Relevant bibliographies by topics / Archivists Training of Zambia

Academic literature on the topic 'Archivists Training of Zambia'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Archivists Training of Zambia"

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Davis, Susan. "Development of Managerial Training for Archivists." American Archivist 51, no. 3 (April 1988): 278–85. http://dx.doi.org/10.17723/aarc.51.3.q4875ql876045m13.

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Turner, James. "Training for Audiovisual Archivists and Librarians." IFLA Journal 17, no. 3 (October 1991): 248–55. http://dx.doi.org/10.1177/034003529101700311.

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Romanova, Elena. "Professional Training and Retraining of Archivists in the All-Russian Scientific and Research Institute for Documentation and Archives (VNIIDAD)." Atlanti 27, no. 2 (October 17, 2017): 117–23. http://dx.doi.org/10.33700/2670-451x.27.2.117-123(2017).

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In Russia, state and municipal archives are in conditions of lack of archivists with specialized education and rising average age for practicing archivists. At the same time the requirements to the archival profession are changing rapidly in the era of information technology and digital data. Together with the constant modification of programs of the higher education institutions the new forms of training and retraining of archivists are developing. The paper presents the role of the All-Russian Scientific and Research Institute for documentation and archives (VNIIDAD) in professional training and retraining of archivists and records managers in Russia. Actual questions concerning organization of training process and the subject-matter of the proposed courses in modern conditions are covered.
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Hinai, Abdulmohsin Said Al. "Training of Archivist in the 21st Century." Atlanti 27, no. 2 (October 17, 2017): 139–48. http://dx.doi.org/10.33700/2670-451x.27.2.139-148(2017).

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Archives are a memory of the people, therefore the training of archivists and other staff is extremely important. Archival material comes into the archive in all its forms and in large quantities, and the work in the archives requires different specific experiences. Thousands of documents are exchanged between archives and various offices every day. Before opening this material for the public, these documents need special treatment: they need to be organized in accordance with office management rules, it is necessary to establish the original order, to regulate issues related to access restriction, to prepare retention periods, to provide the retrieval and a whole series of other records management procedures. All these procedures cannot be carried out without the practical and theoretical education of archivists. Training and developing other skills and knowledge that relate to specific competencies must be planned and its purpose is to acquire knowledge that leads to the improvement of an individual’s or organization’s performance. Training is an ongoing process in the life of the individual according to his needs, which leads to a change of behavior based on sophisticated methods of training. The training of archivists should not take place only in the form of knowledge transfer with lectures, since such training requires more intensive approach.Records managers are not focused solely on records themselves, but on the entire recordkeeping system. Such a system includes people who create and use organization records and policies regarding individual record procedures in order to ensure access to and the use of records. The training of archivists brings significant benefits to both archives and staff. All records and information generated by archives or collected from other sources are classified or organized in such a way that they can be found and successfully used in decision-making and long-term planning, which can be achieved only through continuous training. In the article, the author will discuss the importance of training in general and for the archival organization. There are many different types of training that are used to train archivists and other archival staff. The article presents the educational activity of the IIAS in providing archival knowledge and skills and the publication of Atlanti. The content of the publication contributes to the exchange of experience between archivists of members and non-members of the Institute, and also serves as an educational tool. The article also presents the training provided for archivists by the National Records and Archives Authority in Oman.
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Schöggl-Ernst, Elisabeth. "The Non-University Education of Archival Staff in Austria." Atlanti 27, no. 2 (October 17, 2017): 53–61. http://dx.doi.org/10.33700/2670-451x.27.2.53-61(2017).

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This contribution deals with the training opportunities for archival staff in Austria. For a long time the Institute for Austrian Historical Research provided the postgraduate studies for Austrian archivists which was the only way of archival science education. The professional training for archive, library and information assistance was established in 2006. The Association of Austrian Archivists installed a basic course which offers archival training for archivists of various archive categories. The certified basic course, which runs for ten years, has become a model of success.
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Wright, Trudi, and Edward Benoit III. "Technology Use in Designing Curriculum for Archivists: Utilizing Andragogical Approaches in Designing Digital Learning Environments for Archives Professional Development." Preservation, Digital Technology & Culture 48, no. 2 (July 26, 2019): 85–94. http://dx.doi.org/10.1515/pdtc-2019-0005.

