Steven Popper is a freelance educational consultant and inspector with over 30 years of experience in education. He has held various teaching and leadership roles, including 11 years of classroom teaching and senior leadership positions in several schools. He also established and led the University of Chichester's Early Years teacher education program for 17 years. Steven has led over 80 inspections of schools and initial teacher education providers. He now works independently, conducting inspections of early years programs and independent schools on behalf of Tribal Group and the Independent School Inspectorate.
This document proposes a mobile app called "UWE-TAXI TOGETHER" to connect UWE students needing taxis to campus. It aims to reduce costs by sharing rides, decrease traffic by filling taxis, and lower emissions. The app would allow students to specify their campus, passenger numbers, and location to match with others. Drivers would see available fares with passenger counts and destinations to service. By optimizing taxi utilization, the app offers social, economic and environmental benefits to students, drivers and the local community.
Orrissa executive summary for finance, subsidy & project related support co...Radha Krishna Sahoo
NABARD prepares Potential Linked Credit Plans (PLPs) for each district of India to enable effective utilization of credit and rural development resources. The document discusses the PLP process in Orissa and provides an overview of the state's economy, banking profile, trends in ground level credit flow, and NABARD's development assistance to the state. Key points include increasing agricultural credit disbursements, a focus on improving credit in KBK regions, and NABARD sanctioning over Rs. 2,154 crores for rural infrastructure projects in Orissa through RIDF funds.
Dividend Policy and Bank Performance in GhanaSamuel Agyei
This document summarizes a study on the relationship between dividend policy and bank performance in Ghana. The study analyzed financial statements from 16 commercial banks in Ghana from 1999-2003. The results showed that on average, banks paid out 24.65% of their earnings as dividends. Banks that paid dividends had higher performance. Factors like leverage, size, and growth were also found to enhance bank performance. While some prior studies found dividend policy irrelevant to firm value, this study provides further evidence that dividend policy impacts bank performance in Ghana.
Imad Saed _ CV _ EU Foramt_November_ 2015Imad SAED
Imad Saed has over 25 years of experience in project management, governance, and development work. The document outlines his professional experience working for organizations such as UNDP, USAID, ILO, and AFD on projects related to local governance, decentralization, capacity development, and socio-economic development in countries including Somalia, Iraq, Palestine, Egypt, and others. It provides details on his roles as an advisor, team leader, and evaluator on various projects focused on improving public sector performance, judicial systems, and community participation.
The determinants of corporate dividend policy an investigation of pakistani ...Alexander Decker
This document summarizes a study that investigates the determinants of corporate dividend policy in the Pakistani banking industry. The study analyzes 18 banks listed on the Karachi Stock Exchange from 2006 to 2011. It finds that 11 banks pay dividends while 7 do not. Profitability, firm size, and growth rate are positively correlated with dividend yield and payout ratio. Leverage and risk are inversely correlated. Banks that pay dividends are found to be more profitable, stable, and less risky compared to non-dividend paying banks. The study aims to identify dividend paying and non-paying banks, examine dividend distribution trends, distinguish characteristics of paying and non-paying banks, and investigate the association between firm
This document analyzes and compares the dividend policies of companies in the Indian IT and cement industries from 1995 to 2009. It examines the determinants of dividend policy, including profit after tax, lagged dividend, current ratio, debt-equity ratio, interest payment, sales, market capitalization, earnings per share, payout ratio, and capital expenditure. Descriptive statistical analysis is used to analyze dividend payout trends in both industries, and correlation is used to identify the degree of influence of different factors. Secondary data was collected from Capitaline database for 20 companies in each industry. The analysis finds that both industries maintained fairly constant payout ratios over the period, with IT companies distributing higher dividends due to higher earnings. Key determinants
8th class-result-2013-khanewal from ranaabubakar62@yahoo.comRana Abu Bakar
This document contains the results of students who took the Grade 8 exams administered by the Punjab Examination Commission in Khanewal. It lists the roll numbers, names, and total scores of hundreds of students from multiple schools in the area, including GMS 170/10-RCenter Name, AL AYESHA PUBLIC MIDDLE SCHOOL 171 10 R, DANISH PUBLIC SCHOOL 176 10 R, GES 170/10-R, KHANEWAL, GES 176/10-R, KHANEWAL, IQRA PUBLIC MIDDLE SCHOOL 174 10 R, MUZAMMAL PUBLIC MIDDLE SCHOOL 170 10 R, WAHEEDABAD CHIRST
The document provides information about Bahawalpur zoo in Pakistan. It was established in 1942 by the former ruler of Bahawalpur state. In 1955, it came under the administration of the Punjab agriculture department. It is located on 25 acres of land and is notable for successfully breeding lions, tigers, and black bears. The rest of the document contains detailed information about the various animal species housed at the zoo, including their scientific names, habitats, diets, reproduction cycles, weights and lifespans.
This document proposes a mobile app called "UWE-TAXI TOGETHER" to connect UWE students needing taxis to campus. It aims to reduce costs by sharing rides, decrease traffic by filling taxis, and lower emissions. The app would allow students to specify their campus, passenger numbers, and location to match with others. Drivers would see available fares with passenger counts and destinations to service. By optimizing taxi utilization, the app offers social, economic and environmental benefits to students, drivers and the local community.
Orrissa executive summary for finance, subsidy & project related support co...Radha Krishna Sahoo
NABARD prepares Potential Linked Credit Plans (PLPs) for each district of India to enable effective utilization of credit and rural development resources. The document discusses the PLP process in Orissa and provides an overview of the state's economy, banking profile, trends in ground level credit flow, and NABARD's development assistance to the state. Key points include increasing agricultural credit disbursements, a focus on improving credit in KBK regions, and NABARD sanctioning over Rs. 2,154 crores for rural infrastructure projects in Orissa through RIDF funds.
