenue streams through commercialization of online courses. The first step is getting approval for strategic plans to transition to online delivery models.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
accreditation-by-nba-jntu I know you.pdfthefact9354
Accredited by Zomato h to be a e e e e e launda h to u get I love you 😘😘 h to kya karu yar kya ho gya tha but nhi hai to warna hum bhi to nhi ho rha tha aur fir se baat hai kya yu nhi hoo filhal h n u ready ho to be the same as my friend to be in a hurry and I love 💕💕💕💕💕💕💕💕💕 h to tee shirt to kya karu yar kya ho raha hai na ki nhi h kya hai kya yu to kya hua tha ki wo log kya sochenge
The document discusses the National Assessment and Accreditation Council (NAAC) process for assessing and accrediting higher education institutions in India. It provides details on the revised assessment framework, including the three levels of accreditation (Institutional Information for Quality Assessment, Self Study Report, and Onsite Assessment), key assessment criteria and metrics, and the process for applying for accreditation and re-accreditation. It also outlines some best practices for higher education institutions to improve quality.
This document provides information and instructions for Round 9 of the California Technology Assistance Project (CTAP) Region 8 grant. Key details include:
- The grant serves grades 4-8 and prioritizes districts with high poverty rates and schools identified for improvement.
- Funding amounts range from $25,000 to $300,000 per district.
- At least 25% of funds must go to teacher professional development.
- Applications will be scored on a 100 point scale across categories like program design, technology access, and sustainability.
- Funded districts will report performance data annually and may receive funding in 3 installments.
This document provides information about Round 9 of the California Department of Education's EETT Competitive grant program. Key details include:
- The grant is for districts or charter schools serving grades 4-8 that meet poverty and technology access criteria.
- Funding amounts range from $25,000 to $300,000 depending on student population and prior funding levels have been significantly reduced.
- Applications will be scored on a 100 point scale across criteria including programs for students and teachers, access, evaluation, and sustainability. A minimum 50 point score is required.
Montana Tech systematically identifies student characteristics and needs through data collection and analysis. This includes enrollment reports, surveys, and financial aid applications. Identified needs include academic support, housing, counseling, career services, and accommodations for students with disabilities. Resources and programs are adapted as needed based on evolving student population and trends, with the goal of helping students achieve their educational goals. Facilities have become strained due to increased enrollment.
2006 Overview Of Bridging Programs In Ontario (First Ever Review)Nikhat Rasheed
The document summarizes exploratory research on bridge training programs for immigrants with professional backgrounds in Ontario. It finds that while the goals of the programs are to help immigrants gain licensure or integrate into the labor market, there are disconnects between stakeholders and the programs do not significantly achieve these goals. The research recommends reworking bridge training programs and policies to be more equitable and meet the needs of all stakeholders, including immigrants.
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1. Annual Report on Ohio Means Internships & Co-ops (OMIC)
Award Strategy, Performance, & Financial Metrics
December 31, 2014
2. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics2
In accordance with Section 3333.041 of the Ohio Revised Code, the Board of Regents is required
to report on the academic and economic impact of Ohio co-op/internship program.The report is to
include:
a. Progress and performance metrics for each initiative that received an award in the previous
fiscal year;
b. Economic indicators of the impact of each initiative, and all initiatives as a whole, on the regional
economies and the statewide economy;
c. The chancellor’s strategy in allocating awards among state institutions of higher education and
how the actual awards fit that strategy.
The following report includes state and regional level performance metrics and financial data for the
first round of awards made in 2013, an overview of the strategy for the second round of awards in
2014, and lastly, a description of the application for a third round of funding, which will be made in
the first half of 2015.
5. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 5
SECTION I
Ohio Means Internships & Co-ops (OMIC) Year One Data
Spring semester, 2013, through spring semester, 2014
The Board of Regents issued a request for proposals (RFP) to institutions of higher education on Sep-
tember 12, 2012, for $11 million in competitive grant funds to create new or expand existing internship
and cooperative education programs that align with the JobsOhio key industries and functions. Awards
totaling $10,960,935 were made to 22 lead institutions of higher education, including 24 partner institu-
tions of higher education.The period of performance for the first round of grants ended June 30, 2014.
OMIC education institution grantees worked to increase the number of students and businesses engaged
in internships and co-ops while at the same time expanding and enhancing institution infrastructures
that deliver experiential learning opportunities.The grantees focused on three activities: 1) engaging and
incenting more students to pursue co-ops and internships; 2) engaging and incenting more businesses
to pursue student co-ops and interns as a talent strategy; and 3) expanding and enhancing the ability
of the campuses to facilitate experiential learning and employment placement. The process of getting
more students thinking about, ready for, applying for, and finally, hired as co-ops and interns took con-
siderable time and effort on each campus. Even after the student was hired as a co-op or intern, campus
staff visited the student’s work site, provided ongoing support to the business, collected and analyzed
evaluation data, and assisted students with securing academic credit and/or a course transcription of
the experience.