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AbstractTechnology has a significant impact in archival institutions. The creation and need to preserve digital records require archivists to have the necessary training, and ongoing professional development. In addition, technology is embedded in many archival processes, making knowledge of technology use vital for archivists. While technology may be a challenge for archivists in terms of archival management, it also presents a useful means to support training and professional development. This paper is based on the experimental research conducted by the researchers, as instructors, in developing curriculum based on theories of andragogy for the purposes of developing intentional curriculum for professional development of archivists in digital learning environments. In this article, we will focus on the application of technology for the purposes of training archives professionals. We have explored archives training through the application of andragogy theory in online training through Louisiana State University and Mohawk College. In addition, we will review the literature relating to the use of technology to support both outreach and marketing to educate clients of archival institutions. Social media tools offer a broad means to engage clients, as these platforms already function as “community hubs for activity, featuring many users, regular updates, and active forum discussions” (Terras). The literature suggests that there is have been significant inroads in developing intentional curriculum for digital learning environments.
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Dunhill, Rosemary, and Cynthia Short. "The training of archivists 1970–1990: An overview." Journal of the Society of Archivists 12, no. 1 (March 1991): 42–50. http://dx.doi.org/10.1080/00379819109514394.

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Cook, Michael, Elizabeth Shepherd, and Gareth Haulfryn Williams. "The education and training of archivists: Some responses." Journal of the Society of Archivists 14, no. 2 (September 1993): 111–15. http://dx.doi.org/10.1080/00379819309511703.

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Carbone, Flavio, and Francesca Nemore. "Where they Create Archivists: from the Parchment to Bits." Atlanti 27, no. 2 (October 17, 2017): 43–51. http://dx.doi.org/10.33700/2670-451x.27.2.43-51(2017).

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Through the historical illustration of the evolution of archival teaching methods, both at university level and within specific training, the authors attempted to answer several questions about how the archivist should develop training. What should be the purpose of these courses? What subjects should be included in the training curricula of the third millennium archivists? These and other questions were tried to be answered by illustrating two case studies: the historical evolution of the teaching given at the Special School for Archivists and Librarians and the description of the experience of the course of military archives held in December 2016 at the Historical Office of the General Command of the Carabinieri.
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Ryantová, Marie. "Training of Archivists in the 21st Century: Some Reflections." Atlanti 27, no. 2 (October 17, 2017): 225–33. http://dx.doi.org/10.33700/2670-451x.27.2.225-233(2017).

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The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of computer science or so-called History informatics, Digital humanities and Cyber security. However, the knowledge gained at the beginning of archivist’s career is not sufficient for the entire duration of its course - and so besides university education or other special trainings possibilities for further education and the expansion of professional competencies in different areas must be developed.
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Dissertations / Theses on the topic "Archivists Training of Zambia"

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Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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Follis, Brian. "A comparative study of vocational/technical education in Zambia and Zimbabwe 1900 - 1987." Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277156.

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This thesis undertakes the collection, analysis and evaluation of information concerning the development of vocational and technical education in Zambia and Zimbabwe. Tracing the history of vocational education from 1900, the work emphasises the separate racial provision of education, including vocational, until both countries approached their respective Independence periods. Six years after Independence, vocational and technical education in Zambia occupied a focal point in the country's attempt to firstly achieve an economic transformation and secondly, absorb the growing number of unemployed school leavers from the system of general education. After abolishing the system of apprenticeship, government vocational institutions became the major point of training for formal sector employment skills. Yet this inner reform has been diluted largely by an economy unable to sustain the high recurrent costs reqUired by institutional training. The most striking feature of vocational and technical education in Zimbabwe is how little the structure has changed from the preindependence period. Whilst the racial balance of trainees has moved in favour of Africans, early political rhetoric in favour of changing the approach to skill training has failed to materialise. Conservat i ve forces in both countries have managed with assistance from external aid programmes to retain a formal system of vocational and technical education very similar to that which existed before independence. Educat ional provision for those who have dropped out of school or are unemployed is grossly deficient. In conclusion, the thesis proposes three act ion ar ea s: emphasising a closer partnership of public and private sector training institutions which will tackle the issue of making better use of existing institutional capacity and expanding more directed opportunities for skill training. linking national development goals with wellresearched and developed national vocational curricula rather than the perceptions or overseas examination syst ems: ensuring better coordination between the education/training system and the ongoing requirements of the employment system and making training more sensitive to sectorial needs, particularly towards the majority of people who live and work in rural areas.
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Lampi, Evans. "The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22013.

