Academic literature on the topic 'Formal wheelchair skills training'
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Journal articles on the topic "Formal wheelchair skills training"
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Gowran, Rosemary Joan, Marion B. Collins, Joanne McGlanaghy, Ellen Shanahan, and Yvonne Cleary. "Wheelchair Skills Education and Training for Children with Spina Bifida and/or Hydrocephalus and Their Parents: A Pilot Study." Disabilities 2, no. 1 (February 22, 2022): 96–118. http://dx.doi.org/10.3390/disabilities2010009.
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Background: Many children with spina bifida and/or hydrocephalus use manual wheelchairs. However, training to ensure appropriate wheelchair use is limited and informal, and this negatively impacts daily activity and participation. Evidence suggests formal training can increase children’s confidence and independence, with early intervention being critical for healthy development. In Ireland, like in many other regions internationally, such interventions are not readily available to families. Aim and objectives: The overall aim of the study was to pilot wheelchair skills training for children aged 3–8 years with spina bifida and/or hydrocephalus and their parents, to develop a sustainable program. The objectives were: (1) to develop and evaluate a wheelchair skills information pack; (2) to investigate the impact of training on children’s performance of wheelchair skills; (3) to explore parents’ perspectives on how training influenced their children’s daily participation; (4) to identify beneficial aspects of program delivery for children and parents. Methods: We applied a mixed-methods study design that included three stages: (1) evaluation of the use of a bespoke wheelchair skills information pack; (2) within-subject pre-post analysis of the wheelchair skills test (WST) and individual training goals; (3) qualitative thematic analysis of Photovoice documentary narratives from focus groups with parents. Results: Four children and their parents participated in the study. Parents reported the wheelchair skills information pack to be useful, recommending more child-friendly images, and the provision of the pack when children first receive their wheelchairs. Analysis of the pre/post-WST showed an increase in the performance of skills. Parents’ perspectives and experiences are captured in two Photovoice themes: (1) children developing their skills, (2) supporting parents to support their children. Conclusion: The pilot program was a success for these families, highlighting potential gaps in Irish wheelchair provision services and the need for wheelchair skills education and training to support parents and children.
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Giesbrecht, Edward. "Wheelchair Skills Test Outcomes across Multiple Wheelchair Skills Training Bootcamp Cohorts." International Journal of Environmental Research and Public Health 19, no. 1 (December 21, 2021): 21. http://dx.doi.org/10.3390/ijerph19010021.
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User training is a critical component of wheelchair service delivery to ensure individuals with a mobility impairment can negotiate environmental barriers and promote their social participation. A wheelchair “bootcamp”, delivered during professional preparation education, is one strategy to better prepare occupational therapists for clinical rehabilitation practice by developing their own wheelchair skills. The purpose of this study was a retrospective review of a large dataset of student cohorts from a single site and delineate bootcamp effects on the Wheelchair Skills Test-Questionnaire (WST-Q) scores. Participant data from eight cohorts was consolidated (n = 307). Comparison of two WST-Q scoring formats revealed significantly lower scores for cohorts using the 4-point version, which was subsequently standardized to the other 3-point version. WST-Q change scores were similar between cohorts, and differences were more reflective of variability in skill level prior to bootcamp than post-bootcamp scores. Students were able to master most basic and intermediate level skills, while advanced skill acquisition was much more variable. This study provides more precise point estimates of wheelchair skill acquisition among occupational therapy students than previous studies. While confirming the benefits of bootcamp education, recommendations for further investigation were identified.
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Abdul Rahim, Mohd Zulkifli, Ahmad Zamir Che Daud, and Nurul Akrami Ab Rahim Yang. "Wheelchair Skills Training: A scoping review." Environment-Behaviour Proceedings Journal 6, no. 17 (August 15, 2021): 165–72. http://dx.doi.org/10.21834/ebpj.v6i17.2879.
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This study aimed to examine the types of available evidence and knowledge gaps on wheelchair skills training among PWDs in literature. This study employed a scoping review method and was guided by Arksey and O'Malley's using five steps framework. A total of 15 peer-reviewed articles met the inclusion criteria. The results support the effectiveness of wheelchair skills training through personal feedbacks from participants, observation and the use of standardized outcome measures, including self-perceived assessment. This study highlights the importance and benefit of wheelchair skills training to wheelchair users, caregivers and health personnel. Keywords: Keywords: Skill Training; Disability; Wheelchair; Scoping Review eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i17.2879
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Symonds, Andrew, Stephen J. G. Taylor, and Catherine Holloway. "Sensewheel: an adjunct to wheelchair skills training." Healthcare Technology Letters 3, no. 4 (December 2016): 269–72. http://dx.doi.org/10.1049/htl.2016.0056.
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Seeberger, Christel. "Book Review: Wheelchair skills assessment and training." Canadian Journal of Occupational Therapy 85, no. 3 (April 19, 2018): 260. http://dx.doi.org/10.1177/0008417418758790.
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Ouellet, Béatrice, Krista L. Best, Deb Wilson, and William C. Miller. "Exploring the Influence of a Community-Based Peer-Led Wheelchair Skills Training on Satisfaction with Participation in Children and Adolescents with Cerebral Palsy and Spina Bifida: A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 19 (September 21, 2022): 11908. http://dx.doi.org/10.3390/ijerph191911908.
