It should come from the general learning objective of the student who informs the arts of the ministry that the student wishes to develop. This identifies the different tasks that the student will perform on the field teaching site. There should be general coherence between all of these parties. 13.2. A student who acquires a course from an accredited reseller agency establishes a financial agreement with that organization as soon as the payment is completed and not with CMP. The apprenticeship agreement should include all the learning gains that the student must obtain during the exchange. On two or three written pages, provide a written description of the learning agreement. Organize your learning agreement using the following categories. This description will include service arts development plans, tasks and projects, available resources and monitoring plans. In all sections, be specific to clarity, shared expectations, and later, when you write reviews, it`s easy to assess the degree of completion and make appropriate changes.
8.5. Update your learning materials as soon as they need it by announcing replacement materials to download to the De Learner Forum. This constant update process means that course structures may change after registration. New themes can be added, outdated themes can be removed, and the content/numbers/formatting lesson may vary. Students must enter into a learning agreement listing the courses they wish to take at the host university. This should be done by cross-referencing your coordinator (s). The apprenticeship agreement should be signed by the UCC coordinator (s) and returned to the host university for approval. 13.4. These learners are also required to conclude the CMP Apprenticeship Agreement, which establishes a legal agreement between them and CMP. The apprenticeship agreement is the structure by which the student and tutor develop and describe the details of the field training course.