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The effectiveness of using virtual labs to train students in computer networking skills, when real equipment is limited or unavailable, is uncertain. The purpose of this study was to determine the effectiveness of using virtual labs to train students in the acquisition of computer network configuration and troubleshooting skills. The study was conducted in the developing country of Zambia, where there is an acute shortage of network lab equipment. Effectiveness was determined by the transfer of skills learned in a virtual lab to a real lab. A two stage true experimental design, that compared the proficiency of randomly assigned experimental (virtual-lab) and control (no-virtual-lab) groups, was used to determine effectiveness (N = 56). In the first stage, the virtual-lab group practiced in a virtual lab while the no-virtual-lab group did not. Both groups were subjected to a lab test where the speed and accuracy of network configuration and troubleshooting of real equipment was measured, prior and after treatment. In the second stage, both groups practiced using real equipment and the speed and accuracy was again measured. An independent t-test was used to determine if there was a significant difference in the final performance between the two groups. It was found that there were significant differences between the groups in the configuration time (p = 0.011) and troubleshooting time (p = 0.03), favoring the virtual-lab group. On the other hand, there were no significant difference in configuration accuracy (p = 0.06) and troubleshooting accuracy (p = 0.440) between the two groups. In addition, there was positive transfer of training from the virtual lab to the real lab for configuration accuracy, configuration speed, troubleshooting accuracy and troubleshooting speed. There was also evidence that students showed performance gains both in using virtual and real labs by comparing their pre-test and post-test results. From the results, there is evidence that the use of virtual labs contributes positively to the transfer of practical computer networking skills from the virtual to the real lab environment. Hence, virtual labs were found to be effective in the teaching of computer networking skills relating to configuration and troubleshooting.
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Mutesa, Chilao. "Senior management education in Zambia : a framework for analysis of the factors influencing its development." Thesis, University of Lincoln, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298638.

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Munalula-Nkandu, Esther. "The development of a training model for peer learning facilitators in adolescent reproductive health in Zambia." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17326.