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Background: Peer-led approaches improve satisfaction with participation, wheelchair skills and wheelchair use self-efficacy in adults, but the evidence is limited in children. This pilot study aimed to explore the influence of community-based, peer-led, group wheelchair training program (i.e., Seating To Go) on satisfaction with participation (primary outcome), wheelchair skills, and wheelchair use self-efficacy in children and adolescents with cerebral palsy and spina bifida. Methods: A single group pre-post design was used. Invitations were shared online and diffused by clinicians and advocacy and provider groups to recruit a convenience sample of eight pediatric wheelchair users. Participants completed the Seating To Go program in groups that were facilitated by adult wheelchair users. Satisfaction with participation (Wheelchair Outcome Measure-Young People), wheelchair skills (Wheelchair Skills Test), wheelchair use self-efficacy (Wheelchair Use Confidence Scale), and perceived wheelchair skills capacity (Wheelchair Skills Test Questionnaire; proxy rating: parents) were evaluated before and after the Seating To Go program. Descriptive statistics and nonparametric longitudinal data analysis were conducted to explore changes in all outcomes from baseline to post-intervention. Results: Pediatric wheelchair users (ranging in age from 5 to 15 years) and their parents reported statistically significant improvements in satisfaction with participation. The improvements in wheelchair skills and wheelchair confidence were also statistically significant, but not the parents’ perception of their children’s wheelchair skills. Conclusions: A community-based peer-led approach to wheelchair skills training seems promising for improving wheelchair outcomes in pediatric wheelchair users. Further controlled studies with larger samples are warranted.
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Yeo, Sang, and Jung Kwon. "Wheelchair Skills Training for Functional Activity in Adults with Cervical Spinal Cord Injury." International Journal of Sports Medicine 39, no. 12 (September 11, 2018): 924–28. http://dx.doi.org/10.1055/a-0635-0941.
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AbstractWheelchair skills training can improve independent wheeled mobility for daily living activities as well as functional and social participation of adults with cervical spinal cord injury (C-SCI). The objective of this study was to examine the effectiveness of wheelchair skills training in improving both wheelchair skills and upper arm skilled performance in adults with C-SCI. In a randomized controlled study, 24 adults with tetraplegia were randomized and allocated to training group (n=13) or control group (n=11). The training group attended wheelchair skills training sessions, whereas the control group attended conventional exercise sessions. All interventions lasted 8 weeks, with a frequency of 3 days per week. All individuals were tested with the Wheelchair Skills Test (WST) and the Van Lieshout Test (VLT). The test was repeated at pre- and post-training (after 4 weeks and 8 weeks). For WST, univariate analysis demonstrated significant main effects in between-group, within-group, and group-by-time interaction (p<0.05). VLT showed no significant effect in between-group comparison (p>0.05), whereas within-group comparison of test times and group-by-time interaction showed significant main effects (p<0.05). Thus, wheelchair skills training is more beneficial for adults with C-SCI than conventional exercise.
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Mountain, Anita D., R. Lee Kirby, Cher Smith, Gail Eskes, and Kara Thompson. "Powered Wheelchair Skills Training for Persons with Stroke." American Journal of Physical Medicine & Rehabilitation 93, no. 12 (December 2014): 1031–43. http://dx.doi.org/10.1097/phm.0000000000000229.
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Kranz, Florence. "Wheelchair Skills Training Program - Rollstuhltraining für heikle Situationen." ergopraxis 6, no. 02 (February 7, 2013): 25–27. http://dx.doi.org/10.1055/s-0033-1334979.
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Khokhlova, Olga I., Elena M. Vasilchenko, Vera V. Lyakhovetskaya, and Marina G. Zhestikova. "Results of wheelchair skills training among the disabled persons with lower limb loss of vascular origin." Medical and Social Expert Evaluation and Rehabilitation 24, no. 2 (November 26, 2021): 47–57. http://dx.doi.org/10.17816/mser70210.
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BACKGROUND: Wheelchair skills training is an essential part of rehabilitation of the disabled persons with lower limb amputation (LLA) due to peripheral artery disease (PAD). However, nowadays this issue is poorly addressed in our country, there are no standardized technologies.
AIM: Investigation of dynamics of the extent of wheelchair usage among disabled persons with LLA due to PAD during adjustment to the wheelchair using the Wheelchair Skills Program (WSP, Canada).
MATERIALS AND METHODS: Altogether, 350 patients with lower limb stump [unilateral tibial stump ― 116 (33.1%), hip stump ― 223 (63.7%), bilateral tibial stumps ― 6 (1.7%), hip stump ― 5 (1.4%)] were examined in clinical settings at the Federal State Budgetary Institution Novokuznetsk Scientific and Practical Centre for Medical and Social Expertise and Rehabilitation of Disabled Persons Ministry of Labour and Social Protection of the Russian Federation. Male ― 268 (76.6%), female ― 82 (23.4%). Mean age 63.10.52 years. Cause of LLA: obliterative PAD (lower limb atherosclerotic arterial disease) ― 226 (64.6%), type 2 diabetes mellitus ― 124 (35.4%). WSP effectiveness was assessed in 227 disabled persons. Wheelchair skills retention in 1.1 (0.591.87) years was assessed in 48 persons, 25 persons have undergone training second time.
RESULTS: It was found that 86% of the disabled persons with LLA needed the wheelchair skills training. Upon the completion of the course the level of individual wheelchair skills was increased in all participants. This contributed to an increase in their activities and participation, which was indirectly evidenced by 1.8 fold increase in the proportion of those using the wheelchair outdoors by the time of second hospitalization.
CONCLUSION: The program provides an individual approach to training, based on the results of a study of the initial level of proficiency in wheelchair skills, the wishes of the user himself, his physical, somatic and psychological condition. Thanks to this, novice users were able to master basic skills, and relatively experienced ones ― more complex, and thereby increase their level of safe use of the wheelchair, as well as the degree of independence and everyday activity, which can indirectly be evidenced by a significant increase in the share of wheelchair users outside the house.
Dissertations / Theses on the topic "Formal wheelchair skills training"
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Giesbrecht, Edward Mark. "Development and feasibility evaluation of an mHealth intervention for manual wheelchair skills training with older adults." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58090.
