INDIVIDUALIZED EDUCATION PLANS

INDIVIDUALIZED EDUCATION PLANS

What is an individualized education plan?

Individualized education plans (IEPs) are borne of the “special” education field, namely, education of persons with physical or developmental disabilities. They are borne of lawsuits, of necessity. That they came about at all is only because education, the Big E, became mass indoctrination, not an effort to help learners be learners.

What is a TGEC individualized education plan?

Through its IEPs, TGEC merges special education methods and corporate training. Put simply, learners (internship participants) are taught what they want and need to learn, using educational scaffolding that ensures all goals are measurably met. TGEC apologizes to think that its internships are ideal because of this approach; however, TGEC cannot see any other approach as appropriate. All education should be tailored for the learner, period.

An IEP is, essentially, a written agreement. Below is a sample template of a TGEC IEP. All TGEC interns enter into an IEP at the beginning of every TGEC internship.

This template and all TGEC IEPs © Copyright 2018 Tokyo Global Engineering Corporation

INDIVIDUALIZED EDUCATION PLAN

OF

NAME

PREPARED BY THE

TOKYO GLOBAL ENGINEERING CORPORATION

AT

TOKYO, JAPAN

DATE

INDIVIDUALIZED EDUCATION PLAN made this FIRST day of JANUARY, 2018 between THE TOKYO GLOBAL ENGINEERING CORPORATION, D.B.A. “T.G.E.C.,” a legal corporation incorporated under the laws of Japan, and having its principal place of business at 2-7-20 Kitaaoyama in Tokyo; and NAME, a citizen of Nation-State.

WHEREAS the parties desire to benefit each other, and the parties desire to render such services on the terms and conditions set forth.

IN CONSIDERATION of the promises and other good and valuable consideration (the sufficiency and receipt of which are hereby acknowledged), the parties agree as follows:

1. Introduction

Access to higher education correlates with improved communication, employability, and cooperation. Higher education institutions have well established capabilities and curricula in place to enable attainment of these. While these capabilities and curricula often educate learners en masse, they fail to be individualized. Today’s higher education realities have highlighted the need for university students and faculty members to work together on individual bases to establish curriculum and instruction.

To meet individualized education needs, the Tokyo Global Engineering Corporation (“TGEC”) and Name would like to work together to create an individualized education plan (“IEP”). This IEP provides individualized education opportunities to facilitate the use of currently accepted scientific principles (to design projects that cannot be implemented until the emergence of a global state [TGEC’s mission]), with Name—and students of various universities—as the key beneficiaries, and with professors, key public-service officials, and public and private service executives worldwide, as Name’s mentors.

2. Purpose

The purpose of the IEP is to provide Name (hereafter referred to as the Participant) with (i) identification of goals and objectives to be achieved by the Participant during the period of education services that will lead to the point of employability, (ii) a plan for placement of the Participant in the occupational field for which education and other services will be provided, and (iii) specification of the key services needed by the Participant to achieve the goals and objectives of the IEP. The IEP ensures an organized method of coordinating stakeholders’ resources to expedite efficient use of those resources and serves primarily as an education network.

3. Scope

The scope of the IEP includes all governing boards and offices within the Tokyo Global Engineering Corporation.

4. Definitions

The IEP provider is the Tokyo Global Engineering Corporation (also, “the Corporation”). The Corporation is composed of two governing boards, comprised largely of experts, such as professors from various universities, and of two functional divisions, comprised largely of university students. The Corporation offers unpaid, academic internships (hereafter referred to as “internships” or “programs”) at no cost to university students seeking opportunities to gain work experience.

An IEP consists minimally of six elements: goals, objectives, services, period, measurement criteria, and points of contact.

(i) Goals. TGEC IEPs begin with a statement of long-term education goals. Each statement of long-term education goals will include, at a minimum:

(A) One academic degree program for each participant with an employment goal; or

(B) One academic degree program and, if applicable, one employment goal for unemployed or underemployed participants.