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Thesis (PhD)--University of Stellenbosch, 2006
ENGLISH ABSTRACT: Zambia is reported to have high levels of maternal morbidity and mortality due to low contraceptive prevalence rates, over 50% of births not being attended to by skilled persons, and teenage pregnancies. A number of organisations (stakeholders) have invested in the training of adolescent reproductive health peer educators with the aim of empowering them to be role models to their peers in reproductive health, but Zambia does not have a generic and locally developed training programme for peer educators. The purpose of this study was to develop a training programme that would produce competent and more effective peer educators for Zambia. The objectives were to determine the characteristics of the ideal peer educator. Further objectives were to ascertain the factors that contribute to or impair the development of the ideal peer educator, and to determine whether training programmes that were being used were producing ideal peer educators and enhancing healthy lifestyle behaviours. Key stakeholders participated in group interviews were they presented and critiqued their training programmes. Emerging out of this process was a draft training programme, developed by the stakeholders. Focus Group Discussions (FGDs) were held with adolescent peer educators from Lusaka, Kafue, Livingstone and Maheba refugee camp. Data were analysed by triangulating the outcomes of the group interviews (with the stakeholders) with the outcomes of the FGDs and reviewed literature. The FGDs highlighted the characteristics of an ideal peer educator as well as factors that contribute towards his/her competence development. Numerous factors were reported that had a negative impact on the development of an ideal peer educator. The peer educators reported that their training had had a positive effect on their lifestyle behaviours. While they had gained more knowledge on HIV and AIDS, they recommended more training on other health issues. The study found that at community level, peer educators were not being given adequate respect because the concept of voluntary work was not readily accepted and they were regarded as failures in life. Major demotivating factors were the lack of payment of incentives and the fact that peer educators were not certified. Peer educators did not receive sufficient support from programme managers/coordinators to enable them to become more effective at community level. Weaknesses in the way the training programmes were conducted were also discerned. Based on the findings of this study, it is recommended that more life skills’ development be promoted for peer educators. Training should be contextualised for the communities in which the peer educators work. The developed training programme, which should be used as a guide, should be repackaged to suit the profiles (e.g. values) of the different communities. Adolescents and various social sectors (inclusive of indicated stakeholders) ought to be involved in diagnosing community needs so as to influence both peers and communities in a way that would promote adolescent reproductive health. This study also recommends a more informal way of practising peer education, which would produce trainees who would be peer educators and role models in any given setting.
AFRIKAANSE OPSOMMING: Na berig word is die hoë siekte- en sterftesyfers onder moeders in Zambië daaraan te wyte dat voorbehoedmiddels nie algemeen gebruik word nie, dat meer as 50% van geboortes plaasvind sonder die bystand van bekwame persone, en dat daar ‘n hoë voorkoms van tienerswangerskappe is. ‘n Aantal organisasies (belanghebbers) het in die opleiding van adolessent- portuurgroep-opvoeders in reproduktiewe gesondheid belê ten einde hierdie portuurgroep-opvoeders te bemagtig om as rolmodelle in reproduktiewe gesondheid op te tree. Zambië het egter nie ‘n eie generiese, plaaslik-ontwikkelde opleidingsprogram vir portuurgroep-opvoeders nie. Die doel van hierdie studie was om ‘n opleidingsmodel en opleidingsprogram te ontwikkel wat bekwame en meer effektiewe portuurgroep-opvoeders vir Zambië sou kon oplewer. Die doelstellings was om die kenmerke van ‘n ideale portuurgroep-opvoeder te bepaal en om die faktore te identifiseer wat óf tot die ontwikkeling van ‘n ideale portuurgroep-opvoeder bydra óf sy/haar ontwikkeling strem. Daar moes ook vasgestel word of bestaande opleidingsprogramme ideale portuurgroep-opvoeders oplewer en gevolglik gesonde leefstylgedrag bevorder. Die navorser het groeponderhoude gebruik en betekenisvolle belanghebbers genooi om hulle opleidingsprogramme aan te bied, te beoordeel en krities te bespreek. ‘n Konsepopleidingsprogram wat deur die belanghebbers ontwikkel is, het uit hierdie proses ontstaan. Fokusgroepbesprekings (Engels: Focus Group Discussions of FGDs) is met adolessente portuurgroep-opvoeders van Lusaka, Kafue, Livingstone en die Maheba-vlugtelingekamp gehou. Data is ontleed deur die uitkomste van die groeponderhoude (met die deelhebbers) met die uitkomste van die fokusgroepbesprekings en die bespreekte literatuur te trianguleer. Die fokusgroepbesprekings het die soeklig op die kenmerke van die ideale portuurgroepopvoeder asook op die faktore wat tot sy/haar bekwaamheidsontwikkeling bydra, laat val. Talle faktore wat ‘n negatiewe uitwerking op die ontwikkeling van ‘n ideale portuurgroep-opvoeder het, is ook vasgestel. Die portuurgroep-opvoeders het bevestig dat hul opleiding ‘n positiewe invloed op hul lewenstylgedrag gehad het. Terwyl hulle genoem het dat hulle meer kennis oor MIV en VIGS opgedoen het, het hulle aanbeveel dat daar ook meer klem op ander gesondheidskwessies behoort te wees. In hierdie studie is daar bevind dat portuurgroepopvoeders op gemeenskapsvlak nie met voldoende respek behandel word nie. Die begrip van vrywillige werk word nie geredelik aanvaar nie, en die opvoeders word as mislukkings beskou. Faktore wat besonder ontmoedigend inwerk is die gebrek aan ‘n aansporingsloon en die feit dat portuurgroep-opvoeders nie sertifikate ontvang nie. Portuurgroep-opvoeders het ook nie voldoende ondersteuning van programbestuurders/- koördineerders ontvang om hulle in staat te stel om meer effektief op gemeenskapsvlak op te tree nie. Daar is voorts swakhede opgemerk in die wyse waarop die opleidingsprogramme uitgevoer is. Gegrond op die bevindinge van hierdie studie, word daar aanbeveel dat die ontwikkeling van lewensvaardighede tot ‘n groter mate bevorder word. Opleiding behoort gekontekstualiseer te word vir die gemeenskappe waarbinne die opvoeders werk. Die bestaande opleidingsprogram, wat as ‘n riglyn gebruik behoort te word, behoort herstruktureer te word om by die profiele (bv. die waardes) van die verskillende gemeenskappe in te pas. Adolessente en verskillende sosiale sektore (insluitend die aangeduide belanghebbers) behoort betrokke te wees by die bepaling van die gemeenskap se behoeftes ten einde beide portuurgroepe en gemeenskappe so te beïnvloed dat adolessente- reproduktiewe gesondheid bevoordeel sal word. Hierdie studie beveel ook aan dat portuurgroep-opvoeding op ‘n informeler grondslag beoefen behoort te word sodat die kwekelinge uiteindelik in enige gegewe omgewing suksesvolle portuurgroepopvoeders en rolmodelle sal kan wees.
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Chaava, Thebisa Hamukoma. "Skills, training and support for carers in HIV/AIDS community home-based care: a case study of carers in Chikankata, Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The high prevalence of HIV/AIDS in Zambia has led to the development of innovative ways of coping with sickness related to this infection. HIV/AIDS home-based care is one such innovation designed in Chikankata Hospital in 1987. Home-based care depends on the availability of family members and community volunteers in the provision of care and support for People Living with HIV/AIDS (PLWHA).

This minithesis is based on a qualitative descriptive case study exploring perspectives regarding skills, supervision and support mechanisms for carers in the Chikankata HIV/AIDS Community-Home Based Care (CHBC) program. The study utilized documented research, focus group discussions with carers and structured interviews with local CHBC supervisors, national experts in CHBC, and PLWHA and their families, to collect data from 32 study participants.

The findings were that CHBC was being delivered by community volunteers with limited involvement from the local health services
that carers were highly motivated, personally and collectively mobilizing resources to meet the needs of CHBC clientele
that local arrangements for training, skills and support of carers were not aligned to national guidelines regarding process, content and duration of programmes
and that carers acquired skills in CHBC through formal and informal training processes and were facing challenges related to inadequate skills, poor infrastructure and extreme poverty in households caring for PLWHA.