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Many older adults rely on a manual wheelchair (MWC) for mobility but are not provided with skills for independent and effective use. Access to wheelchair skills training is constrained by the logistics, expense and limited availability of rehabilitation services. A supervised, home-based program specifically designed for older adults and delivered via a mobile computer tablet (mHealth) could potentially be a useful and efficient strategy to provide skills training.
Purpose
To explore the experience and needs of older adults transitioning to MWC use (Chapter 2); collaboratively develop, refine and pilot test an mHealth training program (Chapter 3); evaluate the program’s feasibility (Chapter 4); estimate impact on skill capacity and clinical outcomes (Chapter 5); and explore user-perceived benefits (Chapter 6).
Methods
Qualitative methods were used to understand the MWC transition experience. A mixed-methods Participatory Action Design and pre-post pilot trial were used for program development. A feasibility randomized controlled trial (RCT) assessed feasibility and clinical indicators, and follow-up interviews explored participants’ experiences.
Results
Older adult MWC users identified a lack of supports during transition to MWC use, particularly with skills training, often resulting in compromised community participation and increased care provider burden. The Participatory Action Design approach proved useful in constructing a viable prototype tablet-based home-training program that incorporated self-efficacy strategies and promoted principles of adult learning. In the feasibility RCT, the program was delivered safely and consistently, achieving most of the feasibility indicators; recruitment proved challenging but participants demonstrated good adherence with only one health-related dropout. There was a statistically significant difference and large effect size for measures of self-efficacy (p = 0.06; ηp² = 0.28) and performance of outdoor wheelchair activities (p = 0.02; ηp² = 0.40), but not for the primary outcome of skill capacity. Participants and care providers identified substantial clinical benefits in terms of confidence with wheelchair use, engagement in activities of life, and reduced care provider demands.
Conclusions: The mHealth program shows promise as a potentially effective and appealing wheelchair skills training program for older adult MWC users. Future evaluation should enhance recruitment strategies, facilitating a larger RCT for more robust evaluation of clinical benefits.Medicine, Faculty of
Graduate
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Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.
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Thesis (Master of Consumer Science)--Stellenbosch University, 2003.ENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist individuals in generating an income. The literature review to support the research conducted included a discussion on poverty, rural areas and their development, and the relevance of entrepreneurial development for these areas. From here, the focus of the literature review moved to that of adult education as applied in training programmes. Participatory Action Research (PAR) and its role in a nonformal adult education programme is discussed, followed by a discussion of empowerment. The monitoring and evaluation of these programmes are also described. The Development and Advancement of Rural Entrepreneurship (DARE) is a programme that was launched in 2000 by the Department of Consumer Science: Foods, Clothing, Housing at the University of Stellenbosch. The main focus of this programme is the assistance given to rural communities to assist them in addressing the problem of unemployment and poverty, by providing support and training to potential local entrepreneurs. The rural town of Montagu was identified to conduct a nonformal adult education programme, focusing on skills training and entrepreneurial development of interested individuals in the community. The research period lasted 14 months. The programme itself consisted of different projects that concentrated on skills training suitable for income generation. People from the community were invited to attend the programme, making all participation voluntary. A PAR approach to present training skills was followed. Each PAR cycle consisted of four stages, namely planning, action, observation, reflection, as well as the revised plan which forms the first phase of the next plan. This approach ensures maximum involvement of participants. Empowerment levels of participants were measured using a standardised questionnaire with a pre- and post- test design. One of the PAR cycles included a five-day business course. Different aspects of entrepreneurship were addressed during the programme and eventually all the skills were combined and implemented to assist in the generation of income. Data of the empowerment levels of participants, and general information on the participants and their evaluation of the programme are documented as case studies. This data was also used to evaluate the success of the programme. The analysis of the data clearly shows that there was a need for skills development and entrepreneurial development in this rural area. Participants were eager to take part in the programme and to apply their skills in the market place where they displayed the skills they have acquired. Those participants who completed the programme all demonstrated an increase in their empowerment levels, the most significant increase on micro level. The research results indicated that participants were able to apply the knowledge and skills gained during the programme. However, four months after the completion of the programme none of them were involved in income-generation ventures. Despite the fact that the need for training existed in this rural area, sustainability was problematic once the facilitator withdrew. It is therefore recommended that novice entrepreneurs should have long-term guidance and emotional support in order to reach independence eventually.