Dividend Policy and Bank Performance in GhanaSamuel Agyei
This document summarizes a study on the relationship between dividend policy and bank performance in Ghana. The study analyzed financial statements from 16 commercial banks in Ghana from 1999-2003. The results showed that on average, banks paid out 24.65% of their earnings as dividends. Banks that paid dividends had higher performance. Factors like leverage, size, and growth were also found to enhance bank performance. While some prior studies found dividend policy irrelevant to firm value, this study provides further evidence that dividend policy impacts bank performance in Ghana.
Imad Saed _ CV _ EU Foramt_November_ 2015Imad SAED
Imad Saed has over 25 years of experience in project management, governance, and development work. The document outlines his professional experience working for organizations such as UNDP, USAID, ILO, and AFD on projects related to local governance, decentralization, capacity development, and socio-economic development in countries including Somalia, Iraq, Palestine, Egypt, and others. It provides details on his roles as an advisor, team leader, and evaluator on various projects focused on improving public sector performance, judicial systems, and community participation.
The determinants of corporate dividend policy an investigation of pakistani ...Alexander Decker
This document summarizes a study that investigates the determinants of corporate dividend policy in the Pakistani banking industry. The study analyzes 18 banks listed on the Karachi Stock Exchange from 2006 to 2011. It finds that 11 banks pay dividends while 7 do not. Profitability, firm size, and growth rate are positively correlated with dividend yield and payout ratio. Leverage and risk are inversely correlated. Banks that pay dividends are found to be more profitable, stable, and less risky compared to non-dividend paying banks. The study aims to identify dividend paying and non-paying banks, examine dividend distribution trends, distinguish characteristics of paying and non-paying banks, and investigate the association between firm
This document analyzes and compares the dividend policies of companies in the Indian IT and cement industries from 1995 to 2009. It examines the determinants of dividend policy, including profit after tax, lagged dividend, current ratio, debt-equity ratio, interest payment, sales, market capitalization, earnings per share, payout ratio, and capital expenditure. Descriptive statistical analysis is used to analyze dividend payout trends in both industries, and correlation is used to identify the degree of influence of different factors. Secondary data was collected from Capitaline database for 20 companies in each industry. The analysis finds that both industries maintained fairly constant payout ratios over the period, with IT companies distributing higher dividends due to higher earnings. Key determinants
8th class-result-2013-khanewal from ranaabubakar62@yahoo.comRana Abu Bakar
This document contains the results of students who took the Grade 8 exams administered by the Punjab Examination Commission in Khanewal. It lists the roll numbers, names, and total scores of hundreds of students from multiple schools in the area, including GMS 170/10-RCenter Name, AL AYESHA PUBLIC MIDDLE SCHOOL 171 10 R, DANISH PUBLIC SCHOOL 176 10 R, GES 170/10-R, KHANEWAL, GES 176/10-R, KHANEWAL, IQRA PUBLIC MIDDLE SCHOOL 174 10 R, MUZAMMAL PUBLIC MIDDLE SCHOOL 170 10 R, WAHEEDABAD CHIRST
The document provides information about Bahawalpur zoo in Pakistan. It was established in 1942 by the former ruler of Bahawalpur state. In 1955, it came under the administration of the Punjab agriculture department. It is located on 25 acres of land and is notable for successfully breeding lions, tigers, and black bears. The rest of the document contains detailed information about the various animal species housed at the zoo, including their scientific names, habitats, diets, reproduction cycles, weights and lifespans.
Wael El-Sayed's resume summarizes his qualifications and extensive experience in education and community services. He has over 25 years of experience teaching and working with people with disabilities. He holds multiple degrees including a PhD in education and has worked in various roles in Australia, Qatar, Egypt, and elsewhere.
Jean Mukasa is a qualified teacher seeking a position teaching accounting, business studies, finance, or ICT at KS3, KS4, and KS5 levels in London. She has over 3 years of teaching experience in FE colleges and secondary schools. Her education includes a BA in Accounting and Finance, PGCE, and she is currently pursuing QTLS certification. She is committed to using a variety of interactive teaching methods and tracking student progress.
Victoria Ryles is seeking a new position that offers challenges and opportunities for progression. She has over 20 years of experience in customer service roles, including as a cabin crew member and hair stylist. She also has experience in education roles, most recently as a project development officer helping young adult carers. Victoria has strong communication, teamwork, and problem-solving skills developed through her diverse work history. She holds qualifications in hairdressing, customer service, teaching, and sociology.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
The Briargrove Elementary Assessment Policy outlines the school's approach to assessment. It aims to use assessment to gather student performance data to drive instruction and ensure mastery of learning goals. Assessments will evaluate students' acquisition of knowledge, understanding of concepts, and development of skills, attitudes, and actions. A variety of assessment strategies and tools will be used, including observations, formative and summative assessments, reflections, portfolios, and rubrics. Student progress will be communicated to parents through conferences, reports, and grades. The policy is meant to be implemented beginning in April 2014 and reviewed annually.
Online Assignment - Competitive and Placement TestsRemya000
The document discusses various types of tests used in education, including competitive tests, placement tests, and standardized tests used internationally. Competitive tests are used to select students for particular courses and programs based on merit. Placement tests are used by colleges and universities to assess students' readiness and place them in initial classes. Examples of standardized tests discussed include IELTS, TOEFL, TKT, TET, NET, and SET. These tests are accepted by educational institutions and employers around the world to prove English proficiency or determine eligibility for teaching positions. The conclusion emphasizes that in today's education system, tests help learners achieve their goals and deserve the next step in their education by demonstrating their talents and abilities.
The document is a curriculum vitae for S.K. Mishra applying for the position of principal. It summarizes his qualifications including a M.A. in Hindi Literature, 20 years of experience in education roles in both government and private schools, and skills in areas like disaster management and computer skills. It also outlines his employment history holding roles like district commissioner for scouts and vice principal. Finally, it provides a detailed job description outlining the responsibilities of a principal position.
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
Saleha Qureshi is an experienced English teacher seeking a new teaching position. She has over 10 years of experience teaching English in various settings, including as an SEN English teacher and IT teacher at colleges. She is passionate about inspiring students and raising achievement through creative and engaging lesson plans. References are available upon request.