Based on the findings the local arrangements for coordination of CHBC need to be strengthened and linked to formal processes for technical support, financial resources and materials for delivery of CHBC in line with existing guidelines on CHBC. The picture of the real situation of the carers that emerges from this qualitative study might inform the supervising organizations and policymakers on the gaps in the training and support of this crucial cadre in the provision of quality care for People Living with HIV/AIDS (PLWHA) at community level.
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Trant, Clay Allen. "Factors contributing to the effectiveness of newly posted Peace Corps Volunteers in the Rural Aquaculture Promotion Project in Zambia." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/314.

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The Rural Aquaculture Promotion (RAP) project is a vital development initiative by the Peace Corps in Zambia with the goal of increasing the nutritional and caloric intake of rural Zambian farmers in addition to augmenting income (Peace Corps Zambia rural aquaculture promotion, n.d.). Peace Corps Volunteer (PCV) success in achieving the goals of the RAP project is vital, and because PCVs are on site working on projects in the aquaculture assignment area for only 24 months, and as only three generations of PCVs are placed at a given site, it is imperative that they be able to contribute to these projects very promptly after arrival on site. The overriding issue concerning the effectiveness of the Peace Corps development effort is the job performance of the individual PCV which primarily depends on the PCV's ability to transfer learned knowledge and skills to the workplace. Many PCVs are routinely hampered by an inability to achieve significant and continuous contributions to projects within their assignment area. The Peace Corps' fundamental approach to the diffusion of aquaculture in Zambia is centered on the exchange of information between PCVs and rural farmers. Achieving sustainability with the RAP project is essentially based upon the consistency and longevity of this information exchange. PCVs are instructed in very specific technical procedures concerning all aspects of fish farming during pre-service training in order to ensure that they are equipped to diffuse a standardized technical curriculum to project beneficiaries. In addition, volunteers are trained in language and cross-cultural skills, and throughout the pre-service training period are assessed by the training staff for competence in the behavioral areas of motivation, productive competence, and adaptability/social sensitivity. Deficiencies in language and cross-cultural skills, the detrimental psychological effects of culture and role shock, and a lack of agency planning and support were key factors that affected the PCVs' ability to transfer successfully learned skills to the workplace. The lack of language ability was identified as the most substantial factor affecting the Volunteer's on-site job performance. Given the social nature of rural extension efforts, this has serious implications for Volunteer effectiveness.
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Siaciwena, R. M. C. "A study of distance teaching at the University of Zambia with special reference to the effectiveness of degree courses." Thesis, Bucks New University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234812.

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Selemani, Chisomo Kimberly. "A Comparison Of Language And Literacy Training Programs In Children In The First Year Of Primary School In Lusaka, Zambia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1406728953.

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Hawes, Hubert William Richmond. "The curriculum for health education in schools : issues of definition, choice and implementation : an illuminative study based on Uganda, Zambia and India." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020021/.

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Books on the topic "Archivists Training of Zambia"

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International Council on Archives, ed. Professional training of archivists. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420.

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André, Vanrie, and International Council on Archives, eds. Professional training of archivists =: Formation professionnelle des archivistes. München: K.G. Saur, 1988.

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Archives Association of Ontario. Professional Development Committee. Draft proposal for professional knowledge requirements for archivists in Ontario. [S.l: s.n., 1999.

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Archivists, Association of Canadian. Education programme and plan. [Ottawa]: Association of Canadian Archivists, 1992.

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Nijssen, Rombout. Archiefopleiding en beroepsbeeld: Bibliografie 1975-1990 = La formation et la profession d'archiviste : bibliographie 1975-1990 = Training and professional image of archivists : bibliography 1975-1990. Brussel: Algemeen Rijksarchief, 1991.

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Archives and archivists in 20th century England. Farnham, Surrey, England: Ashgate Pub., 2009.

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Davidson, Forbes. Community participation in Zambia: The Danida/UNCHS Training Programme. Nairobi: United Nations Centre for Human Settlements (Habitat), 1992.

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(Zambia), Participatory Assessment Group. Social assessment for the Zambia Training Subsector Investment Programme: Final report. Lusaka: The Group, 2000.

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Couture, Carol. La formation et la recherche en archivistique dans le monde: Une étude comparative. [Montréal]: École de bibliothéconomie et des sciences de l'information, Université de Montréal, 1999.

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Archivwissenschaftliches Kolloquium (2nd 1996 Archivschule Marburg). Qualitätssicherung und Rationalisierungspotentiale in der Archivarbeit: Beiträge des 2. Archivwissenschaftlichen Kolloquiums der Archivschule Marburg. Marburg: Die Archivschule, 1997.

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Book chapters on the topic "Archivists Training of Zambia"

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Afanasyev, Y. N. "PROFESSIONAL TRAINING OF ARCHIVISTS IN THE USSR." In Professional training of archivists, edited by International Council on Archives, 1–12. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420-005.