AFRIKAANSE OPSOMMING: Die werkloosheid syfer in Suid-Afrika het die afgelope paar jaar onrusbarend toegeneem. 'n Groot aantal mense het geen vorm van inkomste nie, en baie maak staat op die inkomste wat hulle uit seisoenwerk genereer. Opleiding van volwassenes is aangedui as 'n wyse waarop mense 'n verskeidenheid vaardighede kan aanleer wat hulle dan kan toepas om sodoende vir hulself 'n inkomste te genereer. Hierdie navorsing is onderneem om te bepaal of 'n nieformele opleidingsprogram waar 'n deelnemende aksienavorsingsmetode (DAN) gevolg is, individue sal kan help om 'n inkomste te genereer. Die literatuuroorsig wat die navorsing onderskryf, sluit 'n bespreking in van armoede, landelike areas en die ontwikkeling daarvan asook van die relevansie van entrepreneuriese ontwikkeling in hierdie areas. Die fokus van die literatuur verskuif dan na volwasse onderwys, soos toegepas in opleidings programme. Daarna word deelnemende aksienavorsing (DAN) en die rol daarvan in programme in nieformele onderwys vir volwassenes bespreek. Dit word gevolg deur 'n bespreking van bemagtiging. Laastens word monitering en evaluering van programme bespreek. Die Development and Advancement of Rural Enterprises (DARE) Program is deur die Universiteit van Stellenbosch, Departement Verbruikerswetenskap: Voedsel, Kleding, Behuising in 2000 geloods. Die fokus van die program is om bystand aan landelike gemeenskappe ten opsigte van die hantering van werkloosheid en armoede aan te spreek. Die landelike dorp Montagu, is geïdentifiseer as 'n area om 'n nieformele onderwysprogram vir volwassenes wat fokus op vaardigheidsopleiding en entrepreneuriese ontwikkeling van belangstellende individue in die gemeenskap, aan te bied. Mense van die gemeenskap is uitgenooi om vrywillig aan die program deel te neem. Die navorsingsperiode het oor 14 maande gestrek. Die program self het bestaan uit verskillende projekte wat op opleidingsvaardighede geskik om 'n inkomste te genereer, fokus. 'n Deelnemende aksienavorsingsmetode is gevolg om opleidingsvaardighede aan te bied. Elke DAN-siklus het uit vier fases bestaan, naamlik beplanning, aksie, observasie en besinning. 'n Hersieningsplan het deel uitgemaak van die eerste fase van die volgende siklus. Hierdie benadering het maksimum betrokkenheid deur deelnemers verseker. Tydens een van die DAN siklusse, is deelnemers se bemagtingingsvlakke gemeet deur gebruik te maak van 'n gestandaardiseerde vraelys met 'n voor- en ná-toets ontwerp. Een van die DAN-siklusse het uit 'n vyf-dag sakekursus bestaan. Verskillende aspekte van entrepreneurskap is tydens die program aangespreek en ten slotte is alle vaardighede saamgevoeg en geïmplementeer om die generering van inkomste aan te moedig. Gevallestudies is gebruik om deelnemers se bemagtigingsvlakke, algemene inligting oor die deelnemers en die deelnemers se evaluering van die program aan te teken. Hierdie data is ook gebruik om die sukses van die program te evalueer. Die data analise wys uitdruklik dat daar 'n behoefte was aan die ontwikkeling van vaardighede en entrepreneuriese ontwikkeling in hierdie landelike gebied. Deelnemers was gretig om aan die program deel te neem en om vaardighede wat aangeleer is, toe te pas op die ope mark. Die deelnemers wat die program voltooi het, het almal 'n verbetering ten opsigte van hulle vlakke van bemagtiging getoon, met die grootste verbetering op die mikrovlak. Die navorsingsresultate bevestig dat die deelnemers hulle vaardighede en kennis wat in die program verwerf is, kon toepas. Nogtans was geeneen van die deelnemers wat die program voltooi het, vier maande ná die afloop van die program besig om 'n inkomste te genereer nie. AI was daar 'n behoefte aan opleiding in hierdie landelike area geidentifiseer, was daar, nadat die fasiliteerder onttrek het, geen volhoubaarheid van die program nie. Daar word dus aanbeveel dat opkomende entrepreneurs langtermynondersteuning sal geniet wat uiteindelik tot hul onafhanklikheid sal lei.
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Chang, Chia-Chi. "EFFECTS OF A FEEDING SKILLS TRAINING PROGRAM ON KNOWLEDGE, ATTITUDE, PERCEIVED BEHAVIOR CONTROL, INTENTION, AND BEHAVIOR OF FORMAL CAREGIVERS TOWARD FEEDING DEMENTIA PATIENT IN TAIWAN NURSING HOMES." Case Western Reserve University School of Graduate Studies / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=case1093631995.
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Chang, Chia-Chi. "Effects of a feeding skills training program on knowledge, attitude, perceived behavior control, intention, and behavior of formal caregivers toward feeding dementia patients in Taiwan nursing homes /." Connect to text online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1093631995.
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Znamenak, Kyle. "Warriors, Guardians or Both: A Grounded Theory Approach of Exploring the Development of Patrol Officers in Urban Community Relations." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1606826238819559.
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Pillay, Gnanam. "The role of non-formal skills development programmes in improving livelihoods of marginalised learners : a case study of three FET colleges in the Durban area." Thesis, 2006. http://hdl.handle.net/10413/4702.
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The study examined the role of non-formal skills programmes at Further Education and Training (FET) colleges in assisting marginalized learners in their livelihoods. The high rate of unemployment and poverty in South Africa, and in Kwazulu-Natal in particular, highlights the need for non-formal programmes to be more responsive to the developmental needs of marginalized learners, and to the economy. There is a need to move away from programmes that are run in isolation, towards programmes that are more responsive, creative and holistic. A case-study of three different non-formal skills programmes from each of the FET colleges in the Durban area were used in the study. These included Coastal, Sivananda and Thekwini FETI's. The reason for choosing different programmes, was to get a broader picture of skills programmes offered at FET colleges. One of the programmes was a Welding one offered at the Swinton Road Campus of Coastal College. The second programme was the Organic Farming one offered at the Mpumalanga campus of Sivananda College, and the third programme was the Cooperatives one offered at the Asherville campus of Thekwini College. Interviews with learners comprised the primary
data, while documents, observation and interviews with personnel comprised secondary data. The three different programmes provided an interesting contrast. While the Organic Farming programme and the Cooperatives were fairly new, the Welding programme had been in operation for some time. There were also differences in the design and
implementation which impacted on the learners' ability to improve their livelihoods. Learners in the Organic Farming programmes for example, were technically unemployed. Yet they were producing organically grown vegetables to sustain themselves and their families. In contrast, learner in the welding programme were unable to find employment on completion of the programme. Using the Sustainable Livelihoods Approach used by
international Aid agencies in developing countries as a bench mark, the programmes were examined to establish whether they were assisting their learners in developing sustainable livelihoods.
What emerged was that there was a strong correlation between the design and implementation of the programme and the learners' ability to transfer skills to improve their lives. Programmes that provided support to learners aside from the actual training content tended to be more successful than programmes that focused only on training. The more a programmes incorporated the principles of SLA (responsive and participatory; learner-centred; conducted in partnerships; linking micro and macro-level activities, holistic and sustainable), the more they were able to assist learners in developing their livelihoods.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Monib, Leila. "Now they know we are real : skills development and women in the informal economy." Thesis, 2000. http://hdl.handle.net/10413/3752.