The process of moving more businesses from that status of talent receivers (those that simply hire what
emerges from the education pipeline) to those becoming talent investors (those who hire our student
talent as co-ops and interns) required campus staff to spend more time in the business community,
honing employer relationships. In addition to identifying co-op and intern candidates, campus staff
assisted in writing position descriptions, researching wages, designing evaluation tools, and providing
counsel on a variety of hiring elements. The grant catalyzed and accelerated efforts by campuses to
make work-based and experiential learning a priority in student learning.
For example, beginning in fall 2014, all students enrolled in technical programs at Rhodes State College
were required to have work-based learning as a part of their degree program. Rhodes technical degree
students will still graduate on time, but the campus has added valuable real-world work experience to
the students’ portfolio. Shaping these priorities requires resources to implement scale. Campuses that
move from non-existent programs require additional staff to support, advise, and connect students, and
to develop business relationships that mature into learning opportunities.
Grant program goals focused on creating new or expanding existing co-op and intern programs sus-
tainable and relevant to the workforce needs of businesses and students, while also promoting systemic
approaches for programs within and across campuses, sharing best practices, and supporting effective
grants program management.
6. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics6
Section I
Key Highlights:
• 22 Lead Colleges & Universities & 24 Partner Institutions (see map)
• 2,018 students hired as OMIC interns or co-ops – 66% of these students were first time co-ops
or interns
• 800+ businesses hired students as OMIC co-ops or interns – 55% of these businesses were new
partners in providing these opportunities
In year one of the grant, expenditures were below plan. Grantees found that outreach activities took lon-
ger and were more challenging than expected, and that it took more time to ramp up internal operations
to manage a new grant with multiple external partners. However, in year two, performance expectations
realigned with the originally submitted campus work plan.
Thus far, the program has engaged many STEMM-related majors and occupations within the JobsOhio
key industry clusters. As demonstrated nationally in STEMM data analysis, the student demographics
in that space did not further diversity goals. Therefore, grantees will be targeting more women and
underrepresented minorities to participate in the program, with specific plans around enrollment as well
as outreach around several other economic characteristics.
The following aggregate data is based on information submitted by each grantee and includes a state
and regional level view as well as a report on each grant as a whole. Please note that all grantees did
not report data in each category due to unavailability of the data at the time of the requested response.
7. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 7
Section I
31
17
1
3
14
15
11
20
21
5
8
22
6
7
13
16
12
18
19
9
4
39
29
23
38
30
32
24
33
36
3526
34
24
2
10
27
37
25
28
Ohio Means Internships & Co-ops
January 2013 - June 2014
NORTHWEST
NORTHEAST
WEST
1.The University of Akron
2. Antioch College
14. Miami University
3. Bowling Green State University
4. Central State University
5. University of Cincinnati
6. Cincinnati StateTechnical & Community College
23. College of Mount St. Joseph
24. Rio Grande Community College
25. Shawnee State University
6. Cincinnati StateTechnical & Community College
26. ButlerTech
27. Middletown City School District
28. Warren County Career Center
7. Clark State Community College
8. Cleveland State University
9. Cuyahoga Community College
9. Cuyahoga Community College
29. Lakeland Community College
10. University of Dayton
17. Sinclair Community College
11. Kent State University
12. Lorain County Community College
30. Stark State College
13. MarionTechnical College
14. Miami University
15.The Ohio State University
31. Columbus State Community College
32. North Central State College
16. Rhodes State College
7. Clark State Community College
13. MarionTechnical College
17. Sinclair Community College
18. Southern State Community College
33. Buckeye Hills Career Center
34. Ohio University - Chillicothe
35. Pickaway-Ross Career &Technology Center
36. Pike County CareerTechnology Center
37. Scioto County CareerTechnical Center
19.Terra State Community College
20. The University ofToledo
15.The Ohio State University (College of Engineering)
38. Northwest State Community College
21.Wright State University
22.Youngstown State University
39. Eastern Gateway Community College
Lead Inst
Partner In
Note: Some Le
are also Partne
NORTHWEST
Regions
CENTRAL
SOUTHWEST
NORTHEAST
WEST
SOUTHEAST
Lead Grantees
(and their Partner Institutions)
Lead Institution
Partner Institution
Note: Some Lead Institutions
are also Partner Institutions
8. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics8
SECTION I (Part A): Student Co-op & Intern Data
2,018 STUDENTS HIRED AS OMIC INTERNS OR CO-OPS
Hires:
» 1,196 co-ops
» 822 interns
» 66% or 1,334 of the OMIC students were hired as co-ops or interns for the first-time
Wages earned & hours worked:
» $13 million total wages earned by OMIC co-ops & interns ($6,443 per student average)
» 927,089 total hours worked by OMIC co-ops & interns (460 per student average – about 30 hours
per week over a 15-week semester)
» $14 per hour average rate
Scholarships awarded:
» 38% or 766 of the OMIC co-ops & interns were awarded a scholarship for successfully complet-
ing a co-op or internship
» $1.2 million was awarded to OMIC students in the form of scholarships
» $560 approximate scholarship award per co-op or intern
Grades, graduation, & work:
» 3.3 average GPA of OMIC co-ops & interns
» 25% or 507 OMIC students have graduated
» 64% of OMIC students who graduated are working in Ohio & earning $38,320 on average:
• 33% working at place of co-op/intern employment
• 31% working at business other than their co-op/intern employer
» Grantees noted that student graduates are working outside of Ohio, going to graduate school, or
some have joined the military.
9. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 9
Section I (Part A): Student Co-op & Intern Data
STUDENT CO-OP & INTERN DEMOGRAPHICS
Age
16-18 1%
19-24 65%
25-44 18%
45-59 2%
60+ <1%
Unknown/uncollected 13%
Race
White, non-Hispanic 81%
Black, non-Hispanic 5%
Hispanic 2%
Asian or Pacific Islander 4%
Multiracial 1%
American Indian
or Alaska Native
<1%
Unknown/uncollected 6%
Nationality
Domestic 94%
International 4%
Unknown/uncollected 2%
Residency
Ohio 90%
Non-Ohio 9%
Unknown/uncollected <1%
Gender
Male 74%
Female 24%
Unknown/uncollected 2%
Level
Undergraduate 92%
Graduate 5%
Not reported 3%
10. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics10
Section I (Part A): Student Co-op & Intern Data
STUDENT CO-OP & INTERN OCCUPATIONAL FIELDS
The top three occupational fields in which student co-ops and interns worked were engineer-
ing, IT, and business.These fields held the same participation rank whether a student co-oped
or interned. These three fields also had the highest average wage per student. Below is the
distribution of the percentage of co-ops and interns in each occupational field.
Standard Occupational Classification (SOC) of OMIC co-ops & interns (Top 3 bolded):
SOC Code Occupational FieldTitle Percent
11-0000 Management Occupations 2%
13-0000 Business and Financial Operations Occupations 13%
15-0000 Computer and Mathematical Occupations 19%
17-0000 Architecture and Engineering Occupations 45%
19-0000 Life, Physical, and Social Science Occupations 2%
21-0000 Community and Social Services Occupations <1%
23-0000 Legal Occupations <1%
25-0000 Education,Training, and Library Occupations <1%
27-0000 Arts, Design, Entertainment, Sports, and Media
Occupations
4%
29-0000 Healthcare Practitioners andTechnical Occupations <1%
31-0000 Healthcare Support Occupations <1%
33-0000 Protective Service Occupations <1%
35-0000 Food Preparation and Serving Related Occupations <1%
37-0000 Building and Grounds Cleaning and Maintenance
Occupations:
<1%
39-0000 Personal Care and Service Occupations <1%
41-0000 Sales and Related Occupations 2%
43-0000 Office and Administrative Support Occupations 3%
45-0000 Farming, Fishing, and Forestry Occupations 2%
47-0000 Construction and Extraction Occupations 1%
49-0000 Installation, Maintenance, and Repair Occupations 1%
51-0000 Production Occupations 4%
53-0000 Transportation and Material Moving Occupations 1%
55-0000 Military Specific Occupations
Did not
collect/not
applicable
11. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 11
Section I (Part A): Student Co-op & Intern Data
STUDENT CO-OP & INTERN MAJORS
Classification of Instructional Programs (CIP)/Majors of OMIC co-ops & interns
About half of the students hired as co-ops or interns studied engineering, followed by business
and information technology (IT) with 18% each.The remaining students were pursuing liberal
arts, science, and arts/design.
Co-op & Interns by Subject Field/Major
Arts & Design 4%
Business 18%
Engineering 49%
IT 18%
Liberal Arts 4%
Sciences 7%
12. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics12
SECTION I (Part B): Business Data
800+ BUSINESSES HIRED STUDENTS AS OMIC CO-OPS OR
INTERNS
Businesses are the key component to connecting our students to the world of work. Many
small, medium, and large businesses and organizations in Ohio partnered with Ohio’s post-sec-
ondary institutions to hire and invest in student talent. Note that an individual business may
hire student co-ops or interns from multiple OMIC grantees; thus, business numbers reflect the
number of instances where a business had a hiring relationship with a campus.