This document discusses Continuous and Comprehensive Evaluation (CCE) in education. It provides an overview of CCE, including that it assesses scholastic and co-scholastic areas through both formative and summative assessments. Formative assessment is ongoing and aims to provide feedback to improve learning, while summative assessment evaluates learning at the end of a period. Effective implementation of CCE requires the participation of all stakeholders, including principals, teachers, parents, and students. While CCE aims to improve the evaluation process, it also faces challenges to do with resources, training, and adapting to its methods.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
This document provides guidance for schools to evaluate their quality and progress using a set of quality indicators. It introduces the revised third edition of "How Good is Our School?" which replaces previous versions and forms part of a series called "The Journey to Excellence." The quality indicators focus on improving educational experiences and outcomes for students in line with the curriculum framework and vision for Scottish children. Schools are encouraged to use self-evaluation to critically reflect on their performance, identify priorities, and drive continuous improvement toward excellence.
Anita Makwana has over 10 years of experience in career counseling and education management. She is currently the Center Head at Brainz Institute of Design, where she is responsible for student counseling, admissions, marketing, and business development. Previously, she held roles as a Process Manager, Marketing Executive, and Career Counselor at various education and training institutes. She aims to leverage her knowledge and experience to contribute to an innovative work environment.
The document outlines the application of Molla T for the position of Head of the School of Public Health at Mekelle University College of Health Science. Molla T has over 15 years of experience in leadership roles within public health programs and institutions. If selected, their goals would include developing a strategic plan to improve the quality of education, conducting a SWOT analysis to identify strengths and weaknesses, and ensuring effective utilization of resources through distributed leadership and monitoring and evaluation.
Kindergarten school business management ppt.pptetebarkhmichale
Awash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
8.991997°N 38.782110°E
Key people
Tsehay Shiferaw, CEO
Yohannes Merga, CIO
Tadesse Gemeda, Chief Wholesale Banking Officer
Ato Henock Tessema, Chief Retail & SME Banking Officer
Tilahun Geleta, Chief Finance & Facilities Management Officer
Abebe Deressa, Chief Corporate Strategy Officer
Dessalegn Tolera, Chief Credit Operation Officer
Products Financial services
Revenue 5.87 billion birr (2020/21)
Owner Awash Bank S.C
Number of employees
More than 18000
Website www.awashbank.com
Awash International Bank (Amharic: አዋሽ ኢተርናሽናል ባንክ) is a commercial bank in Ethiopia that was established in 1994 by 486 founding shareholders with a paid-up capital of birr 24.2 million and started banking operations on 13 February 1995. As of end of June 2020 the number of shareholders and its paid-up capital increased to over 4369 and Birr 5.87 billion, respectively. Likewise, as of end June 2020, bank's total assets reached Birr 95.6 billion with over 700 branches found across the country, Awash Bank continues to be leading private commercial Bank in Ethiopia.[1][2]
History
Awash International Bank was founded on 10 November 1994 and started operation on 13 February 1995 with 486 shareholders and paid-up capital of 24.2 million birr.[3][4][5][6] It is named after Awash River.[7] In 2013/14 fiscal year, the bank gained roughly more than 1.37 billion birr, accounting 40% of the whole private banks.[8]
On 24 November 2014, Awash partnered with Misys FusionBanking Essence, a financial software company, to boost its continual growth and the branching process.[9]
References
"Awash Bank – Nurturing Like The River". www.awashbank.com. Retrieved 2022-05-28.
"Company Profile". www.awashbank.com. Retrieved 2022-05-28.
"Ethiopia's Awash International Bank : Growth amid challenges - Shiferaw". The Africa Report.com. 2013-10-14. Retrieved 2022-11-01.
"Awash Bank Ethiopia - All you need to know 2021!". Retrieved 2022-11-01.
"About Awash International Bank". ethiopia.financialadvisory.com. Retrieved 2022-11-01.
"Assessment of Customers' Satisfaction" (PDF). 1 November 2022.
"assessment of credit risk management policies" (PDF). 1 November 2022.
"Battle of the Titans". Retrieved 2022-11-01.
"AIB pioneers core and branch modernisation with Misys" (PDF). 1 November 2022.
External links
Official WebsiteAwash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
13. Key Issues
Based on the analyses made, the following key issues are drawn.
• BNPL Financing is a type of short-term financing that allows consumers to make purchases and pay for them at a future date. It is becoming an increasingly popular payment option;
• BNPL has fully digital operating landscape that enables superior customer experience and business efficiency. Thus, it is expected to capture a significant portion of the market with strong growth prospect;
• Dashen Bank is the only bank that provides BNPL financing so far. However, as a substitute product Cooperative Bank of Ethiopia provide the Michu financing.
• Fin-tech and telecommunication companies that work in partnership with domestic banks are potential competitors to BNPL business that provide and facilitate digitized credit facility;
• The domestic experience revealed that:
o The eligibility for the service requires the customers age should be 18 years and above; have a monthly income, which they can prove from their employer or a business license in the case of business owners;
o The maximum spending limit on Dube Ale is currently set at Birr 700,000 and is determined at branches;
o Payments can only be made using the app, and withdrawals are not allowed;
o Customers charged a subscription, guarantee, and convenience fee; The maximum loan duration is 12 months;
o Interest Ranges from 2% to 2.5% on monthly basis;
o The customer should repay the previous credit first to get another credit and the credit can be paid fully or partially; and
o Charges vary depending on the credit period and if payment is made after the due date there will be a penalty fee.
