The Total Package Program is a youth mentoring program for 12-15 year olds focused on building life skills. The program runs after school 2 hours per week on Tuesdays and Thursdays and includes activities to teach 10 key principles: time management, career development, communication skills, academic development, saying no to drugs, learning about other cultures, leadership, teamwork, decision-making, and money management. Guest speakers are invited to share their experiences. Students can rejoin as mentors after the first year to help continue developing their career, personality, and life goals with exposure to role models and the community.
The document is a survey evaluating a "Total Package" mentorship program. It contains 14 multiple choice and open-ended questions asking participants to rate various aspects of the program like the mentor program, activities, schedule, guest speakers, and suggestions for improvements. Respondents are asked to provide feedback to help strengthen the program for the future.
The Total Package Program survey asks parents to provide feedback to help improve the program. It requests information about their child's prior experience with mentorship programs, whether the child seems to enjoy mentorship activities, and potential benefits observed in areas like happiness, behavior, and school performance. Parents are also asked to suggest future program activities.
This survey aims to evaluate a mentoring program by having youth participants anonymously answer questions about supportive relationships, school engagement, attitudes/behaviors, and ways of coping. The survey introduction explains that honest responses will help improve the program and only the coordinator will see individual answers. Participants are asked to provide their name and date before selecting one response per item or checking boxes to indicate how often statements are true for them and how important various attitudes are in their life.
The document outlines the enrollment and survey tools used for a mentoring program. It describes collecting student details and parent consent at enrollment. A pre-survey is used to gather baseline data on students' supportive relationships, school engagement, attitudes, and coping strategies. Example questions are provided. Post-surveys of mentees, mentors, and parents evaluate the program and identify any improvements.
This document contains calendar pages showing the months from January 2009 through December 2009. Each page displays the days of the week and dates for that month. Notes sections are included at the bottom of each page but are blank. The purpose of the document appears to be to provide a monthly calendar for the year 2009.
This survey aims to gather information from youth participating in a mentoring program about their experiences and how the program can be improved. It asks questions about demographics, school engagement, attitudes, coping strategies, and their relationship with their mentor. The goal is to learn how the youth benefit from participation and help strengthen the program for next year. Honest feedback is encouraged so the program coordinator can better understand the impact and make adjustments.
The document describes the enrollment and survey tools used for a mentoring program. It includes:
- A student application and parent consent form to enroll students in the program.
- A pre-survey given to students to collect data on their supportive relationships, school engagement, attitudes, and coping strategies. This information helps tailor the program to individual students' needs.
- Post-surveys are also given to students, mentors, and parents to provide feedback on the program and identify areas for improvement.
- Example questions are provided for each category in the pre-survey to assess students' relationships, engagement, behaviors, and ways of coping.
The document outlines a mentoring program for grades 6-8 called the "Total Package Program" that focuses on developing students around 10 core values. It includes details on the program content and structure, marketing and recruitment plans, and evaluation methods to measure student progress and get feedback.
The document is a survey evaluating a "Total Package" mentorship program. It contains 14 multiple choice and open-ended questions asking participants to rate various aspects of the program like the mentor program, activities, schedule, guest speakers, and suggestions for improvements. Respondents are asked to provide feedback to help strengthen the program for the future.
The Total Package Program survey asks parents to provide feedback to help improve the program. It requests information about their child's prior experience with mentorship programs, whether the child seems to enjoy mentorship activities, and potential benefits observed in areas like happiness, behavior, and school performance. Parents are also asked to suggest future program activities.
This survey aims to evaluate a mentoring program by having youth participants anonymously answer questions about supportive relationships, school engagement, attitudes/behaviors, and ways of coping. The survey introduction explains that honest responses will help improve the program and only the coordinator will see individual answers. Participants are asked to provide their name and date before selecting one response per item or checking boxes to indicate how often statements are true for them and how important various attitudes are in their life.
