Sentence examples for schools implementation from inspiring English sources

Engagement was measured according to schools' implementation of health promoting strategies.

This framework includes the following five dimensions: reach into the target population (i.e. children), the effectiveness of the intervention, extent of adoption in the target setting (i.e. schools), implementation, and maintenance of the intervention effects [ 4, 5].

Table  2 summarizes the assessment of implementation of Daily provision of free FV and Table  3 the changes in schools' implementation levels (teacher data) of each process measure throughout the implementation period.

The local coordinator seconded from the Department of Sport and based within the MFA provided a key role in the schools' implementation, as he developed the lines of communication with F-MARC, the Ministry of Education and school principals and teachers.

This is reflected in improved ECE enrolment and primary school survival rates in targeted Townships; Some school improvements were achieved through Child Friendly Schools implementation; Access to non-formal education, including life-skills based continuing education (EXCEL) and non-formal primary education (NFPE) was increased.

Third, less than 30%% of schools reported receiving the tailored school implementation feedback report.

The '11 for Health' programme has now been shown to be an effective way of increasing children's awareness and knowledge about a range of health issues within three different socioeconomic settings in Africa, using both in-school and out-of-school implementation strategies.

It was recognised early in the planning process that compliance with project timescales would be a critical factor because training courses and school implementations had to be held within limited timeframes to fit with school-term times, examination periods and other scheduled school activities.

In terms of the strategies selected by co-implementation schools, the reach, implementation fidelity, perceived success of strategy, and factors contributing to and/or hindering success of these strategies will also be assessed.

This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years.

The significant value of physiotherapy, education in headache schools, and implementation of strategies of cognitive behavioural therapy was highlighted and the way paved for future studies and international collaboration.