Business participation:
• 55% or 550 businesses were first-time/new co-op or intern partner employers for
campuses
Business contribution:
• $14.7 million (co-op/intern wages and other direct costs to the business to support co-
ops and interns)
JobsOhio Industries:
(Note: percentage totals over 100% due to some businesses being reported in more than one cluster, or
by more than one campus)
Advanced Manufacturing 57%
InformationTechnology 23%
Business Functions 21%
Polymers & Chemical 14%
Financial Services 12%
Automotive 11%
Energy 11%
Aerospace & Aviation 10%
BioHealth 9%
Region Specific 9%
Agriculture & food processing 7%
13. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 13
Section I (Part B): Business Data
BUSINESS INDUSTRIES
North American Industry Classification System (NAICS) of OMIC businesses (top 4 bolded).
Manufacturing businesses accounted for almost 50 percent of the total business partners that
were reported, showing the significance of this sector to Ohio’s economy.This was followed by
Professional, Scientific, andTechnical Services at 18 percent.This category includes accounting,
engineering, design, consulting, and public relations/media firms, among others. Information
businesses such as media, data, and wireless, and Finance and Insurance accounted for six
percent each. All other sectors had participation from businesses but accounted for two per-
cent or less in each sector.
Code IndustryTitle
Number of
businesses
Percentage
11 Agriculture, Forestry, Fishing and Hunting 16 2%
21 Mining 1 <1%
22 Utilities 24 2%
23 Construction 17 2%
31-33 Manufacturing 463 46%
42 WholesaleTrade 19 2%
44-45 RetailTrade 11 1%
48-49 Transportation and Warehousing 24 2%
51 Information 56 6%
52 Finance and Insurance 56 6%
53 Real Estate Rental and Leasing 3 <1%
54 Professional, Scientific, andTechnical Services 176 18%
55 Management of Companies and Enterprises 7 1%
56
Administrative and Support and Waste Manage-
ment and Remediation Services
23 2%
61 Educational Services 12 1%
62 Health Care and Social Assistance 9 1%
71 Arts, Entertainment, and Recreation 2 <1%
72 Accommodation and Food Services 7 1%
81 Other Services 5 1%
931 94%
14. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics14
SECTION I (Part C): OMIC I Grantees Performance &
Financial Metrics
Goals were based on campus-submitted prposals that, when totaled, indicated a hiring goal of
2,420 co-ops or interns with $10,960,935 awarded ($4,529 per hire in terms of award money).
The actual achieved hiring rate was 2,018 student co-ops and interns, with $7,261,507 in award
money expended ($3,598 per hire in terms of award money) through June 30, 2014. Grantees
expended less per hire than projected ($931 less per hire) in terms of the award money and are
on track to achieve a total of 3,046 student hires when funds are fully expended.
The average award was about $500,000. Grantees were required to match at least 100% of the
award with private money. Overall, the match through June 30, 2014 was almost $14.7 million,
and exceeds 200% of the total award expenditures of $7.3 million through June 30, 2014. Pri-
vate match consists of wages paid by businesses to co-ops and interns as well as other direct
costs of the business partners to hire, on board, train, evaluate, and mentor co-ops and interns.
Remaining funds from the first award period will be carried over to the second award period.
Grantees have submitted updated budgets, budget narratives, and project abstracts to account
for the remaining funds from the first award period.
Grantees were asked to submit projections of co-op and intern hires and their number of
business partners at the beginning of the grant performance period. Overall, the grantees
were able to exceed the projected co-op and intern hires as well as the business partners by
100% and 200%, respectively. Additionally, the average cost per hire in terms of award money
expended was $3,598 versus the projected $4,529.
15. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 15
Section I (Part C): OMIC I Grantees Performance & Financial Metrics
OMIC I
Lead Grantees (in bold)
& Partners (in italics)
OMIC I
Award
Award
Amount
Remaining
as of
6/30/14*
Percent
of Award
Remaining
Private
Match as of
6/30/14
Private
Match as
Percent
of Award
Expended as
of 6/30/14
The University of Akron (no partners) $932,571 $31,336 3% $1,557,569 173%
Antioch College p: Miami University $140,676 $0 0% $140,676 100%
Bowling Green State University (no partners) $697,260 $373,675 54% $417,464 129%
Central State University (no partners) $18,000 $16,200 90% $16,700 928%
University of Cincinnati p: Cincinnati StateTechnical &
Community College; College of Mount St. Joseph; Rio
Grande Community College/University of Rio Grande;
Shawnee State University
$1,822,373 $287,492 16% $4,089,307 266%