The document outlines the enrollment and survey tools used for a mentoring program. It describes collecting student details and parent consent at enrollment. A pre-survey is used to gather baseline data on students' supportive relationships, school engagement, attitudes, and coping strategies. Example questions are provided. Post-surveys of mentees, mentors, and parents evaluate the program and identify any improvements.
This document contains calendar pages showing the months from January 2009 through December 2009. Each page displays the days of the week and dates for that month. Notes sections are included at the bottom of each page but are blank. The purpose of the document appears to be to provide a monthly calendar for the year 2009.
This survey aims to gather information from youth participating in a mentoring program about their experiences and how the program can be improved. It asks questions about demographics, school engagement, attitudes, coping strategies, and their relationship with their mentor. The goal is to learn how the youth benefit from participation and help strengthen the program for next year. Honest feedback is encouraged so the program coordinator can better understand the impact and make adjustments.
The document describes the enrollment and survey tools used for a mentoring program. It includes:
- A student application and parent consent form to enroll students in the program.
- A pre-survey given to students to collect data on their supportive relationships, school engagement, attitudes, and coping strategies. This information helps tailor the program to individual students' needs.
- Post-surveys are also given to students, mentors, and parents to provide feedback on the program and identify areas for improvement.
- Example questions are provided for each category in the pre-survey to assess students' relationships, engagement, behaviors, and ways of coping.
The document outlines a mentoring program for grades 6-8 called the "Total Package Program" that focuses on developing students around 10 core values. It includes details on the program content and structure, marketing and recruitment plans, and evaluation methods to measure student progress and get feedback.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
This document outlines the structure, roles, and timelines for an AIESEC AdHoc program in Indonesia aimed at expanding impacts to all regions of the country. It discusses developing reliable infrastructure and quality management. Key roles include the RA-MA for raising, matching, and project execution, and the SNL member for intern realization including accommodation, the buddy system, and ensuring quality. The timeline shows continuous raising and matching from December to June with realization of interns from winter, off-peak, and summer programs. The document provides guidance on competencies, responsibilities, and key performance indicators for each role.
Here are the areas of specialization of counselors that are suited for each situation:
Situation 1: A company is looking to improve employee productivity and reduce turnover. They want to implement counseling services for their staff.
Area of specialization: Industrial Counseling
- Provide help and support to the employees to face and sail through the difficult times in life.
Situation 2: A university wants to help students choose appropriate degree programs and plan their career paths.
Area of specialization: Career Counseling
- Provide career/vocational counseling and planning.
Situation 3: An elementary school principal wants to develop a comprehensive guidance program to address students' academic, social, and emotional needs.
Girish Kumar Tiwari has over 14 years of experience in program and project management, livelihood development, microfinance, and capacity building. He has managed large projects with NGOs and the Government of Madhya Pradesh focused on rural development, public administration reform, and community empowerment. As Assistant Manager of Enterprise Development, he develops business plans, establishes enterprises, and ensures over 90% implementation success. He is skilled in participatory approaches, strategic planning, results management, and resource mobilization.
The document provides a summary of the candidate's experience and qualifications. It states that the candidate has a master's degree in sociology and two postgraduate diplomas in population science and NGO management & RD. They have over 14 years of experience in project and program management, livelihood development, governance, public administration reform, capacity building, and community participation. As an assistant manager, they developed business plans for beneficiaries and over 90% of plans were implemented successfully. They have experience managing the planning, implementation, monitoring and evaluation of result-based work plans as a PFT coordinator. The candidate has extensive experience in the microfinance, livelihood and rural development sectors.
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
This document provides information about an upcoming training course titled "Integrating Corporate Social Responsibility in Community Relations" to be held in Dubai from July 27-31, 2015. The 5-day course aims to build capacity for industry practitioners in making and implementing decisions that enhance community development stakeholder engagement. It will cover topics such as the concept of CSR, corporate governance and accountability, stakeholder engagement, reporting, and formulating CSR strategies and initiatives. The target attendees are CSR professionals and executives responsible for managing CSR programs. The course fee is $3,500 per participant and can also be arranged as in-house training.