• The market need assessment shows that there is a demand of BNPL financing and almost all interviewed sampled organizations were voluntary to give their employees information when requested by the bank;
• Majority of the sampled respondents prefer loan repayment through mobile banking and also most of the respondents prefer if the duration of loan repayment period up to a year and shall base on value of the purchased item;
• There are five BNPL financing models that are widely applicable. Partnering with Fin-tech to build BNPL solution and Rent out balance sheet are the best models that CBE can adopt right now. Furthermore, the Bank may entertain integrating installments in to credit cards. Acquiring a BNPL company and Rent a technology can also be adopted in line with the banks business model and when the need arise by the market;
• Currently, two local potential fin-tech companies EAGLELION System Technology (Dube Pay) and Seregela PLC approached and show an interest and signed memorandum of understanding to work with CBE through the two business models;
• The expected benefits of BNPL financing for the CBE are the loan is short term; it address the needs of credit access of retail customers; increase and diversify the credit portfolio; and the bank will have a special product that calls for and held its retail customer fr
Dr. Dean West has extensive experience in education, including teaching at both the university and college levels. He has a PhD in Education from the University of Warwick and is passionate about ensuring accessibility to education. His career has involved roles in leadership, management, teaching, research, and student support. He is currently a tutor and module leader at the University of Warwick as well as a liaison and outreach manager at King Edward VI College.
The document summarizes the results of a staff evaluation survey conducted at the Scandinavian School of Brussels from 2010 to 2013. Approximately 85% of teaching staff responded. The survey covered several areas including values and learning environment, school goals, instruction and learning, school results, management and organization, and evaluation and quality control. Overall, staff expressed satisfaction with the learning and working environment, and felt they have opportunities to provide feedback and influence the school. However, supporting students with special needs was identified as an area for improvement. The school aims to enhance support for these students through additional coaching, improved documentation, and dedicating more conferences to the topic.
The document outlines the goals and process for students in years 6-9 to prepare for their transition to high school and future careers or university. It introduces the counseling team and explains that early preparation is key to success. The counseling program helps students discover careers and learn styles, set goals, and explore summer programs from years 7-9. Specific goals for each year are defined to help students understand themselves and plan for testing and admissions. Frequently asked questions address concerns about international education, testing preparation, university visits, stress levels, and school activities.
Wael El-Sayed's resume summarizes his qualifications and extensive experience in education and community services. He has over 25 years of experience teaching and working with people with disabilities. He holds multiple degrees including a PhD in education and has worked in various roles in Australia, Qatar, Egypt, and elsewhere.
Jean Mukasa is a qualified teacher seeking a position teaching accounting, business studies, finance, or ICT at KS3, KS4, and KS5 levels in London. She has over 3 years of teaching experience in FE colleges and secondary schools. Her education includes a BA in Accounting and Finance, PGCE, and she is currently pursuing QTLS certification. She is committed to using a variety of interactive teaching methods and tracking student progress.
Victoria Ryles is seeking a new position that offers challenges and opportunities for progression. She has over 20 years of experience in customer service roles, including as a cabin crew member and hair stylist. She also has experience in education roles, most recently as a project development officer helping young adult carers. Victoria has strong communication, teamwork, and problem-solving skills developed through her diverse work history. She holds qualifications in hairdressing, customer service, teaching, and sociology.
Principal's Talk for Sec 1 Parents (jan 2011)btvssmedia
The document provides an overview of Bukit View Secondary School's programs and policies for parents. It summarizes the school's vision to nurture creative, passionate, and resilient learners with moral integrity. It outlines the school's curriculum, co-curricular activities, student leadership development framework, and student management policies on punctuality, attire, and use of mobile phones.
The Briargrove Elementary Assessment Policy outlines the school's approach to assessment. It aims to use assessment to gather student performance data to drive instruction and ensure mastery of learning goals. Assessments will evaluate students' acquisition of knowledge, understanding of concepts, and development of skills, attitudes, and actions. A variety of assessment strategies and tools will be used, including observations, formative and summative assessments, reflections, portfolios, and rubrics. Student progress will be communicated to parents through conferences, reports, and grades. The policy is meant to be implemented beginning in April 2014 and reviewed annually.
Online Assignment - Competitive and Placement TestsRemya000
The document discusses various types of tests used in education, including competitive tests, placement tests, and standardized tests used internationally. Competitive tests are used to select students for particular courses and programs based on merit. Placement tests are used by colleges and universities to assess students' readiness and place them in initial classes. Examples of standardized tests discussed include IELTS, TOEFL, TKT, TET, NET, and SET. These tests are accepted by educational institutions and employers around the world to prove English proficiency or determine eligibility for teaching positions. The conclusion emphasizes that in today's education system, tests help learners achieve their goals and deserve the next step in their education by demonstrating their talents and abilities.
The document is a curriculum vitae for S.K. Mishra applying for the position of principal. It summarizes his qualifications including a M.A. in Hindi Literature, 20 years of experience in education roles in both government and private schools, and skills in areas like disaster management and computer skills. It also outlines his employment history holding roles like district commissioner for scouts and vice principal. Finally, it provides a detailed job description outlining the responsibilities of a principal position.
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
Saleha Qureshi is an experienced English teacher seeking a new teaching position. She has over 10 years of experience teaching English in various settings, including as an SEN English teacher and IT teacher at colleges. She is passionate about inspiring students and raising achievement through creative and engaging lesson plans. References are available upon request.
This document discusses Continuous and Comprehensive Evaluation (CCE) in education. It provides an overview of CCE, including that it assesses scholastic and co-scholastic areas through both formative and summative assessments. Formative assessment is ongoing and aims to provide feedback to improve learning, while summative assessment evaluates learning at the end of a period. Effective implementation of CCE requires the participation of all stakeholders, including principals, teachers, parents, and students. While CCE aims to improve the evaluation process, it also faces challenges to do with resources, training, and adapting to its methods.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
This document provides guidance for schools to evaluate their quality and progress using a set of quality indicators. It introduces the revised third edition of "How Good is Our School?" which replaces previous versions and forms part of a series called "The Journey to Excellence." The quality indicators focus on improving educational experiences and outcomes for students in line with the curriculum framework and vision for Scottish children. Schools are encouraged to use self-evaluation to critically reflect on their performance, identify priorities, and drive continuous improvement toward excellence.