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The following dissertation examines skills development for women at the poorer ends of the informal economy through a study of members of the Self-Employed Women's Union (SEWU) who were trained in blockmaking in 1996. Since that time, the women have established the microenterprise, Vezi Khono (meaning 'Show the Skills' in Zulu) in the rural area of Ndwedwe in the South African province of KwaZulu-Natal. The dissertation explores the impact this training has had on incomes in the short and medium term, the opposition the women faced and the ability of training to overcome such obstacles, the role of government in skills development strategies, and concludes with ways in which skills development can be improved to better meet the needs women in the informal economy in establishing more sustainable enterprises.Thesis (M.Soc.Sc.)-University of Natal, Durban, 2000.
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Azevedo, Susana Cristina Mendes Dinis Tavares. "Relação entre a música e a matemática : desempenho de alunos do 9º ano e a perceção da comunidade educativa sobre neuromitos no ensino formal da música." Doctoral thesis, 2020. http://hdl.handle.net/10400.14/36356.
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Tendo por base uma perspetiva interdisciplinar e de ligação entre as Neurociências Cognitivas e as Ciências da Educação, este estudo visa contribuir para a compreensão da relação entre o ensino formal de música e possíveis benefícios cognitivos, nomeadamente, no que diz respeito à proficiência no desempenho na matemática em estudantes de 9º ano. Com o presente trabalho foram desenvolvidos quatro estudos que, por um lado, pretenderam dar resposta à efetividade dos efeitos diretos e indiretos resultantes do estudo formal de música no desempenho da matemática e, por outro, identificar os equívocos presentes nas comunidades educativas do ensino especializado quanto ao estudo do cérebro relacionado com a música. O primeiro estudo a ser conduzido foi o de revisão sistemática da literatura com o objetivo de compilar e analisar os estudos publicados entre 2007 e 2018 acerca da influência que o estudo da música pode exercer no desempenhado cognitivo e académico. Os nossos resultados indicam que os estudos realizados até ao presente são ainda insuficientes para demonstrar a existência clara de uma relação entre o ensino musical e as competências matemáticas, nomeadamente no que se refere aos benefícios da primeira sobre a segunda. Reforça-se a necessidade de encontrar métodos de investigação mais robustos para que a obtenção de resultados consistentes e que permitam ser incorporados de forma confiável neste domínio científico. No segundo estudo, procurou-se analisar a perceção sobre os neuromitos e os factos científicos relacionados especificamente com estudo do cérebro e o ensino de música numa comunidade educativa inserida EAEM. Para o efeito, a amostra foi coletada junto de professores (n=42) com idades compreendidas entre os 24 e os 65 anos (M=41.21, DP=9.692), pais (n=109) entre os 36 e os 54 anos (M=45.40, DP=4.626) e alunos do 3º ciclo e ensino secundário (n=89) entre os 12 e os 18 anos (M=14.24, DP= 1.877). Os resultados confirmaram uma elevada prevalência de neuromitos relacionados com o ensino de música em toda a comunidade educativa ligada ao EAEM, sendo consistentes com padrões observados em estudos de outros países. As conclusões sugerem existir uma enorme lacuna no conhecimento que envolve o estudo do cérebro e da sua possível transferência à prática de sala de aula e a necessidade da interdisciplinaridade na formação dos profissionais de educação, por forma a travar a circulação destas distorções científicas em contexto escolar. O terceiro estudo incidiu na análise de resultados obtidos na Prova Final de Matemática (92) de 9º ano (IAVE, 2018) pelos estudantes de música comparativamente aos dos seus pares, que nunca haviam
frequentado o ensino formal de música, de modo a verificar o desempenho no exame nacional de Matemática. A amostra foi composta por 166 alunos, com idades compreendidas entre 14 e 15 anos, em que 74 são do 9º ano do Ensino Regular (M = 14.65; DP = 0.481) e 90 frequentam o mesmo ano de escolaridade em escolas de EAEM (M = 14.53; DP = 0.502). Os resultados mostraram que os estudantes de música registaram uma melhor pontuação na prova final de matemática em todos os seus domínios, i.e., Números e Operações (NO), Geometria e Medição (GM), Funções, Sequências e Sucessões (FSS), Álgebra (ALG) e Organização e Tratamento de Dados (OTD), em comparação com os seus pares sem currículo especializado de música. Por fim, o quarto estudo procurou estabelecer uma relação dos resultados obtidos na Prova Final de Matemática (92) de 9º ano (IAVE, 2018) dos alunos do EAEM controlando as seguintes variáveis: i) número de anos de aprendizagem de música; ii) tipo de instrumento em aprendizagem (Teclas, Percussão, Sopro ou Cordas); iii) tempo médio de estudo semanal de instrumento; iv) classificações finais de 3º período; v) frequência de atividades extracurriculares (ex: dança, desporto, teatro); vi) apoio ou explicação de matemática; e vii) número de horas semanal de apoio ou explicação de matemática. Aqui o estudo incidiu apenas em alunos do EAEM (n=92), entre os 14 e os 15 anos (M=14.53, DP=0.502). De todas as variáveis analisadas os resultados revelaram que apenas o apoio/explicações apresentou diferenças significativas, na medida em que os alunos que não têm apoio extra a matemática são os que atingem melhores resultados no exame final. Considerando os vários estudos no seu conjunto, conclui-se que ainda que o estudo formal de música, a longo prazo, possa contribuir para um efeito de transferência positivo nas competências matemáticas, é ainda necessária mais investigação capaz de controlar uma série de variáveis por forma a verificar com robustez uma relação de causalidade referente ao tipo de ensino sobre o desempenho académico. Percebemos também através do estudo quanto à perceção sobre os neuromitos relacionados com a música que são várias as crenças e extrapolações científicas que ainda estão presentes no contexto escolar, especialmente no que se dedica ao ensino artístico. A partir do trabalho aqui desenvolvido destaca-se ainda a importância da construção de uma ponte de ligação entre o campo científico das neurociências e o trabalho de translação deste conhecimento na prática educativa, para que haja uma melhor compreensão das questões e pressupostos práticos inerentes a esta área de estudo, tendo em consideração o