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Mullally, S., T. Bbuku, and G. Musonda. "Medical equipment maintenance personnel and training in Zambia." In IFMBE Proceedings, 750–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-29305-4_197.

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Mudenda, Consider, and Gertjan van Stam. "ICT Training in Rural Zambia, the Case of LinkNet Information Technology Academy." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 228–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41178-6_24.

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Drinkwater, Michael, and Janice Jiggins. "9. Developing interaction and understanding: RRA and farmer research groups in Zambia; Quality control, method transfer and training." In Beyond Farmer First, 133–43. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1994. http://dx.doi.org/10.3362/9781780442372.010.

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Barcucci, Valentina, Lea Zanola, and Michael Axmann. "Vocational Education and Training (VET) and the Transition of Young Women and Men to the Labour Market in Middle-Income Countries: A Comparative Analysis Based on International Labour Organization (ILO) Surveys in Jamaica, Jordan, Peru, Tunisia, Ukraine, Vietnam and Zambia." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 59–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_4.

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Kwiligwa, E., J. Rock, M. Massunga, M. Siva, Martin van Leeuwen, B. Mudamburi, B. Chikwanda, J. Francis, Cheryl M. E. McCrindle, and Limakatso E. Moorosi. "5. Informal farmers’ knowledge in animal traction: case studies from the southern highlands of Tanzania; Towards privatisation in draft animal power extension in Zambia; Animal draft power training in Zimbabwe: experiences and future challenges; Extension methods for improving the welfare of traction animals." In Meeting the Challenges of Animal Traction, 93–109. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445458.005.

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Rastas, Pirkko. "TRAINING OF BUSINESS ARCHIVISTS." In Professional training of archivists, edited by International Council on Archives. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420-016.

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Kathpalia, Y. P. "TRAINING IN CONSERVATION." In Professional training of archivists, edited by International Council on Archives. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420-012.

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"EXECUTIVE COMMITTEE OF THE INTERNATIONAL COUNCIL ON ARCHIVES / COMITÉ EXÉCUTIF DU CONSEIL INTERNATIONAL DES ARCHIVES." In Professional training of archivists, edited by International Council on Archives. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420-001.

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"CORRESPONDANTS D'ARCHIVUM / CORRESPONDENTS OF ARCHIVUM. Liste arrêtée au 1er Juillet 1987." In Professional training of archivists, edited by International Council on Archives. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783111387420-002.

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Conference papers on the topic "Archivists Training of Zambia"

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Boamah, Eric. "Unfettered Resilience of School Archivists in Maintaining Value of Records to Support the New Zealand School Curriculum." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205016.

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The purpose of this study is to explore the key function of school archives and to highlight the important roles school archivists play in maintaining the value of records to support the curriculum. Although school archives play an important role in the school, little has been researched in New Zealand about the challenges school archivists face and their unfettered resilience to push through those obstacles to maintain the value of school records to support the curriculum. This article is part of a study in progress that employs an interpretive qualitative approach to understand the perspectives of school archivists on their purpose. The perspectives of seven school archivists from four regions of New Zealand are presented. The findings reveal the core functions of the school archive as a source of information for researchers, family members of past students, and corporate entities. The archive supports teaching and learning by providing teachers with useful and unique teaching aids from the collection. It also serves to preserve the identity and memory of the school. Specific tasks of the school archivist include collecting items for the archive, organising the collection, reporting, and displaying the materials for easy access and use by those who need them. Certain resources enable the archivist to achieve their purposes, but their passion is a key enabler. The main challenges school archivists face relate to issues with training and skills development, resourcing, recognition and awareness, inadequate facilities and collaboration. The study has useful implications for archival research in New Zealand as it discusses an area that has not been explored before. This article is limited to the perspectives of only seven school archivists, meaning it can be difficult to form a generalisation of school archivists in the whole of New Zealand. However, the study is still in progress and the author hopes to gather more perspectives in order to make a comprehensive generalisation.
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Lipnitskaya, O., and E. Popova. "Information Technologies in the Training of Historians-Archivists at the Faculty of History of BSU: Achievements and Problems." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1845.978-5-317-06529-4/433-440.

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The article examines the problems of training historians-archivists in the context of the transition to the digital economy. There is a sharp decline in professional educational programs, which does not meet the requirements of employers and modern trends in the economy. The need is declared for specialists in the field of documentation and archival studies to possess knowledge and skills in the field of information technology, as well as the availability of labor functions for the design and operation of information systems in the professional sphere
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Newnham, Mick. "`This is what you want, this is what you get´." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.4.16.