This document provides information about an upcoming training course titled "Integrating Corporate Social Responsibility in Community Relations" to be held in Dubai from May 18-22, 2015. The 5-day course will provide skills and frameworks for corporate practitioners to effectively engage communities and implement CSR initiatives. It will cover topics such as stakeholder engagement, CSR strategy, reporting, and building sustainable community development practices. The training fee is $3,500 per participant and aims to help organizations strengthen community relations and shared values through proven engagement strategies.
This document outlines general principles and considerations for developing an effective guidance program. It recommends that guidance be flexible, continuous, child-centered, and address the whole individual and their environment. It also stresses the importance of having trained personnel, collecting student information, and cooperation between home, school, and community. The document poses questions about resources, personnel, student needs, facilities, expenses, and stakeholder buy-in that should be addressed when planning a guidance program. Factors like age, school size, facilities, and attitudes must also be considered.
The document provides background information on Laguna State Polytechnic University (LSPU). It details how LSPU started as a provincial high school in 1952 and over time expanded to offer more programs and integrate other schools, becoming a state polytechnic university. The summary highlights LSPU's vision to be a center of innovation and its mission to provide technology-focused education. It also notes that LSPU has grown significantly over the decades to now include multiple campuses across Laguna province.
The document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year in the Philippines. It outlines the philosophy, vision, mission and curriculum framework for the program, which aims to support students' academic, personal-social, and career development through competency-based standards and activities. Sample curriculum guides demonstrate how topics are covered each quarter for different grade levels based on developmental theories and international standards.
The document discusses the National Management Programme (NMP) at MDI. It is a 15-month postgraduate program that provides practicing managers with skills across business domains. It has evolved into a consortium executive MBA program with ESCP-Europe. The program aims to develop leaders who can excel in a changing business environment. Participants take courses on business fundamentals and develop skills like communication, leadership, and teamwork. After 12 months, participants spend 5-6 weeks at a European business school. Participants are continuously evaluated through assignments, tests, and a final exam. The program must be completed within 2 years. The document also discusses issues around culturally deprived children and compensatory education programs under India's National Education Policy.
The document is an annual report from the Human Development and Research Centre covering their 2015-2016 activities related to their Skills to Succeed program. The report discusses their efforts to provide vocational training to disadvantaged youth through a blended learning model combining digital lessons and classroom activities. It describes their community outreach, student enrollment and training activities, challenges faced, success stories of students obtaining jobs, and an event held to raise awareness of vocational training opportunities in the region.
Profile N-GEC ( Nusantara Global Entreprenurship Community) Amir Hamzah
This document outlines the program background, goals, activities, and key performance indicators of a program aimed at developing young entrepreneurs in Indonesia. The program aims to deliver positive contributions to society by inspiring and developing youth to become entrepreneurs and future business leaders. Activities include workshops, mentorship programs, and business startups. Short term goals are to reach 1,000 participants over 4 months and select the top 100 candidates. Long term goals include formalizing the organization, fundraising, and establishing networks to support the program. Key performance indicators track public relations, program effectiveness, participant success, and organizational sustainability.
The document provides curriculum details for employability skills training under the Craftsmen Training Scheme (CTS) in India. It outlines 3 modules of employability skills training, ranging from 80-160 hours, for CTS trades of varying durations (6 months, 1 year, 2 years).
The first module, for 1 and 2 year trades, covers topics like communication, IT literacy, entrepreneurship, safety, and quality management. The second module, for second year of 2 year trades, focuses on enhancing English, communication and self-reflection skills through blended learning. The third module, common for all 6 month trades, covers similar topics to the first module in fewer hours. Learning outcomes and assessment criteria are also provided for each
The document provides information on an entrepreneurship course syllabus including:
- The course details the basic concepts and practices of entrepreneurship including launching new ventures and applying ideas to different marketing areas.
- It will cover understanding entrepreneurship, economic development theories, and planning, organizing, and managing an enterprise.