(ii) Intermediate objectives. TGEC IEPs include intermediate objectives, milestones of achievement expected of participants in attaining long-term education goals. The development of effective objectives is fundamental to plan propriety. Characteristics of effective objectives include:

(A) The activity relates to goal achievement;

(B) The activity is measurable, such as pursuing a doctoral degree;

(C) The activity has an appropriate completion date; and

(D) The preferred outcome is measurable, such as attainment of a doctoral degree.

(iii) Services. TGEC IEPs indicate the specific services to be provided by the Corporation. Education counseling will be included in all plans.

(iv) Period. TGEC IEPs state start and completion dates of all planned services and the duration of each service.

(v) Measurement criteria. TGEC IEPs unambiguously cite the measurable criteria, evaluation procedures, and schedule for determining whether objectives and goals are being achieved.

(vi) Points of contact. TGEC IEPs list the names and contact information of each person managing an IEP.

5. Plan

(i) Goals.

(A) Academic degree program: Degree, Department, University, address, point of contacts.

(B) Employment goal: Job title, Department, Corporation, address, point of contacts.

(ii) Intermediate objectives.

Date degree to be awarded: DATE

Date of application to next degree program: DATE

Date of admission to next degree program: DATE

(iii) Services.

Specific services to be provided by the Corporation: Education counseling, employment-referral services, university-application assistance.

Education counseling schedule: First Friday of every month at eleven a.m.

(iv) Period.

Education counseling start date: DATE
Education counseling start date: DATE

Employment-referral services start date: DATE
Employment-referral services start date: DATE

University-application assistance start date: DATE
University-application assistance start date: DATE

(v) Measurement criteria.

The Participant will satisfactorily complete all requirements of the University’s degree program on or before DATE.

(vi) Points of contact.

CWEDO/COO/CEO names, e-mail addresses
Include university faculty advisor, where authorized.

6. Use procedure requirements

By signing this agreement, each party agrees to participate to the greatest possible extent. The purpose of these procedure requirements is to ensure awareness of the Corporation’s plan and to prepare the Participant for its implementation. A signed IEP permits stakeholders of both parties to contact any stakeholder regarding the other party; however, students must initiate any requests for academic credit as outlined in university operating procedures, and students are responsible for ensuring any preferred enrollment for the purpose of award of academic credit, which is optional for IEP and TGEC participation.

7. Maintenance

Maintenance of this IEP is the sole responsibility of the Corporation, and no costs will be borne by Name or any school.

8. Oversight

Oversight of this IEP is administered through the Corporation’s Workforce Education and Development Branch, and the Corporation’s two governance boards, the Board of Investors and the Board of Advisors. (NOTE: The Board of Investors “invests” their time in participants, not money.) The Board of Investors is intended for experts that prefer to be involved in the day-to-day operations of the Corporation, consisting minimally of providing feedback on student-participants’ design proposals once every six months. The Board of Advisors is intended for experts that prefer minimal participation, namely, only to answer the occasional question related to academic areas of expertise.

9. Responsibilities for standard operating procedures compliance

Both parties are responsible for ensuring the procedures outlined in this IEP are followed; however, it is the Corporation’s responsibility for administering the day-to-day operations of the programs discussed herein. Moreover, it is the Corporation’s responsibility to provide the necessary training to complete IEP tasks, including assisting the Participant in applying to academic degree programs.

10. Updates to this Plan

Updates may occur after the Participant’s school or employer has influenced the Participant’s goals. It is then the responsibility of both parties to decide the best possible means update the Plan. In the event that a change to the Corporation’s programs degrades the capability or changes the purposes of the Corporation’s programs, a new plan verifying understanding of changes may be required.

IN WITNESS WHEREOF the Corporation has caused this Plan to become effective by its duly authorized officers and both parties have set hand as of the aforementioned date.

By the parties:

_________________________________ __________________________________
Name Seal Name Seal
Chief Workforce Education and
Development Officer
Tokyo Global Engineering Corporation

_________________________________
Name Seal
Chief Operations Officer
Tokyo Global Engineering Corporation

_________________________________
Name Seal
Chief Executive Officer
Tokyo Global Engineering Corporation

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