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There are limited training options for audiovisual archivists, with most formal courses centred in Europe or the United States of America, but high costs can prevent people working in audiovisual archives from accessing these opportunities. However, there are significant collections of audiovisual heritage spread across the globe, not the least in Southeast Asia and the Pacific region, that are at risk of loss due to a number of factors, including sta competencies. In 1996 audiovisual archivists formed the Southeast Asia–Pacific Audiovisual Archive Association (SEAPAVAA) to advocate on their behalf and to provide networking and other assistance to develop and sustain their respective collections. A key part of SEAPAVAA’s work has been to provide training. Over the past 20 years the association has developed and delivered educational programmes on all aspects of audiovisual archiving. Over this time its trainers have developed an analytical approach to prioritizing needs and optimizing delivery methods in a region that has many distinct languages and cultures and where one size does not fit all. This paper looks at how SEAPAVAA went about discovering those needs and developing training priorities around them.
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Phiri, Dines, Mwamba Mutale, and Mwaba Kapompole. "Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?" In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3061.

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The 5th Sustainable Development Goal focuses on gender equality, which is to ensure no disfranchisement from participating in socio-economic activities based on their sex. In Zambia, the majority of learners in Technical Education, Vocational and Entrepreneurship Training registered institutions in highly technical progammes are mostly male. A number of women are denied the chance to achieve their potential in mostly male programmes due to societal stereotypes, lack of requisite school qualifications or self-intimidation. Some scholarship incentives have tried to encourage more women participation in mostly male training programmes but the uptake is not very high. However, there are socio-economic returns that accrue workplaces and women for participating in male dominated sectors. This paper seeks to assess the gender differences in the participation of students in mostly male programmes in Technical Training. The main concern was that highly technical programmes have lower female enrolment and participation. A descriptive survey design was employed in this study and data analsyed using descriptive (tables and charts), and inferential (Mann-Whitney U-test) statistics. The findings showed that 26.3 % of the total student population was female, while only 15.1% of females were enrolled in mostly male programmes. This study could contribute to the body of knowledge on gender studies in technical training, and guide policy on interventions of increasing gender equity, and open and distance learning.
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Vallis, J. M., E. Ansotinge, K. Afari-Dekyi, C. Mudenda, A. Wales, G. Van Stam, L. Chifwaila, et al. "Building capacity for e-learning for nurse training in Zambia and Ghana: appropriate computer technologies?" In 7th International Conference on Appropriate Healthcare Technologies for Developing Countries. Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/cp.2012.1471.

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Hess Norris, Debra. "All you need is love." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.3.13.

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Preservation of photographic materials, both physical and digital, presents numerous challenges, and photographic collections are at risk world-wide. In response to this danger, regional partners have worked with international organizations to forge global training initiatives and platforms centred on experiential learning and designed with curricula tailored to speci c climates, geographies, needs and outcomes. paper highlights three forward-thinking e orts. The Middle East Photograph Preservation Initiative (MEPPI) has provided training to collections in 16 countries. Préservation du Patrimoine Photographique Africain (3PA) has connected and empowered talented African archivists, artists and collections care professionals. Training efforts by APOYO have sought to build a regional network to preserve collections in Latin America. By using problem-based learning, advocacy and community engagement, these programmes offer new paths for collaboration in an effort to protect a critical piece of our world heritage.
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Woodward, Clare. "Internet not Available! Using Offline Networked Learning to Enhance Teachers’ School-Based Continuing Professional Development in Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6083.

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Access to effective Continuing Professional Development can be difficult for teachers in sub-Saharan Africa, impacting their capacity to learn from best practice and improve their teaching approaches. Internet and cellphone services are seen as potential solutions, offering digital resources and online training. However, these are hindered by limited or expensive network coverage, leaving poorer-resourced and more remote schools behind. // Zambian Education School-based Training (ZEST) has trialled an innovative approach for teachers: an offline networked learning approach. Deploying low-cost, battery-powered small computers as networked hubs has enabled collaborative, digitally enhanced professional development training where internet access is too expensive or unreliable. Central to ZEST is the idea of teachers learning together in Teacher Group Meetings. Raspberry Pi computers, accessed via teachers’ own smartphones, have allowed educators to work together in proximity, sharing open digital resources. // Through interviews and observations and drawing from Blumenfeld et al.’s diagnostic framework (2000), we report on teachers’ and school leaders’ impressions of the benefits and challenges of this novel approach. We reflect on its adoption, appropriation, enactment, and maintenance by school systems. We offer findings that may be more broadly applied to support school-based professional development in similarly restricted environments.
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Ngoma, Sarah N., Casey Lowman, Michael K. Visick, and Shannon Limjuco. "Improving Quality Of Intrapartum Care In Zambia By Expanding On Helping Babies Survive (HBS) and Helping Mothers Survive (HMS) Training Using Project ECHO (Extension for Community Healthcare Outcomes)." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.243-a.

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Simpemba, Ethel Kalumba, and Phillip Miyoba. "A Study on the Innovative Applications of Technology in the Skills in Demand Project for Equity and Inclusion – A Case Study of Luanshya Technical and Business College in Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3922.