Anita Makwana has over 10 years of experience in career counseling and education management. She is currently the Center Head at Brainz Institute of Design, where she is responsible for student counseling, admissions, marketing, and business development. Previously, she held roles as a Process Manager, Marketing Executive, and Career Counselor at various education and training institutes. She aims to leverage her knowledge and experience to contribute to an innovative work environment.
The document outlines the application of Molla T for the position of Head of the School of Public Health at Mekelle University College of Health Science. Molla T has over 15 years of experience in leadership roles within public health programs and institutions. If selected, their goals would include developing a strategic plan to improve the quality of education, conducting a SWOT analysis to identify strengths and weaknesses, and ensuring effective utilization of resources through distributed leadership and monitoring and evaluation.
Kindergarten school business management ppt.pptetebarkhmichale
Awash International Bank
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From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
8.991997°N 38.782110°E
Key people
Tsehay Shiferaw, CEO
Yohannes Merga, CIO
Tadesse Gemeda, Chief Wholesale Banking Officer
Ato Henock Tessema, Chief Retail & SME Banking Officer
Tilahun Geleta, Chief Finance & Facilities Management Officer
Abebe Deressa, Chief Corporate Strategy Officer
Dessalegn Tolera, Chief Credit Operation Officer
Products Financial services
Revenue 5.87 billion birr (2020/21)
Owner Awash Bank S.C
Number of employees
More than 18000
Website www.awashbank.com
Awash International Bank (Amharic: አዋሽ ኢተርናሽናል ባንክ) is a commercial bank in Ethiopia that was established in 1994 by 486 founding shareholders with a paid-up capital of birr 24.2 million and started banking operations on 13 February 1995. As of end of June 2020 the number of shareholders and its paid-up capital increased to over 4369 and Birr 5.87 billion, respectively. Likewise, as of end June 2020, bank's total assets reached Birr 95.6 billion with over 700 branches found across the country, Awash Bank continues to be leading private commercial Bank in Ethiopia.[1][2]
History
Awash International Bank was founded on 10 November 1994 and started operation on 13 February 1995 with 486 shareholders and paid-up capital of 24.2 million birr.[3][4][5][6] It is named after Awash River.[7] In 2013/14 fiscal year, the bank gained roughly more than 1.37 billion birr, accounting 40% of the whole private banks.[8]
On 24 November 2014, Awash partnered with Misys FusionBanking Essence, a financial software company, to boost its continual growth and the branching process.[9]
References
"Awash Bank – Nurturing Like The River". www.awashbank.com. Retrieved 2022-05-28.
"Company Profile". www.awashbank.com. Retrieved 2022-05-28.
"Ethiopia's Awash International Bank : Growth amid challenges - Shiferaw". The Africa Report.com. 2013-10-14. Retrieved 2022-11-01.
"Awash Bank Ethiopia - All you need to know 2021!". Retrieved 2022-11-01.
"About Awash International Bank". ethiopia.financialadvisory.com. Retrieved 2022-11-01.
"Assessment of Customers' Satisfaction" (PDF). 1 November 2022.
"assessment of credit risk management policies" (PDF). 1 November 2022.
"Battle of the Titans". Retrieved 2022-11-01.
"AIB pioneers core and branch modernisation with Misys" (PDF). 1 November 2022.
External links
Official WebsiteAwash International Bank
Article
Talk
Read
Edit
View history
Tools
From Wikipedia, the free encyclopedia
Awash Bank S.C.Awash International Bank.png
Native name
አዋሽ ኢተርናሽናል ባንክ
Type Commercial
Industry Finance
Founded 10 November 1994; 28 years ago
Headquarters Airport Road, Addis Ababa, Ethiopia
13. Key Issues
Based on the analyses made, the following key issues are drawn.
• BNPL Financing is a type of short-term financing that allows consumers to make purchases and pay for them at a future date. It is becoming an increasingly popular payment option;
• BNPL has fully digital operating landscape that enables superior customer experience and business efficiency. Thus, it is expected to capture a significant portion of the market with strong growth prospect;
• Dashen Bank is the only bank that provides BNPL financing so far. However, as a substitute product Cooperative Bank of Ethiopia provide the Michu financing.
• Fin-tech and telecommunication companies that work in partnership with domestic banks are potential competitors to BNPL business that provide and facilitate digitized credit facility;
• The domestic experience revealed that:
o The eligibility for the service requires the customers age should be 18 years and above; have a monthly income, which they can prove from their employer or a business license in the case of business owners;
o The maximum spending limit on Dube Ale is currently set at Birr 700,000 and is determined at branches;
o Payments can only be made using the app, and withdrawals are not allowed;
o Customers charged a subscription, guarantee, and convenience fee; The maximum loan duration is 12 months;
o Interest Ranges from 2% to 2.5% on monthly basis;
o The customer should repay the previous credit first to get another credit and the credit can be paid fully or partially; and
o Charges vary depending on the credit period and if payment is made after the due date there will be a penalty fee.
• The market need assessment shows that there is a demand of BNPL financing and almost all interviewed sampled organizations were voluntary to give their employees information when requested by the bank;
• Majority of the sampled respondents prefer loan repayment through mobile banking and also most of the respondents prefer if the duration of loan repayment period up to a year and shall base on value of the purchased item;
• There are five BNPL financing models that are widely applicable. Partnering with Fin-tech to build BNPL solution and Rent out balance sheet are the best models that CBE can adopt right now. Furthermore, the Bank may entertain integrating installments in to credit cards. Acquiring a BNPL company and Rent a technology can also be adopted in line with the banks business model and when the need arise by the market;
• Currently, two local potential fin-tech companies EAGLELION System Technology (Dube Pay) and Seregela PLC approached and show an interest and signed memorandum of understanding to work with CBE through the two business models;
• The expected benefits of BNPL financing for the CBE are the loan is short term; it address the needs of credit access of retail customers; increase and diversify the credit portfolio; and the bank will have a special product that calls for and held its retail customer fr
Dr. Dean West has extensive experience in education, including teaching at both the university and college levels. He has a PhD in Education from the University of Warwick and is passionate about ensuring accessibility to education. His career has involved roles in leadership, management, teaching, research, and student support. He is currently a tutor and module leader at the University of Warwick as well as a liaison and outreach manager at King Edward VI College.