- Learning activities will include lectures, discussions, presentations and developing a business plan to achieve the learning outcomes of discovering business techniques, applying entrepreneurial concepts, observing ethics, and creating a business plan.
This curriculum vitae summarizes the personal and professional experience of Shaban Kashindye. It includes his education background, which consists of a bachelor's degree in economics from Mzumbe University. It outlines his work experience, including currently serving as the programs coordinator for Organization of People Empowerment and previously interning with UNDP on the Mbola Millennium Villages Project. It also lists his skills, accomplishments like publishing research and writing proposals, training and workshops attended, affiliations, and referees.
Pc1.1 business development plan 2015 201714.01.2016The Pathway Group
This business development plan outlines Pathway Group's strategic aims and priorities for 2015-2017. The plan aims to further develop Pathway Group's learning offer, improve employment opportunities for disadvantaged groups, raise the organization's profile, embed an enterprise culture, ensure high quality teaching and learning, and make Pathway Group an attractive employer. Key objectives include increasing apprenticeships, commercial income, and partnerships. The plan establishes operational accountability and assesses risks to achieving strategic aims. It provides context on the national skills funding landscape and references the Wolf Review which identified a need for vocational education reform.
INSET-Enclosure No.8- PROGRAM DESIGN TEMPLATE.docxRoseLimaMagbanua
The document provides details of a proposed 5-day Mid-Year In-Service Training (INSET) for teachers at Caningay National High School. The training aims to familiarize teachers with the RPMS process, enhance awareness of key DepEd memoranda and programs, promote safe learning environments, and develop skills in areas like gender-responsive teaching and the use of technology. It includes a rationale, objectives, topics, schedule, and monitoring plan. The training will cover 7 domains of the Philippine Professional Standards for Teachers through various lectures, activities and assessments.
This document outlines the structure, roles, and timelines for an AIESEC AdHoc program in Indonesia aimed at expanding impacts to all regions of the country. It discusses developing reliable infrastructure and quality management. Key roles include the RA-MA for raising, matching, and project execution, and the SNL member for intern realization including accommodation, the buddy system, and ensuring quality. The timeline shows continuous raising and matching from December to June with realization of interns from winter, off-peak, and summer programs. The document provides guidance on competencies, responsibilities, and key performance indicators for each role.
Here are the areas of specialization of counselors that are suited for each situation:
Situation 1: A company is looking to improve employee productivity and reduce turnover. They want to implement counseling services for their staff.
Area of specialization: Industrial Counseling
- Provide help and support to the employees to face and sail through the difficult times in life.
Situation 2: A university wants to help students choose appropriate degree programs and plan their career paths.
Area of specialization: Career Counseling
- Provide career/vocational counseling and planning.
Situation 3: An elementary school principal wants to develop a comprehensive guidance program to address students' academic, social, and emotional needs.
Girish Kumar Tiwari has over 14 years of experience in program and project management, livelihood development, microfinance, and capacity building. He has managed large projects with NGOs and the Government of Madhya Pradesh focused on rural development, public administration reform, and community empowerment. As Assistant Manager of Enterprise Development, he develops business plans, establishes enterprises, and ensures over 90% implementation success. He is skilled in participatory approaches, strategic planning, results management, and resource mobilization.
The document provides a summary of the candidate's experience and qualifications. It states that the candidate has a master's degree in sociology and two postgraduate diplomas in population science and NGO management & RD. They have over 14 years of experience in project and program management, livelihood development, governance, public administration reform, capacity building, and community participation. As an assistant manager, they developed business plans for beneficiaries and over 90% of plans were implemented successfully. They have experience managing the planning, implementation, monitoring and evaluation of result-based work plans as a PFT coordinator. The candidate has extensive experience in the microfinance, livelihood and rural development sectors.
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
This document provides information about an upcoming training course titled "Integrating Corporate Social Responsibility in Community Relations" to be held in Dubai from July 27-31, 2015. The 5-day course aims to build capacity for industry practitioners in making and implementing decisions that enhance community development stakeholder engagement. It will cover topics such as the concept of CSR, corporate governance and accountability, stakeholder engagement, reporting, and formulating CSR strategies and initiatives. The target attendees are CSR professionals and executives responsible for managing CSR programs. The course fee is $3,500 per participant and can also be arranged as in-house training.