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In 2019, the Commonwealth of Learning (CoL) invited proposals for participation in the Skills in Demand (SID) project. The model of the project involved the identification of skills that are in demand and partnerships were encouraged between training institutions and industry partner who met the criteria. Luanshya Technical and Business College (LTBC) partnered with the Nakadoli Furniture Cooperative (NFC) on the Copperbelt Province in Kitwe and submitted its proposal which was successful. This was followed by a visit by the then CoL Education Specialist Mrs. Terry Neal who visited LTBC and the NFC to appreciate the existing situation. Mrs. Neal also conducted a project design workshop where the problems to be solved were identified, skills to be developed were determined, learner’s personas were established and the learner journey was mapped out. The project plan was then drawn which also identified the stakeholders who would be critical to the success of the project. // A contribution agreement was drawn between the CoL and LTBC for the implementation of the project. The project is funded by the CoL with LTBC as the implementers in conjunction with master craftsperson’s from the NFC. The project involved a number of factors that promote inclusive learning using basic technology such as the mobile phones and laptops as well as the Raspberry pi, a gadget which provides free internet access for the Moodle lessons uploaded on in. LTBC is developing the open education resources for the CoL while CoL has provided the Moodle platform, consultants, the raspberry Pi and other support services to LTBC. LTBC was responsible for the recruitment and enrollment of ten (10) master craftsperson’s and 50 apprentices to participate in the work base training at the NFC. // The main outcomes of the project covered a range of areas including inclusive access and use of technology for all participants in the project. It also aims to promote gender inclusion and equity in technical skills training especially for the women and youth. The baseline study that was conducted revealed that most of the would-be participants in the project live below the poverty line. The is the hope of LTBC and the CoL that the Skills in Demand Project will result into reduced poverty through increased sales revenues, increased household income, reduced gender discrimination in the furniture industry, increased employment especially after graduation as well as increased registration of businesses for youths and women.
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Stutchbury, Kris, Lore Gallastegi, Clare Woodward, and Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.

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Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
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Reports on the topic "Archivists Training of Zambia"

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Savani, Manu, and Alastair Stewart. Making Market Systems Work for Women Dairy Farmers in Bangladesh: A final evaluation of Oxfam's Gendered Enterprise and Markets programme in Bangladesh. Oxfam GB, December 2019. http://dx.doi.org/10.21201/2019.5365.

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Gendered Enterprise and Markets (GEM) is Oxfam GB’s approach to market systems development. The GEM approach facilitates change in market systems and social norms, with the aim of ensuring more sustainable livelihood opportunities for marginalized women and men. The GEM DFID AidMatch Programme (June 2014–February 2018) worked within the soya, milk and vegetable value chains targeting women smallholder farmers in areas of poverty. The programme aimed to benefit 63,600 people (10,600 smallholder households) living in Zambia, Tajikistan and Bangladesh through increases in household income, women having greater influence over key livelihood decisions within their households and communities, and engaging in livelihoods more resilient to shocks, such as natural disasters and market volatility. The GEM programme in Bangladesh was implemented under Oxfam Bangladesh’s flagship REE-CALL programme (Resilience, through Economic Empowerment, Climate Adaptation, Leadership and Learning). GEM operated in seven districts across Bangladesh, with the project activities implemented by seven local partners. The project aimed to establish 84 producer groups for smallholder dairy farmers, and this was achieved during the first year. Building on these local networks, GEM aimed to deliver a suite of training and support covering assertiveness, rights and leadership skills, agricultural practice and disaster risk management. The evaluation was designed to investigate if and how the GEM programme might have contributed to its intended outcomes – not only in the lives of individual women smallholder farmers targeted by the programme but also in changes in their communities and the larger market system. It also sought to capture any potential unintended outcomes of the programme.
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Philippines and Senegal: Services improve quality of care but fail to increase FP continuation. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1016.

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In 1999, Frontiers in Reproductive Health collaborated on studies on the impact of interventions to improve quality of care in the Philippines and Senegal. The two interventions were part of a multicountry Population Council study (also undertaken in Pakistan and Zambia) to test whether improving quality affects women’s contraceptive continuation. The Philippines study focused on training in family planning (FP), supportive supervision, and refresher courses to improve client-provider interaction. The Senegal study compared the impact of improved quality of care at five newly established “reference centers” with five clinics that served as controls. Data were gathered through analyses of quality of care at all 10 sites in 1997, when the reference centers had begun implementation, and in 1998, 16 months later. As detailed in this brief, the introduction of client-centered service delivery with a focus on the client-provider interaction resulted in better quality of care at sites in the Philippines and Senegal. However, improving quality of care alone was not found to be sufficient to significantly increase the length of time women continued to use contraception.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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