The document summarizes the results of a staff evaluation survey conducted at the Scandinavian School of Brussels from 2010 to 2013. Approximately 85% of teaching staff responded. The survey covered several areas including values and learning environment, school goals, instruction and learning, school results, management and organization, and evaluation and quality control. Overall, staff expressed satisfaction with the learning and working environment, and felt they have opportunities to provide feedback and influence the school. However, supporting students with special needs was identified as an area for improvement. The school aims to enhance support for these students through additional coaching, improved documentation, and dedicating more conferences to the topic.
The document outlines the goals and process for students in years 6-9 to prepare for their transition to high school and future careers or university. It introduces the counseling team and explains that early preparation is key to success. The counseling program helps students discover careers and learn styles, set goals, and explore summer programs from years 7-9. Specific goals for each year are defined to help students understand themselves and plan for testing and admissions. Frequently asked questions address concerns about international education, testing preparation, university visits, stress levels, and school activities.
Similar to Steven Popper edited CV April 2016 (20)
1. Steven Popper Educational Consultancy Services Ltd
Steven Kurt Popper
Curriculum Vitae
Steven Popper is a freelance educational consultant and inspector. He achieved
QTS in 1983, and has a range of post-graduate qualifications including an Advanced
Diploma in Early Childhood Studies and an MA in The Expressive Arts in Education.
He taught children from Nursery upwards for a period of 11 years, and held senior
leadership posts in several infant and primary schools. Steven established and led
the University of Chichester’s highly successful Early Years initial teacher education
route between 1996 and 2013. He was also the Deputy Co-ordinator of the
university’s well-regarded Masters-level Primary PGCE programme for the final three
years of this period. Steven was seconded to HMI from September 2012 to August
2013 before becoming a freelance Additional Inspector and Tribal Complaints
Investigation Officer. He now leads inspections of Early Years provision on behalf of
Tribal Group and leads inspections of independent schools as a Reporting Inspector
on behalf of the Independent School Inspectorate. He has also been recruited as a
trainer by Tribal Group.
Steven has led over 80 inspections of primary education provision to a high
standard, and many schools, both mainstream and independent, have thanked him
for his professionalism and level of courtesy to staff. He has also successfully led
inspections of initial teacher training providers and advised schools previously
graded as inadequate. Steven has particular expertise in school inspection, initial
teacher education, quality assurance, high quality Early Years and primary teaching
and learning, meeting the needs of the most able pupils and creativity in education.
He is also an authority on children's engagement with superheroes and how this can
impact upon their moral development, and in 2013 the Open University Press
published his book on the theme. Steven Popper has been subject to enhanced DBS
disclosure.
Personal details
Nationality: British
Date of birth: 10/09/1959
Teacher Registration Number: [Available to prospective employers]
National Insurance Number: [Available to prospective employers]
Address: [Available to prospective employers]
Company: Steven Popper Educational Consultancy Services Ltd
1
2. Steven Popper Educational Consultancy Services Ltd
Home / office telephone number: [Available to prospective employers]
Mobile phone number: [Available to prospective employers]
E-mail address: specsltd@talktalk.net
Current employment
Job Title: Freelance Educational Consultant
and Inspector
Employer: Steven Popper Educational
Consultancy Services Ltd
Address:
Acorns, Poplar Lane, Bransgore, Christchurch, BH23 8JE
Employed from: 1
st
September 2013 Employed to: Ongoing
Notice Required: None
Main current duties and responsibilities:
• Undertaking the lead inspector role in Early Years and Independent School Inspections:
preparing inspections; writing joining instructions; leading inspection teams; writing
inspection reports; complying with Ofsted and Independent School Inspectorate quality
assurance procedures and protocols.
Main achievements:
• Successful leadership of over 80 Section 5, Initial Teaching Education and Independent
School inspections since September 2012.
• Successful leadership of a large number of Early Years inspections since September 2015.
• High quality, objective, rigorous and thorough investigation of complaints made against
Ofsted inspections conducted by Tribal since November 2013.
• Very positive quality assurance visit reports and performance ratings on the Tribal portal.
• Ability to create very good professional relationships very quickly with school staff and
inspection teams, and work with them very well.
• Ability to diagnose a school’s key strengths and areas for improvement rapidly and
accurately.
• Ability to communicate very well with school leaders about emerging strengths and areas for
2
3. Steven Popper Educational Consultancy Services Ltd
improvement.
• Ability to write inspection reports of consistently high quality to promote further school
improvement.
• Very good knowledge of current developments in primary and early years education.
• Very good understanding of Ofsted’s Common Inspection Framework and Early Years
Inspection Handbook.
• Very good understanding of the Independent School Inspectorate’s Inspection Handbooks
and Frameworks.
• Extremely high levels of professionalism and courtesy at all times.
• Extremely good time-management and ability to prioritise responsibilities and meet all
deadlines.
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4. Steven Popper Educational Consultancy Services Ltd
Previous employment
Employer
(Name
& Full
Address)
Jobs held and
main duties From To
Salary/
Grade
Reason for
leaving
Ofsted
Piccadilly Gate,
Store Street,
Manchester, M1
2WD
Seconded Inspector
Main duties:
Undertaking the lead
and team inspector
role in Section 5 and
ITE inspections.
Undertaking the team
inspector role in
Requires
Improvement and
Section 8 monitoring
inspection visits.
Carrying out Regional
Improvement work as
directed by my line
manager.
Contributing to
conferences,
seminars,
consultation events
and working parties
when requested
(including ‘Getting to
Good’ seminars for
schools).
Identifying and
agreeing targets for
my own professional
development and
1
st
Septembe
r 2012
31
st
August
2013
£45,941 End of
secondment
period was
reached
4
5. Steven Popper Educational Consultancy Services Ltd
performance and
evaluating my
progress against
these and the HMI
Professional
Inspection
Performance
Standards.