This document provides information about an upcoming training course titled "Integrating Corporate Social Responsibility in Community Relations" to be held in Dubai from May 18-22, 2015. The 5-day course will provide skills and frameworks for corporate practitioners to effectively engage communities and implement CSR initiatives. It will cover topics such as stakeholder engagement, CSR strategy, reporting, and building sustainable community development practices. The training fee is $3,500 per participant and aims to help organizations strengthen community relations and shared values through proven engagement strategies.
This document outlines general principles and considerations for developing an effective guidance program. It recommends that guidance be flexible, continuous, child-centered, and address the whole individual and their environment. It also stresses the importance of having trained personnel, collecting student information, and cooperation between home, school, and community. The document poses questions about resources, personnel, student needs, facilities, expenses, and stakeholder buy-in that should be addressed when planning a guidance program. Factors like age, school size, facilities, and attitudes must also be considered.
The document provides background information on Laguna State Polytechnic University (LSPU). It details how LSPU started as a provincial high school in 1952 and over time expanded to offer more programs and integrate other schools, becoming a state polytechnic university. The summary highlights LSPU's vision to be a center of innovation and its mission to provide technology-focused education. It also notes that LSPU has grown significantly over the decades to now include multiple campuses across Laguna province.
The document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year in the Philippines. It outlines the philosophy, vision, mission and curriculum framework for the program, which aims to support students' academic, personal-social, and career development through competency-based standards and activities. Sample curriculum guides demonstrate how topics are covered each quarter for different grade levels based on developmental theories and international standards.
The document discusses the National Management Programme (NMP) at MDI. It is a 15-month postgraduate program that provides practicing managers with skills across business domains. It has evolved into a consortium executive MBA program with ESCP-Europe. The program aims to develop leaders who can excel in a changing business environment. Participants take courses on business fundamentals and develop skills like communication, leadership, and teamwork. After 12 months, participants spend 5-6 weeks at a European business school. Participants are continuously evaluated through assignments, tests, and a final exam. The program must be completed within 2 years. The document also discusses issues around culturally deprived children and compensatory education programs under India's National Education Policy.
The document is an annual report from the Human Development and Research Centre covering their 2015-2016 activities related to their Skills to Succeed program. The report discusses their efforts to provide vocational training to disadvantaged youth through a blended learning model combining digital lessons and classroom activities. It describes their community outreach, student enrollment and training activities, challenges faced, success stories of students obtaining jobs, and an event held to raise awareness of vocational training opportunities in the region.
Profile N-GEC ( Nusantara Global Entreprenurship Community) Amir Hamzah
This document outlines the program background, goals, activities, and key performance indicators of a program aimed at developing young entrepreneurs in Indonesia. The program aims to deliver positive contributions to society by inspiring and developing youth to become entrepreneurs and future business leaders. Activities include workshops, mentorship programs, and business startups. Short term goals are to reach 1,000 participants over 4 months and select the top 100 candidates. Long term goals include formalizing the organization, fundraising, and establishing networks to support the program. Key performance indicators track public relations, program effectiveness, participant success, and organizational sustainability.
The document provides curriculum details for employability skills training under the Craftsmen Training Scheme (CTS) in India. It outlines 3 modules of employability skills training, ranging from 80-160 hours, for CTS trades of varying durations (6 months, 1 year, 2 years).
The first module, for 1 and 2 year trades, covers topics like communication, IT literacy, entrepreneurship, safety, and quality management. The second module, for second year of 2 year trades, focuses on enhancing English, communication and self-reflection skills through blended learning. The third module, common for all 6 month trades, covers similar topics to the first module in fewer hours. Learning outcomes and assessment criteria are also provided for each
The document provides information on an entrepreneurship course syllabus including:
- The course details the basic concepts and practices of entrepreneurship including launching new ventures and applying ideas to different marketing areas.