benefício efetivo que a educação musical poderá obter através desta ligação interdisciplinarBased on an interdisciplinary perspective and a link between Cognitive Neurosciences and Educational Sciences, this study aims to contribute to the understanding of the relationship between formal music education and possible cognitive benefits, in particular with regard to proficiency in mathematics in 9th grade students. The present study developed four studies that, on the one hand, sought to respond to the effectiveness of the direct and indirect effects resulting from the formal study of music in the performance of mathematics and, on the other hand, to identify the misunderstandings present in the educational communities of specialized education regarding the study of the brain related to music. The first study to be conducted was a systematic review of the literature with the objective of compiling and analyzing the studies published between 2007 and 2018 on the influence that the study of music can exert on cognitive and academic performance. Our results indicate that the studies carried out to date are still insufficient to demonstrate the clear relationship between musical education and mathematical skills, particularly as regards the benefits of the former over the latter. The need to find more robust research methods is reinforced in order to achieve consistent results and to enable them to be reliably incorporated into this scientific field. In the second study, we sought to analyze the perception about the neuromyths, and the scientific facts related specifically to brain study and music teaching in an educational community inserted SAEM. For this purpose, the sample was collected from teachers (n=42) aged between 24 and 65 years (M=41.21, SD=9.692), parents (n=109) aged between 36 and 54 years (M=45.40, SD=4.626) and students of the 3rd cycle and secondary education (n=89) aged between 12 and 18 years (M=14.24, DP= 1.877). The results confirmed a high prevalence of neuromyths related to music teaching in the entire educational community linked to SAEM, being consistent with patterns observed in studies in other countries. The conclusions suggest that there is a huge gap in knowledge involving the study of the brain and its possible transfer to classroom practice and the need for interdisciplinarity in the training of education professionals, in order to curb the circulation of these scientific distortions in the school context. The third study focused on the analysis of results obtained in the 9th grade Final Math Test (92) (IAVE, 2018) by music students compared to their peers, who had never attended formal music education, in order to verify the performance of the National Mathematics Exam. The sample was composed of 166 students, aged between 14 and 15 years, in which 74 are from the 9th grade of Regular Education (M = 14.65; SD = 0.481) and 90 attend the same year of schooling in SAEM schools (M = 14.53; SD = 0.502). The results showed that music students scored better in the final math test in all their domains, i.e., Numbers and Operations (NO), Geometry and Measurement (GM), Functions, Sequences and Successions (FSS), Algebra (ALG) and Organization and Data Processing (ODP), compared to their peers without specialized music curriculum. Finally, the fourth study sought to establish a list of the results obtained in the 9th grade Final Math Test (92) (IAVE, 2018) of SAEM students by controlling the following variables: i) number of years of learning music; ii) type of instrument in learning (Keys, Percussion, Wind or Strings); iii) average time of weekly study of instrument; iv) final classifications of 3rd period; v) frequency of extracurricular activities (e.g., dance, sport, theatre); vi) support of mathematics; and vii) number of weekly support hours or explanation of mathematics. Here the study focused only on students of the SAEM (n=92), between 14 and 15 years of age (M=14.53, DP=0.502). Of all the variables analyzed, the results revealed that only the support presented significant differences, in that the students who do not have extra support to mathematics are the ones who achieve the best results in the final exam. Having regard to the various studies as a whole, it is concluded that, in the long term, the formal study of music may contribute to a positive transfer effect on mathematical skills, further research is needed to control a range of variables in order to robustly verify a causal relationship regarding the type of teaching on academic performance. We also perceive through the study about the perception about the music-related neuromyths that are various beliefs and scientific extrapolations that are still present in the school context, especially in what is dedicated to artistic teaching. From the work developed here it is also important to build a bridge between the scientific field of neuroscience and the work of translating this knowledge into educational practice, for a better understanding of the practical issues and assumptions inherent to this area of study, taking into account the effective benefit that musical education can obtain through this interdisciplinary link.
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Van, der Berg Gwendoline Hilary. "A framework to integrate the formal learning with the informal workplace learning of statisticians in a developmental state." Thesis, 2017. http://hdl.handle.net/10500/22638.
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The topic of integrating the formal learning of graduates with their informal workplace learning has been debated for many years. In practice, however, these two types of learning still exist as two polar opposites, especially in the field of statistics. This study examined the effectiveness of an internship programme as a means to integrate the formal learning of statisticians with their informal workplace learning. Based on the findings, a framework was proposed to ensure integration between the formal and informal workplace learning of statisticians.
The study employed a mixed-method approach that combined quantitative and qualitative data collection. Quantitative data were collected from respondents (statisticians who participated in the internship programme and were permanently employed at the time of the study) through an online survey, and qualitative data were collected from managers (who served as mentors to the interns) through conducting semi-structured, one-on-one interviews. Documents pertaining to the internship programme in place at Statistics South Africa were also studied.