Keeping up-to-date
with national
developments in
primary and teacher
education.
Drawing upon
experience and
expertise from prior
educational work to
help inform
discussions about
issues affecting
inspection policy and
guidance, and
contributing towards
the implementation of
the new Section 5 and
ITE inspections
frameworks.
University of
Chichester
Bognor Regis
Campus,
Upper Bognor
Road,
Bognor Regis,
PO21 1HR
Senior Lecturer in
Education, Primary
PGCE Deputy
Programme Co-
ordinator and Early
Years ITE Route
Leader
Main duties:
1
st
April
1996
31
st
August
2013
£45,941 To set up my
own company
and work as
a full-time
educational
consultant
and
inspector.
5
6. Steven Popper Educational Consultancy Services Ltd
Design, development
and leadership of the
university’s Early
Years ITE route.
Leading, lecturing and
teaching a wide range
of ITE modules,
including all Early
Years subject study
modules.
Membership of
management teams
and substantial
contribution to
discussions and
decisions about the
Primary ITE
Programmes’ aims,
desired character,
strategy, strengths,
areas for
development, targets
and agreed actions.
Leadership of the
development and
review of the
curriculum, teaching
provision, assessment
and support for
student teachers in a
wide range of
modules, including at
Masters level.
Wide-ranging quality
assurance work,
6
7. Steven Popper Educational Consultancy Services Ltd
including reviewing
university and school-
based provision,
preparing and leading
staff and partnership
training in certain
areas, preparing and
scrutinising
documents and
representing Primary
ITE Programmes to
annual monitoring,
external examiners
and OfSted.
Leadership of
curriculum and
partnership training
and development (for
the Early Years
teacher training route)
and identifying targets
for the development
of Early Years ITE.
Supporting ITE staff
(including through
formal and informal
coaching and
mentoring) and
inducting new Early
Years and other staff.
Supporting and
reporting to the
Primary ITE
Programme Co-
ordinators and
deputizing for the
7
8. Steven Popper Educational Consultancy Services Ltd
Primary PGCE
Programme Co-
ordinator in his
absence.
Developing and
supporting
partnership with local
schools and pre-
school providers and
delivering general and
bespoke training and
CPD to their leaders
and staff.
Supervising MA
dissertations and
final-year
undergraduate
independent research
projects.
Supporting and
assessing student
progress and acting
as an academic
advisor and link tutor
for Primary ITE
student teachers.
Oxford Brookes
University
Harcourt Hill
Campus,
Oxford, OX2 9AT
External Examiner to
the University’s
Primary PGCE
Programme
Main duties:
Submitting an annual
report identifying the
1
st
Septembe
r 2010
31
st
August
2012
£850.00 To take up
the post of
Ofsted
Seconded
Inspector
8
9. Steven Popper Educational Consultancy Services Ltd
key strengths and
areas for
improvement of the
programme (relative
to national
expectations)
Scrutinising the
quality of course
provision, curriculum
and support for
students (including
placement
arrangements),
students’ work, results
and satisfaction with
the course.
University of
Reading
Whiteknights,
Reading, RG6
6AH
External Examiner to
the University’s Early
Childhood Studies BA
Programme
Main duties:
Submitting an annual
report identifying the
key strengths and
areas for
improvement of the
programme (relative
to national
expectations)
Scrutinising the
quality of course
provision, curriculum
and support for
students (including
placement
1
st
June
2009
31
st
July
2012
£650.00 Fixed-term
contract
expired
9
10. Steven Popper Educational Consultancy Services Ltd
arrangements),
students’ work, results
and satisfaction with
the course.
Bradford College,
Leeds
Metropolitan
University
Great Horton
Road,
Bradford, BD7
1AY
External Examiner to
the College’s
Childhood Studies BA
Programme
Main duties:
Submitting an annual
report identifying the
key strengths and
areas for
improvement of the
programme (relative
to national
expectations)
Scrutinising the
quality of course
provision, curriculum
and support for
students (including
placement
arrangements),
students’ work, results
and satisfaction with
the course.
1
st
November
2006
31
st
July
2011
£350.00 Fixed-term
contract
expired
Tollgate JMI
School
Malling Close,
Stockbury Road,
Croydon, CR0
7YD
Nursery Teacher and
Early Years Leader.
Acting Deputy Head
from September 1995
Main duties:
Leading the school’s
1
st
January
1995
31
st
March
1996
Responsibilit
y point ‘B’
salary
To take up
the post at
Chichester
Institute of
Higher
Education
(subsequentl
y the
10
11. Steven Popper Educational Consultancy Services Ltd
early years provision
and curriculum
development.
Teaching the nursery
class.
As acting deputy
headteacher:
contributing to the
senior leadership
team’s monitoring of
the quality of teaching
and of pupils’
progress; contributing
to school
improvement;
deputising for the
headteacher in her
absence.
University of
Chichester)
Balfour Infants’
School
Pattens Lane,
Rochester, Kent,
ME1 2QT
Teacher (Reception
and Year 2) & P.E.