- It will cover understanding entrepreneurship, economic development theories, and planning, organizing, and managing an enterprise.
- Learning activities will include lectures, discussions, presentations and developing a business plan to achieve the learning outcomes of discovering business techniques, applying entrepreneurial concepts, observing ethics, and creating a business plan.
This curriculum vitae summarizes the personal and professional experience of Shaban Kashindye. It includes his education background, which consists of a bachelor's degree in economics from Mzumbe University. It outlines his work experience, including currently serving as the programs coordinator for Organization of People Empowerment and previously interning with UNDP on the Mbola Millennium Villages Project. It also lists his skills, accomplishments like publishing research and writing proposals, training and workshops attended, affiliations, and referees.
Pc1.1 business development plan 2015 201714.01.2016The Pathway Group
This business development plan outlines Pathway Group's strategic aims and priorities for 2015-2017. The plan aims to further develop Pathway Group's learning offer, improve employment opportunities for disadvantaged groups, raise the organization's profile, embed an enterprise culture, ensure high quality teaching and learning, and make Pathway Group an attractive employer. Key objectives include increasing apprenticeships, commercial income, and partnerships. The plan establishes operational accountability and assesses risks to achieving strategic aims. It provides context on the national skills funding landscape and references the Wolf Review which identified a need for vocational education reform.
Pc1.1 business development plan 2015 201714.01.2016
Get With The Program
1. TOTAL PACKAGE
Fax 305-555-0145
Phone 305-555-0125
City, Province Postal Code
Address 2
Street Address
Company Name
PROGRAM
Program Details and Schedule: Life Skills, Academics
1. After school program with
and More…A
volunteers from community
Partnership Program
City, Province Postal Code
Address 2
Street Address
Recipient Name
2. Tuesday-Thursday each week for 2
hours
3. Include activities that show a
practical approach to demonstrate
the T-points
4. Guest speakers to talk on specific T-
points
5. Pre/Post surveys conducted to
determine success and
improvements
6. Students can rejoin the program as
‘mentors’ after the first year.
2. Is a youth mentoring program targeting the 12-15
age group and is designed around 10 keys life skills
Introduction that will build leaders of tomorrow. “T-Points”:
1. Time - time management
Program and Service Goals
2. Talent - career development
The goal of “Total Package Program” is to develop
How do you hang onto your brightest young
life and leadership skills that encompass the
talent and prepare them to lead? 3. Talking - good communication skills
following 10 principles. At the same time
students will be exposed to various mentors,
4. Taking Tests - academic
All children have the potential to succeed in life and groups and community leaders that will serve as
development
contribute to society. However, not all children get role models.
the support they need to thrive. 5. Temple - say no to drugs, nutrition
The program schedule and activities will focus on
By all estimates, an astounding 17.6 million young building the listed key areas of development helping 6. Tour - learning about other cultures,
people – nearly half the population of young people
and allowing students to build their career, getting a global view of the work
between 10 and 18 years of age – live in situations
that put them at risk of not living up to their personality and set life goals and also expose them
potential. to different cultures across the globe. 7. Taking Charge - becoming a leader
Without immediate intervention by caring adults, As part of this curriculum, prominent guests from 8. Teamwork - working with other
they could make choices that not only undermine people
the community will be invited to share their life
their futures, but, ultimately, the economic and social
well-being of our nation. experiences. Practical approach to these key areas 9. Taking a stand - decision-making
will be taught and demonstrated through work
Mentoring – the presence of caring adults offering activities. 10. Treasures - money management
support, advice, friendship, reinforcement and
constructive examples – has proved to be a powerful Focus will also be on tutoring and ensuring that
tool for helping young people fulfills their potential.
students accomplish and succeed in the current
It is a structured and trusting relationship that brings school year.
young people together with caring individuals who
offer guidance, support and encouragement aimed at
developing the competence and character of the
mentee.
TOTAL PACKAGE PROGRAM