Cincinnati StateTechnical & Community College
p: ButlerTech; Middletown City School District; Warren
County Career Center
$123,000 $0 0% $861,451 700%
Clark State Community College (no partners) $28,965 $0 0% $34,552 119%
Cleveland State University
p: Cuyahoga Community College
$385,439 $137,401 36% $414,593 167%
Cuyahoga Community College
p: Lakeland Community College
$186,677 $24,214 13% $693,303 427%
University of Dayton p: Sinclair Community College $253,995 $53,624 21% $209,800 105%
Kent State University (no partners) $724,553 $187,937 26% $611,994 114%
Lorain County Community College p: Stark State College $444,813 $90,068 20% $500,656 141%
MarionTechnical College (no partners) $6,750 $21 0% $5,866 87%
Miami University (no partners) $81,000 $4,037 5% $79,563 103%
The Ohio State University p: Columbus State
Community College; North Central State College
$1,569,637 $1,057,850 67% $1,047,137 205%
Rhodes State College p: Clark State Community College;
MarionTechnical College
$261,662 $0 0% $288,484 110%
Sinclair Community College (no partners) $203,140 $109,170 54% $197,247 210%
Southern State Community College
p: Buckeye Hills Career Center;
Ohio University - Chillicothe; Pickaway-Ross Career &
Technology Center; Pike County CareerTechnology
Center; Scioto County CareerTechnical Center
$236,450 $112,464 48% $924,116 745%
Terra State Community College (no partners) $69,145 $33,213 48% $250,788 698%
The University ofToledo
p:The Ohio State University (College of Engineering);
Northwest State Community College
$896,898 $321,459 36% $674,894 117%
Wright State University (no partners) $1,304,631 $687,297 53% $1,149,513 186%
Youngstown State University
p: Eastern Gateway Community College
$573,300 $171,971 30% $516,921 129%
TOTALS $10,960,935 $3,699,428 34% $14,682,593 202%
AVERAGES $498,224 $168,156 28% $667,391 271%
*Remaining award money is being utilized by grantees through June 30, 2016.
16. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics16
Section I (Part C): OMIC I Grantees Performance & Financial Metrics
OMIC I
Lead Grantees (in bold)
& Partners (in italics)
Proposed
Co-op/
intern
Hires
Actual
Co-op/
intern
Hires
Hiring
Percentage
Achieved
Cost per
Hire in
Terms of
Award
Expended
Proposed
Business
Partners
Actual
Business
Partners
Business
Partners
Percentage
Achieved
The University of Akron (no partners) 221 243 110% $3,709 56 132 236%
Antioch College p: Miami University 52 52 100% $2,705 15 25 167%
Bowling Green State University (no partners) 67 76 113% $4,258 15 35 233%
Central State University (no partners) 5 4 80% $450 3 2 67%
University of Cincinnati p: Cincinnati State
Technical & Community College; College of
Mount St. Joseph; Rio Grande Community
College/University of Rio Grande; Shawnee
State University
480 333 69% $4,609 250 206 82%
Cincinnati StateTechnical & Community
College p: ButlerTech; Middletown City
School District; Warren Co Career Center
51 95 186% $1,295 9 60 667%
Clark State Community College
(no partners)
8 15 188% $1,931 2 2 100%
Cleveland State University
p: Cuyahoga Community College
78 78 100% $3,180 43 34 79%
Cuyahoga Community College
p: Lakeland Community College
105 139 132% $1,169 10 74 740%
University of Dayton
p: Sinclair Community College
17 41 241% $4,887 6 24 400%
Kent State University (no partners) 226 80 35% $6,708 168 31 18%
Lorain County Community College
p: Stark State College
91 78 86% $4,548 23 52 226%
MarionTechnical College (no partners) 8 4 50% $1,682 2 2 100%
Miami University (no partners) 20 27 135% $2,850 12 16 133%
The Ohio State University
p: Columbus State Community College;
North Central State College
416 150 36% $3,412 82 54 66%
Rhodes State College
p: Clark State Community College;
MarionTechnical College
46 51 111% $5,131 10 7 70%
Sinclair Community College (no partners) 59 62 105% $1,516 20 45 225%
Southern State Community College
p: Buckeye Hills Career Center;
Ohio University - Chillicothe; Picka-
way-Ross Career &Technology Center; Pike
County CareerTechnology Center; Scioto
County CareerTechnical Center
40 43 108% $2,883 17 13 76%
Terra State Community College (no partners) 14 5 36% $7,186 4 7 175%
The University ofToledo
p:The Ohio State University (College of
Engineering); Northwest State Community
College
137 124 91% $4,641 47 86 183%
Wright State University (no partners) 127 214 169% $2,885 33 50 152%
Youngstown State University
p: Eastern Gateway Community College
152 104 68% $3,859 14 49 350%
TOTALS 2,420 2,018 83% $3,598 841 1,006 120%
AVERAGES 110 92 107% $3,432 38 46 207%
17. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 17
Section I (Part C): OMIC I Grantees Performance & Financial Metrics
The grant money is to be used to help campuses attract more students and businesses to co-
op and internship programs. Programs are also to use money in ways to build sustainability
and curriculum relevancy.