Co-ordinator
1st
January
1992
31st
Decembe
r 1994
Mainscale
salary
To take up
the post at
Tollgate JMI
School
Christ Church
Church of
England Primary
School
Redhill Street,
Regent’s Park,
London, NW1
4BD
Early Years Leader,
Teacher (Reception
and Year 1),
Language Co-
ordinator, and Child
Protection Liaison
Officer
1st April
1989
31st
Decembe
r 1991
Responsibilit
y point ‘A’
salary
To take up
the post at
Balfour
Infants’
School
Bonneville
Infants’ School
Early Years Leader,
Teacher (Nursery) &
Language Co-
1st
Septembe
r 1985
31st
March
1989
Responsibilit
y point ‘A’
salary (from
To take up
the post at
Christ Church
11
12. Steven Popper Educational Consultancy Services Ltd
Bonneville
Gardens,
Clapham,
London, SW4
9LB
ordinator September
1988)
Church of
England
Primary
School
Camden Staff
Day Nursery,
Phoenix Road,
Camden,
London, NW1
Nursery Worker 1
st
Septembe
r 1983
31st
August
1985
Standard
nursery
worker rate
at that time
To take up
the post at
Bonneville
Infants’
School
12
13. Steven Popper Educational Consultancy Services Ltd
Education history
Further/higher education
establishments attended
Qualification Grade/class
University of Chichester
University of Brighton
Canterbury Christ Church
College
Froebel Institute College
(Roehampton Institute of
Higher Education)
Froebel Institute College
(University of London Institute
of Education)
St. Mary’s College,
Twickenham (University of
London Institute of Education)
Shene College / Richmond
Upon Thames College
MA Theology (10/09/2008)
Certificate in Research
Methodology (22/11/2001)
MA The Expressive Arts in
Education (04/12/1997)
Advanced Diploma Early
Childhood Studies (16/07/1987)
Post-Graduate Certificate in
Education (01/08/1983)
BA Combined Studies (English
& History) (01/08/1981)
A Levels:
English Literature (1978)
History (1978)
O Level:
Drama and Theatre Arts (1978)
Pass
Pass
Pass
Advanced Diploma
PGCE (included the award of
QTS)
2:1 Honours
A Levels:
English Literature (D)
History (E)
O Level:
Drama and Theatre Arts (B)
13
14. Steven Popper Educational Consultancy Services Ltd
Secondary school attended Shene Grammar / Shene College
Examinations passed (grade)
O Levels:
Mathematics (B); Physics (B); Biology (E); Chemistry (C); History (C); Art (E) (1976)
English Language with Spoken English (B) (1975)
14
15. Steven Popper Educational Consultancy Services Ltd
Relevant training courses and professional qualifications
Independent Schools Inspectorate Reporting Inspectors’ Conference (6
th
– 8
th
January 2016)
Independent Schools Inspectorate Pilot Training for Regulatory Compliance Inspections (2
nd
November 2015)
Independent Schools Inspectorate Reporting Inspector Update Training (28
th
August 2015)
Tribal / Ofsted Common Inspection Framework Training (12
th
August 2015)
Independent Schools Inspectorate Safeguarding Training for Inspectors & New Reporting
Inspector Training (2
nd
July 2015)
Tribal Early Years New Inspector Training (16
th
– 18
th
June 2015)
Independent Schools Inspectorate Reporting Inspector Training (13
th
– 15
th
May 2015)
Mastery and Mathematics and Using Data (7
th
March 2015)
Reconstruct Safeguarding Children, Young People and Vulnerable Adults Training (12
th
December 2014)
Academies and Free Schools Update Training (Distance learning) (31
st
October 2014)
Additional Inspector SEND Update Training (Distance learning) (31
st
October 2014)
Safeguarding Update Training and Inspecting E-Safety (Distance learning) (31
st
October 2014)
LGBT 2014 Training (Distance learning) (1
st
October 2014)
Section 5 Update Training (Distance learning) (18
th
September 2014)
15
16. Steven Popper Educational Consultancy Services Ltd
HMI-led Ofsted/Tribal Section 5 Inspection Update Training (20
th
August 2014)
Tribal 162a New Inspection Framework Training (8
th
April 2014)
HMI-led Ofsted/Tribal Lead Inspector Training (19
th
February 2014)
Tribal Complaints Investigation training (22
nd
October 2013)
Tribal Duty Inspector and Quality Assurance Training (23
rd
September 2013)
Tribal New Inspection Framework Training (9
th
September 2013)
ADEC Pre-deployment briefing for UK based school inspectors (6
th
September 2013)
National School of Government ‘Protecting Information: Level 1’ (16
th
August 2013)
Ofsted ‘Improvement Through Better Writing’ training (19
th
April 2013)
Civil Service Learning ‘Counter Fraud, Bribery and Corruption’ (20
th
February 2013)
Ofsted Education, Learning & Skills Conference (3
rd
– 4
th
January 2013)
Ofsted Supporting Improvement (Part 2) Event (19
th
- 20
th
December 2012)
Ofsted Phase 3 Training (5
th
- 8
th
November 2012)
Ofsted Supporting Improvement (Part 1) Event (19
th
October 2012)
Ofsted Phase 2 Training (2
nd
- 4
th
October 2012)
Ofsted ITE Remit Training (18
th
- 19
th
September 2012)
Educare ‘Safeguarding Children Awareness Programme’ (14
th
September 2012)
Civil Service Learning ‘Protecting Information: Level 1’ (14
th
September 2012)
16
17. Steven Popper Educational Consultancy Services Ltd
Ofsted Phase 1 Training (11
th
- 13
th
September2012)
Fellow of the Higher Education Academy since March 2007
‘Higher Level Teaching Assistant’ trained Assessor (2004) University College Chichester
Post-Graduate Certificate in Education (1983) Froebel Institute College
Publications
‘Rethinking Superhero and Weapon Play’ (2013) Maidenhead, Open University Press
‘High Quality Leadership and the Early Years Professional Status Award’ in Beaty, C. (ed) (2011)
‘Integrated Children’s Centres’, Abingdon, Routledge.
17
18. Steven Popper Educational Consultancy Services Ltd
References
Reference 1 (most recent employer)
Name and job title of referee Mr Christopher Nye, educational consultant and Ofsted
inspector (previously an Her Majesty’s Inspector)
Employer Ofsted
Address 44 Tulton Hill
Colerne
Wiltshire
Postcode SN14 8DN
Contact Telephone 01225 742130
Email chrisnye44@gmail.com
The capacity in which they know me Mentor during my secondment to Ofsted
Reference 2
Name and job title of referee Mr. Jon Spence, Director of Institute of Education
Employer University of Chichester
Address Upper Bognor Road
Bognor Regis
West Sussex
Postcode PO21 1HR
18
19. Steven Popper Educational Consultancy Services Ltd
Contact Telephone 01243 812034
Email J.Spence@chi.ac.uk
The capacity in which they know me Senior line manager for Institute of Education
staff
19