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Differences Between Pif Montreal And Jakarta

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Play it Fair Montreal and Jakarta: What are their differences? The Play it Fair Montreal and Jakarta shares differences that influence organizational efficiency. The PiF Montreal has a long-term partnership with the City of Montreal, while the PiF Jakarta relied on a short-term partnership with CIDA, Equitas, and Canadian Embassy in Indonesia. Having a long-term partnership is necessary for the program’s overall sustainability; this actually allows time for building trust and relationships, which requires long-term investments. This long-term partnership also enables to build a relationship upon principles of accountability for results, collaboration, and transparency. This practice ensures that the program delivers expected values to stakeholders …show more content…

More training on monitoring and evaluation practices could have helped. More general PiF training on the use of the manual could have also helped in the spread of knowledge to the other pesantrens teachers, local leaders, parents, and perhaps the entire community. Perhaps, education was the key element that was lacking and not training. Maybe, Equitas could have developed a strong message on the importance of children’s rights and human rights values. Lastly, PiF Montreal program documents and shares its experience and knowledge to its local partners consistently. This practice has helped PiF Montreal to foster a strong relationship with its partners. The teachers involved with PiF Jakarta did not fully document the progress of PiF Jakarta because they probably did not have time to do it and did not see the need for it. In fact, in a study in 2013 conducted by Equitas, evaluation of the PiF program was seen as a service Equitas offers to its local partners, rather than the local partner’s responsibility. there was a need for proactive partnership in which PiF officers assist local partners to discuss and define metrics that would be valuable to report

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Findings: No deficiencies were observed at inspection. A discussion with the Ms. Brown and Ms. Harkins for follow up on previous investigation defieciencies was addressed. Ms. Brown stated she had a staff training on supervision and training on discipline including disciplining of own children.

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In the five years as principal, her school met exceptional growth in the areas of reading and math. When asked how the school had progressed with her as principal, she said, “I created professional learning communities to focus on student learning and differentiated instruction.” After much success as a principal at Sunland Park, she was offered a principal position at Anthony Elementary. Anthony Elementary had not met AYP standards for three consecutive years. When Ms.Perez got to Anthony Elementary, the teachers had many excuses as to why Anthony Elementary was not meeting the AYP standards.

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The buildings are used for sports or martial arts classes (Canada is a sixth degree black belt in tae kwon do and continues to teach his own classes). These schools and centers have come out of an understanding that Canada and his staff, “have realized that you cannot save children without saving families, and you cannot save families without rebuilding communities” (Canada, 2010, ch. 20 para. 3). The philosophy requires an intense commitment to the program.

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Canada upholds that the best interests of the child are central to the decision making process on humanitarian and compassionate applications. “[T]he rights, interests, and needs of children and special attention to childhood are important clauses that should be considered in reasonably interpreting the “humanitarian” and “compassionate” considerations that guide the exercise of discretion” (Baker v. Canada, 1999, para. 73). The Court upholds that for a decision on an H&C application to be reasonable it “requires close attention to the interests and needs of the children. Children’s rights and attention to their interests, are central humanitarian and compassionate values in Canadian society.” (Baker v. Canada, 1999, para.

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How does the program outline the actions to achieve outcomes desired for children?  How does the program maintain the high-quality services to children and families?  What kind of actions are taken to provide long-term resources to sustain the operation of the program? 10.B.08  Did the program schedule a curriculum night?

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IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers, parents, and leaders to develop an afterschool program to help underpriviliged students who may not have resources at home to help with education or who may need extra help with learning. Students are also provided food and activities that promote self-awareness, leadership qualities, and physical/extracurricular activities that they wouldn 't have access to otherwise. It also created programs that bring students and their families together to show students they are a part of their success. All of the students ' diverse cultures are celebrated.

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Several organisations have been set up to assist or care for children who are primarily vulnerable; the trustees are responsible for ensuring that those benefitting from, or working with, are not abused in any way through contacts with it; they have a legal duty to act cautiously and this means that they must take all realistic steps within their power to ensure that this does not happen.  It is particularly important where recipients are vulnerable children in the community; trustees are expected to find out what the relevant law is, how it applies to their organisation, and to comply with it where applicable, they should also adopt best practice as far as possible. In addition the main purpose of this module is to be accountable for the

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The leaders of all national service agencies endorse the principles of GIRFEC at a Children’s Summit held in Edinburgh. • November 2009: An evaluation report of the development and early implementation phases of getting it right for every child in Highland 2006 – 2009 is published. • March 2009: GIRFEC training is implemented for all staff across the

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"Team Work. " Educational Leadership, vol. 73, no. 8, May 2016, pp. 24-29. This six-page excerpt from a teaching magazine emphasizes the success that teamwork within the school system provides not only for the teaching staff, but for the students as well. In a study of five different poverty urban schools it was found that teachers do in fact benefit from working in teams.

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Sustainment is the stage in which all leaders strive to have their teams identify with, as it ties in leadership to a

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Under the Children Act 1989 the school must refer children and provide information to the police for future criminal proceedings that might take place under child protection issues. Psychologist: Ppsychologists provide assessment and diagnosis,

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I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their

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The problem with multi-agency work partnership is that because of the huge volume of incidents and the demand for response puts a lot of pressure and responsibility on those organisations, therefore some cases go unnoticed, information sharing isn’t effective and there is a lack of professional curiosity. However as the Government is leading work to make improvements across every area of the child protection system. From targeted recruitment and retention of high calibre social workers into children’s social care, to improved multi-agency approaches to early prevention and detection of abuse. As a result of this reform programme and the tireless efforts of practitioners we can see some truly fantastic child protection work happening across the country and will continue to introduce improvements that we expect will bring real benefits to children, but we must not be complacent and will always consider what more can be done. There have been too many cases over recent years that have highlighted serious failings to protect children.

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With all the good deeds that he UNICEF has done to these children, the effectiveness can sometimes be questionable and just like every other international organizations, UNICEF has its strengths and weaknesses. The purpose of this paper will not only is to analyze UNICEF’s performance

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Listening to children The UN Convention on the Rights of the Child shows a child’s right to his or her own views in all matters and the right to the freedom of expression. This includes the right to receive and be part of information about themselves. All people around children need to make sure that rights are upheld and matters affecting children are looked after. Children can experience worries at home, at school or with their peers and children need to talk about their issues. Parents, professionals and practitioners need to pay attention not only to what children say, but also what they are saying.

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