The grantees were asked to respond to the following questions related to use of funds, pro-
gram sustainability, and curriculum relevancy:
Purposes for which grantees invested grant money:
Purpose Percentage of grantees
Enhanced marketing 68%
Increased staff/expanded current staff
member's role
82%
Additional scholarships 55%
New experiential learning course
requirement
14%
New business partners 86%
Purchasing equipment 27%
Wage assistance/ reimbursement 77%
Grantee strategies to sustain programs:
Strategy Percentage of grantees
New intern/co-op learning course
requirement
68%
General fund allocation 55%
Commitment of senior leadership 91%
Private donations 45%
Retention of personnel 86%
Business support 86%
18. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics18
Section I (Part C): OMIC I Grantees Performance & Financial Metrics
Activities grantees use to make their programs highly relevant to student and business
needs:
Method Percentage of grantees
Collaborating with businesses 100%
Partnering with other schools 77%
Enhancements based on employer feedback 95%
New staff positions 82%
Implementing school assessments 77%
New student-staff support & services 68%
Creating business-staff support 68%
19. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 19
SECTION I (Part D): Regional Profiles
Western Ohio (WEO) OMIC Grantees:
Lead Partner(s)
Antioch College Miami University
Central State University None
Clark State Community
College
None
Sinclair Community College None
University of Dayton Sinclair Community College
Wright State University None
• Region includes two private nonprofit higher education
institutions in the first round of awards
• Only region with Agribusiness & Food Processing as a top
3 industry sector employer
• 384 students hired as co-ops or interns
• Average hours per term: 331
• Average hourly wage: $14.36
• 146 business partners
Top 3 occupational fields (SOCs):
• Engineering
• IT
• Production Operations
Top 3 majors (CIPs):
1. Mechanical, Industrial, and
Manufacturing Engineering
2. Computer Science
3. ProductionTechnology
Top 3 JobsOhio industries:
1. Advanced Manufacturing
2. IT
3. Agribusiness and Food Processing
Top 3 NAICS:
1. Manufacturing
2. Professional, Scientific,
andTechnical Services
3. Agriculture, Forestry, Fishing
and Hunting
20. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics20
Section I (Part D): Regional Profiles
Northwestern Ohio (NWO) OMIC Grantees:
Lead Partner(s)
Bowling Green State
University
None
Rhodes State College
Clark State Community
College; MarionTechnical
College
Terra State Community
College
None
University of Toledo
Northwest State Community
College;The Ohio State
University, College of
Engineering
• Manufacturing is key employer
• 230 students hired as co-ops or interns
• Average hours per term: 524
• Average hourly wage: $12
Top 3 occupational fields (SOCs):
• Engineering
• IT
• Business
Top 3 majors (CIPs):
1. Mechanical, Industrial, and Manufac-
turing Engineering
2. Computer Science
3. ProductionTechnology
Top 3 JobsOhio industries:
1. Advanced Manufacturing
2. IT
3. Agribusiness & Food Processing
Top 3 NAICS:
1. Manufacturing
2. Professional, Scientific, and Technical
Services
3. Agriculture, Forestry, Fishing and
Hunting
21. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 21
Section I (Part D): Regional Profiles
Northeastern Ohio (NEO) OMIC Grantees:
Lead Partner(s)
Cleveland State University
Cuyahoga Community
College
Cuyahoga Community
College
Lakeland Community
College
Kent State University None
Lorain County Community
College
Stark State College
University of Akron None
Youngstown State University
Eastern Gateway
Community College
• Most student hires and business partners
• 722 students hired as co-ops or interns
• Average hours per student per term: 468
• Average hourly wage: $14.56
• 372 business partners
Top 3 occupational fields (SOCs):
• Engineering
• Computer/Mathematical
• Business/Finance
Top 3 majors (CIPs):
1. Mechanical, Industrial, and
Manufacturing Engineering
2. Computer Science
3. Chemical Engineering
Top 3 JobsOhio industries:
1. Advanced Manufacturing
2. Polymers/Chemicals
3. IT
Top 3 NAICS:
1. Manufacturing
2. Professional, Scientific, and Technical
Services
3. Finance and Insurance
22. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics22
Section I (Part D): Regional Profiles
Central Ohio (CEO) OMIC Grantees:
Lead Partner(s)
MarionTechnical College
Columbus State Community
College
The Ohio State University North Central State College
• Students earned highest average hourly wage
• 154 students hired as co-ops or interns
• Average hours per term: 380
• Average hourly wage: $15.31
• 56 business partners
Top 3 occupational fields (SOCs):
• Engineering
• Business/Finance
• Computer/Math
Top 3 majors (CIPs):
1. Mechanical, Industrial, and
Manufacturing Engineering
2. Electrical Engineering
3. Chemical Engineering
Top 3 JobsOhio industries:
1. Auto
2. Advanced Manufacturing
3. Finance
Top 3 NAICS:
1. Manufacturing