Many developing countries still lack the capacity to produce, analyse and use the range of quality statistics required to support effective development progress. This study suggested a new way of integrating the formal learning with the informal workplace learning of statisticians, which involved adding a practical component (an internship) to the formal learning of statisticians, therefore, combining an internship during formal learning with an internship upon the completion of formal learning. In this way, statisticians are better capacitated because they can apply their formally obtained knowledge and skills in practice both while being engaged in their formal studies as well as after completing their studies, ensuring integration between formal and informal workplace learning. Crucial factors that would play a role in ensuring success are, for instance, if intern statisticians are placed in areas that are commensurate with their formal learning (thus ensuring utilisation of their skills) and if the level of the tasks assigned to them matches their cognitive ability. Support for interns’ informal learning in the form of mentorship, developmental assignments and training and development opportunities are also crucial to ensure integration between their formal learning and informal workplace learning.Educational Leadership and Management
D. Ed. (Education Management)
Books on the topic "Formal wheelchair skills training"
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Boca Raton : Taylor & Francis, 2017. | Series: Rehabilitation: CRC Press, 2016. http://dx.doi.org/10.1201/9781315369389.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2021.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
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Kirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
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Great Britain: Parliament: House of Commons: Committee of Public Accounts and Edward Leigh. Employer's perspectives on improving skills for Employment: Forty-fifth report of session 2005-06; report, together with formal minutes, oral and written Evidence. Stationery Office, The, 2006.
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Royds, Tim. Sales Management : Developing the skills of the sales team: All about training, coaching, mentoring, formal sales qualifications, and other ... Createspace Independent Publishing Platform, 2016.
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Sundaram, Venki, Allon Barsam, Lucy Barker, and Peng Tee Khaw, eds. Training in Ophthalmology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199672516.001.0001.
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This title addresses the Royal College of Ophthalmologists syllabus for trainee ophthalmologists and is an essential read for those studying ophthalmology, optometry, and orthoptics. With the relative lack of ophthalmology teaching at medical school and the often inconsistent formal teaching of fundamental examination and clinical techniques during initial posts, ophthalmology trainees often feel they are being ‘thrown in at the deep end’ early on in their career. In addition, trainees are now expected to clearly demonstrate evidence of having acquired the expected knowledge, clinical, technical, and surgical skills at each stage of their training in order to progress. This book aims to help address these issues by mapping the stages of the Ophthalmic Specialist Training curriculum and providing trainees with the core knowledge and clinical skills they will require to succeed. As a theoretical and practical aid, it guides readers through postgraduate Ophthalmic Specialist Training. Emphasis is placed on the practical assessment and management of key ophthalmic conditions. Each chapter explores basic sciences, clinical skills, clinical knowledge, and practical skills. Conditions are discussed with general explanations of the pathophysiology and clinical evaluation, which are followed by differential diagnoses and treatment options.
Book chapters on the topic "Formal wheelchair skills training"
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Menasalvas, Ernestina, Nik Swoboda, Ana Moreno, Andreas Metzger, Aristide Rothweiler, Niki Pavlopoulou, and Edward Curry. "Recognition of Formal and Non-formal Training in Data Science." In The Elements of Big Data Value, 311–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_13.
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AbstractThe fields of Big Data, Data Analytics and Data Science, which are key areas of current and future industrial demand, are quickly growing and evolving. Within Europe, there is a significant skills gap which needs to be addressed. A key activity is to ensure we meet future needs for skills and align the supply of educational offerings with the demands from industry and society. In this chapter, we detail one step in this direction, a programme to recognise Data Science skills. The chapter introduces the data skills challenge and the importance of formal and non-formal education. It positions data skills within a framework for skills and education, and it reviews key projects which have advanced the data skills agenda. It then introduces recognition frameworks for formal and non-formal Data Science training, and it details a methodology to achieve consensus between interested stakeholders in both academia and industry, and the platforms needed to be deployed for the proposal. Finally, we present a case study of the application of recognition frameworks within an online educational portal for students.
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Mkomwa, Saidi, Henry Mloza-Banda, and Weldone Mutai. "Formal education and training for conservation agriculture in Africa." In Conservation agriculture in Africa: climate smart agricultural development, 305–30. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.
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Abstract This chapter examines the role of formal education, training and skills development in Conservation Agriculture (CA) in Sub-Saharan Africa (SSA) in the context of the region's agricultural transformation systems. It explores nascent literature on potential reforms that include development of CA educational programmes and linkages that are more strategically attuned to national agriculture development aspirations. The chapter highlights theoretical grounds and practical examples for the multi-level strategies with complementary relationships aimed at facilitating systemic CA-related education, training and skills development to accelerate and expand its uptake in Africa. The chapter has advocated educational institutions and the university in particular to orchestrate the CA innovation value chain through 'internal' alignment of actors at institutional level (i.e. intra-organizational mainstreaming). The success of an innovation also depends on its 'external' viability. This was illustrated by proposing inter-organizational mainstreaming and a triple helix model where government and industry, respectively, are the principal actors towards increase in sociotechnical viability of the CA innovation system. There are obvious hurdles related to the interactions and coordination between stakeholders, as well as the integration of value complementarities across the value chain. Probable corrective strategies have been exhaustively interrogated and they are, for instance, manifested through technical and organizational adaptations as they summarize and compare systematically their contributions, arguments, assumptions and limitations in the process of creating and harnessing economies of scope in innovation. There may not be any ideal model for demand-led, CA-related education, training and skills development. A number of strategic options present themselves and, in a dynamic world, all strategies are relatively short-lived but must yield outcomes that contribute to longer-term goals. The educational institutions should find appropriate themes and avenues worthy of support in their own right, and projects that invite collaboration on their own terms.
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Ismail, Sarimah, Nornazira Suhairom, Aede Hatib Musta’mal, Muhammad Sukri Saud, Yusri Kamin, and Mohammad Khair Noordin. "Case Study: Malaysia. Recognising Green Skills in Non-formal Learning Settings." In Education for Sustainability, 167–88. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_9.
