Yorta Yorta Cooperative Management Agreement

The management plan, which is being written, should cover the following themes: The State [of Victoria] recognizes that the Yorta Yorta peoples are traditional owners and have a unique intrinsic relationship with their country… In accordance with this recognition, the State will continue to play an important role for the peoples of Yorta Yorta in making land and water management decisions regarding the protection, management and sustainability of their lands, including cultural and environmental values. The agreement established the Winyula Council to advise the state on the management of these lands. The relationship between Barengi Gadjin Land Council Aboriginal Corporation and Parks Victoria is now directly maintained. This agreement understands that the legislation is in the future and that it must be addressed. With the legislation, the Yorta Yorta Nation will have an even greater right of view in the traditional country, as the agreement will not grant Yorta Yorta exclusive rights to any part of the country. The joint land management agreement is an important and important agreement, as it is also the springboard to encourage the NSW government to engage in dialogue on a similar agreement. In some cases, cooperative management agreements are the result of systems management procedures to determine title approval. They are governed by cooperative management agreements and are overseen by regional councils, which are created as advisory bodies.

Once again, I saw more tears, but this period of relief, joy and knowledge that someone had finally recognized my people as a people in our right and as the traditional owner of this country. This agreement is only the beginning of our ability to work towards self-determination and full empowerment of our own people and our country. Personally, I look forward to the day when I can sit on the banks of the mighty Dhungala River (Murray River) and fish exclusively on my own country, without the need to say a piece of paper about what I can and cannot do, and I know that only my people will walk here , sit here and fish here. I am not saying that I want to exclude others from the river system, but I just want a small territory where every person who comes here has the same thought in his heart and who can only apply to the natives, because the general population will never, ever be our spiritual connection with the land and the waters and all that it implies. , to understand. The main objectives of the agreement are to facilitate: cooperative management is a partnership between traditional owners and the Victorian government, which offers traditional owners the opportunity to participate in the management of parks and reserves in their country. Other agreements will be concluded as a result of this agreement, with phase two already on the drawing board. The second phase, the Aspirations document, will be an agreement on non-management of land, consisting of financial resources and resources that will allow the Yorta Yorta peoples to have full control over their heritage.

Working Time Agreement Teachers Scotland

For the duration of the transition period, individual contracts provide an additional condition for the proper functioning of working time arrangements in accordance with the code of conduct. It is felt that some periods of collegiality have already been devoted to planning, preparation and additional meetings, so it would be wise to develop the remaining time on a pro-rata basis. Unions advise a maximum of 5 hours per week; The individual and collective work of teachers should be able to be carried out within 35 hours. For most teachers, preparation and correction are the longest activity outside of the teaching contact time. This should be reflected in the way a teacher`s working time is used. As for the remaining time, teachers will be available during the 35 hours for meetings and other collective activities. If a teacher is not required to be in the school grounds for specific tasks, such as. B that preparation and correction, these can be done at a time and on the place at the teacher`s choice. Teachers are expected to inform the supervisor of their intentions in this area. Each educational institution will put in place effective mechanisms to support the collective time agreement process. These mechanisms are defined at the local level and reflect local realities. Negotiation mechanisms at the local and national levels will monitor the effectiveness of school mechanisms to ensure agreement on teachers` working time and to prioritize them. Each educational institution establishes a school plan in accordance with Scotland`s Schools etc.

Act 2000. The plan will reflect the definition, local and national priorities. The plans will take into account the necessary human and other resources. All teachers have the right to be fully involved in the development of the plan and to be consulted on their contribution to the plan and responsibility for achieving the school`s development priorities. When a plan needs to be reviewed to take into account individual or collective circumstances, public servants are involved, if necessary, in any review. Extra time for preparation and correction; Meetings of parents of children; Staff meetings; Reporting, recordings, etc. Pre-planning; Formal evaluation; Professional examination and development; Development of curricula; The supervised extra activity of the students; Continuing education. Teachers` schedules and assignments are negotiated at the national level and are part of the agreed terms of service for teachers. This code of conduct was developed to better describe the rights and responsibilities associated with the implementation of national conditions of service.