2. Professional, Scientific, and Technical
Services
3. WholesaleTrade
23. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 23
Section I (Part D): Regional Profiles
Southeastern Ohio (SEO) OMIC Grantees:
Lead Partner(s)
Southern State
Community College
Buckeye Hills Career Center;
Ohio University, Chillicothe;
Pickaway-Ross Career &Technol-
ogy Center; Pike County Career
Technology Center; Scioto County
CareerTechnical Center
• Consortium approach includes OhioTechnology Centers
• 43 students hired as co-ops or interns
• Average hours per term: 317
• Average hourly wage: $11.77
• 13 business partners
Top 3 occupational fields (SOCs):
• Production
• Engineering
• Construction/Extraction
Top 3 majors (CIPs):
1. Aviation
2. Industrial and Manufacturing
Technology
3. Computer Science
Top 3 JobsOhio industries:
1. Aerospace/aviation
2. Advanced Manufacturing
3. IT
Top 3 NAICS:
1. Manufacturing
2. Finance and Insurance
3. RetailTrade
24. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics24
Section I (Part D): Regional Profiles
Southwestern Ohio (SWO) OMIC Grantees:
Lead Partner(s)
Cincinnati State
Technical
& Community
College
ButlerTech; Middletown City School
District; Warren County Career Center
Top 4 occupational fields (SOCs):
• Engineering
• Business/Finance
• Computer/Math
• Arts/Design
Top 3 majors (CIPs):
1. Computer Science
2. Design
3. Management
Top 3 JobsOhio industries:
1. Advanced Manufacturing
2. Business Functions (list)
3. Region specific – Consumer Products,
Brand Management, Creative services
Top 3 NAICS:
1. Manufacturing
2. Professional, Scientific, and Technical
Services
3. Finance and Insurance
• Includes 3 leads – each with long co-op histories
• Area has consumer product workforce needs
• On average, students worked the most hours in
this region
• 455 students hired as co-ops or interns
• Average hours per term: 562
• Average hourly wage: $13.87
• 282 business partners
25. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 25
SECTION II
OMIC II Award Review & Strategy
The Board of Regents issued a second Request for Proposals to institutions of higher education
on September 18, 2013, and awarded $10,884,325 in competitive grant funds to create new or
expand existing internship and cooperative education programs that align with the JobsO-
hio key industries. Creating sustainable co-op and internship programs while making them
highly relevant to the workplace needs of students and businesses is the goal. To provide an
opportunity for each institution to initiate and/or expand internship and cooperative education,
the Chancellor awarded funds based on each application’s merit, reviewer recommendations,
private match money, and amount of any carryover funds from round one.The period of per-
formance began July 1, 2014, and will continue until June 30, 2016.
Ten criteria related to sustainability and relevancy were used to score each application, along
with eligibility and match evaluation.The 10-question rubric asked applicants to provide finan-
cial and other plans to sustain the programs after the use of the grant money, and how they
will make those programs highly relevant to the workforce needs of students and businesses
in Ohio.
There are 26 Lead Applicants: 11 public universities, five private colleges/universities, and 10
public community colleges. Additionally, there are 32 Partners: four public universities, six pri-
vate colleges/universities, 11 public community colleges, and 11 Ohio technical centers (OTC)
26. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics26
Section II
The following table shows OMIC I and OMIC II awards for all grantees.
Lead Grantees (in bold) & Partners (in italics) OMIC I Award OMIC II Award Total Awarded
The University of Akron (no partners) $932,571 $799,826 $1,732,397
Antioch College p: Miami University $140,676 $120,000 $260,676
Bowling Green State University (no partners) $697,260 $650,000 $1,347,260
Central State University p: Greene County OTC (OMIC II);
Sinclair Community College (OMIC II)
$18,000 $211,226 $229,226
University of Cincinnati
p: Cincinnati StateTechnical & Community College; College of Mount
St. Joseph; Rio Grande Community College/University of Rio Grande;
Shawnee State University; Xavier University (OMIC II)
$1,822,373 $779,351 $2,601,724
Cincinnati StateTechnical & Community College
p: ButlerTech (OMIC I); Middletown City School District (OMIC I);
Warren County Career Center (OMIC I)
$123,000 $633,616 $756,616
Clark State Community College p: Urbana University (OMIC II) $28,965 $221,359 $250,324
Cleveland State University p: Cuyahoga Community College $385,439 $799,148 $1,184,587
Cuyahoga Community College p: Lakeland Community College $186,677 $870,740 $1,057,417
University of Dayton p: Sinclair Community College $253,995 $800,000 $1,053,995
Kent State University (no partners) $724,553 $562,371 $1,286,924
Lorain County Community College p: Stark State College (OMIC I) $444,813 $524,674 $969,487
MarionTechnical College (no partners) $6,750 Did not apply $6,750
Miami University (no partners) $ 81,000 $748,566 $829,566
The Ohio State University
p: Columbus State Community College; North Central State College
$1,569,637 No new award $1,569,637
Rhodes State College p: Clark State Community College (OMIC I);
MarionTechnical College (OMIC I)
$261,662 $358,434 $620,096
Sinclair Community College (no partners) $203,140 Did not apply $203,140
Southern State Community College p: Buckeye Hills Career Center;
Ohio University - Chillicothe; Pickaway-Ross Career &Technology
Center; Pike County CareerTechnology Center; Scioto County Career
Technical Center
$236,450 $240,000 $476,450
Terra State Community College p: Vanguard-Sentinel OTC (OMIC II) $69,145 $101,853 $170,998
The University ofToledo p:The Ohio State University (College of
Engineering); Northwest State Community College
$896,898 Did not apply $896,898
Wright State University (p: Miami University) $1,304,631 $127,585 $1,432,216
Youngstown State University p: Eastern Gateway Community
College; Choffin OTC (OMIC II); Columbiana County OTC (OMIC II);
Mahoning County OTC (OMIC II);Trumbull OTC (OMIC II)
$573,300 $661,013 $1,234,313
Edison Community College p: Upper Valley Career Center Did not apply $269,665 $269,665
Lourdes University p:The University ofToledo Did not apply $111,389 $111,389
Marietta College p: Washington State Community College Did not apply $119,964 $119,964
Ohio University (no partners) Did not apply $119,022 $119,022
Owens Community College (no partners) Did not apply $240,660 $240,660
Stark State College (no partners) Did not apply $446,372 $446,372
University of Findlay p: Owens Community College - Findlay Did not apply $367,491 $367,491
TOTALS $10,960,935 $10,884,325 $21,845,260
AVERAGES $498,224.32 $484,724.32 $916,849.86
27. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics 27
Section II
31
45
21
2
13
14
9
48
25
22
6
26
4
5
17
10
18
20
7
3
32
34
29
19
36
27
41
40
38
42
1
23
43
44
Ohio Means Internships & Co-ops
2014-2016 Grantees
8 49
11
52
12
15
16
47
53
39
28
30
35
46
33
50
37
51
24
NORTHWEST
NORTHEAST
WEST
NORTHWEST
Regions
CENTRAL
SOUTHWEST
NORTHEAST
WEST
SOUTHEAST
1. Antioch College
13. Miami University
2. Bowling Green State University
3. Central State University
33. Greene County OTC
45. Sinclair Community College
4. Cincinnati StateTechnical
& Community College
5. Clark State Community College
50. Urbana University
6. Cleveland State University
7. Cuyahoga Community College
7. Cuyahoga Community College
34. Lakeland Community College
8. Edison Community College
49. Upper Valley OTC
9. Kent State University
37. Ohio Northern University
10. Lorain County Community College
11. Lourdes University
48. University ofToledo
12. Marietta College
52. Washington State Community College
13. Miami University
14. Ohio State University
31. Columbus State Community College
36. North Central State College
15. Ohio University
16. Owens Community College
17. Rhodes State College
18. Southern State Community College
27. Buckeye Hills OTC
38. Ohio University - Chillicothe
40. Pickaway-Ross OTC
41. Pike County OTC
43. Scioto County OTC
19. Stark State College
20.Terra State Community College
51. Vanguard-Sentinel OTC
21. University of Akron
22. University of Cincinnati
4. Cincinnati State Community
&Technical College
29. College of Mount St. Joseph
42. Rio Grande Community College
44. Shawnee State University
47. University of Rio Grande
53. Xavier University
23. University of Dayton
45. Sinclair Community College
24. University of Findlay
39. Owens Community College
(Findlay Campus)
25.Wright State University
Lead Grantees (and their Partner Institutions)
26.Youngstown State University
28. Choffin OTC
30. Columbiana County OTC
32. Eastern Gateway
Community College
35. Mahoning County OTC
46.Trumbull OTC
Lead Institution
Partner Institution
Note: Some Lead Institutions
are also Partner Institutions
28. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics28
SECTION III
OMIC III Regional Application: 2015
Description
The Board of Regents will allocate and award $2,000,000 to consortia of
existing and new Ohio Means Internships & Co-ops post-secondary insti-
tutions in each of the six JobsOhio regions to connect student co-ops and
interns with in-demand occupations at private companies and organizations
within regionally targeted industries.
The targeted industries will be selected based on existing analysis of the
regional economies and in consultation with local and regional economic
development leaders. Institutional consortia will collaborate with business
to identify co-op/intern opportunities to help address skill gaps and occu-
pational shortfalls, utilizing strategies defined under the Regents’ newly
implemented RAPIDS (Regionally Aligned Priorities in Delivering Skills)
process.
29.
30. 2014 Report on Ohio Means Internships & Co-ops (OMIC) Award Strategy, Performance, & Financial Metrics30
SectionTitle
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