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AbstractThis chapter analyses the results of a study on recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes based on interviews with staff from five enterprises, two in the automotive sector, two in catering services and one in PVC manufacturing. Both formal and informal enterprises were interviewed. Interviews with the enterprises across three sectors showed that most employers in both formal and informal enterprises were not familiar with the term ‘green skills’. However, they were aware of environmental policies and regulations related to their respective sectors, and they encouraged the implementation of certain green practices in their enterprises by creating awareness among staff, promoting attitudinal changes, monitoring compliance with rules and regulations as well as integrating green skills into staff training programmes and RVA. Findings highlighted the importance of the need for employers to have guidelines on how enterprises can affect environmental sustainability. Results of the study also showed the centrality of the role of stakeholders—including both public and private enterprises as well as NGO sectors, consumer associations and government departments—in pushing for the inclusion of green skills in staff training and RVA mechanisms.
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Singh, Madhu. "Increasing Awareness: Good Practices to Promote Skills Recognition Among Micro, Small and Medium Enterprises." In Education for Sustainability, 237–52. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_12.
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AbstractThis chapter gives readers an understanding of the need for establishing recognition, validation and accreditation (RVA) mechanisms in micro, small and medium enterprises (MSMEs), as well as the ways in which MSMEs support and promote RVA. It is based on research results from 191 MSMEs across four industries—automotive, PVC manufacturing, catering and waste management—in seven countries and one territory. Ninety-eight enterprises were studied in the formal sector, and ninety-three in the informal sector. The key issues investigated through the empirical study were: the need and potential for recognising formal, non-formal and informal learning in enterprises; the mechanisms and processes used to recognise skills; challenges, gaps and concerns regarding recognition in enterprises; ways for promoting and supporting recognition; the inclusion of green skills in RVA mechanisms; the perspectives of enterprises on making RVA a part of staff training and the anticipated benefits of green skills through RVA.
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Capo, Marianna, Valentina Paola Cesarano, Maria Papathanasiou, and Maura Striano. "Telling Transversal Competences… to be Professionally Promoted." In Employability & Competences, 341–64. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.39.
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This article introduces experimental reflection on the experiences at an ‘Employability Skills’ laboratory of a group of young volunteers from the National Civilian Service under the ‘Support and Inclusion’ project of the Employment Promotion Section (SPO in Italian) of the University of Naples Federico II SInAPSi Centre. Young volunteers were included as unstructured support figures in activities that sought mainly to assist and serve students with disabilities. More specifically, these activities included: accompaniment and support during lessons; digitization of teaching material; providing support for the assorted services offered by the University Centre; general training implemented by AMESCI staff; specific training implemented by SInAPSi operatives. The experiences, which were accomplished in cooperation with the Europe 2020 programme, included the creation of an integrated system to recognize and validate formal, non-formal, and informal skills, as a tool to promote youth employment (Striano, Capobianco 2016)
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Bertaccini, Bruno, Riccardo Bruni, Federico Crescenzi, and Beatrice Donati. "Measuring logical competences and soft skills when enrolling in a university degree course." In Proceedings e report, 41–46. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.09.
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Logical abilities are a ubiquitous ingredient in all those contexts that take into account soft skills, argumentative skills or critical thinking. However, the relationship between logical models and the enhancement of these abilities is rarely explicitly considered. Two aspects of the issue are particularly critical in our opinion, namely: (i) the lack of statistically relevant data concerning these competences; (ii) the absence of reliable indices that might be used to measure and detect the possession of abilities underlying the above-mentioned soft skills. This paper aims to address both aspects of this topic by presenting the results of a research we conducted in the period October – December 2020 on students enrolled in various degree courses at the University of Florence. To the best of our knowledge, to date this is the largest available database on the subject in the Italian University System. It has been obtained by a three-stage initiative. We started from an “entrance” examination for assessing the students' initial abilities. This test comprised ten questions, each of which was centered on a specific reasoning construct. The results we have collected show that there is a widespread lack of understanding of basic patterns that are common in the everyday way of arguing. Students then underwent a short training course, using formal logic techniques in order to strengthen their abilities, and afterwards took an “exit” examination, replicating the structure and the questions difficulty of the entrance one in order to evaluate the effectiveness of the course. Results show that the training was beneficial.
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Shaw, Patrick, and Laurel Wheeler. "Digital Networking and the Case of Youth Unemployment in South Africa." In Introduction to Development Engineering, 293–321. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_12.
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AbstractSouth Africa has one of the highest rates of youth unemployment and under-employment around the world, despite having a relatively large formal sector. This is driven, in part, by frictions in labor markets, including lack of information about job applicants’ skills, limited access to job training, and employers’ reliance on referrals through professional networks for hiring. This case study explores whether the online platform LinkedIn can be used to improve the employment outcomes of disadvantaged youth in South Africa. Researchers worked with an NGO, the Harambee Youth Employment Accelerator, to develop a training for young workseekers in the use of LinkedIn for job search, applications, and networking for referrals. This intervention was randomized across 30 cohorts of youth, with more than 1600 students enrolled in the study. The research team worked with LinkedIn engineers to access data generated by the platform. The evaluation finds that participants exposed to the LinkedIn training (the “treated” participants) were 10% more likely than the control group to find immediate employment, an effect that persisted for at least a year after job readiness training.
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Pavlova, Margarita. "Introduction: Unpacking Greening and Skills Recognition in Micro, Small, and Medium Enterprises." In Education for Sustainability, 3–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_1.
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AbstractThis first chapter presents the nature of the regional research study on recognising green skills through non-formal learning across seven countries and one territory in Asia and the Pacific Region (APR), the methodology and approach to data collection, and the analytical framework. Furthermore, this chapter establishes the rationale for the book by detailing the argument that implementation of Sustainable Development Goals (SDGs), including the key aspects of sustainable development and lifelong learning, is closely related to green skills development and recognition in enterprises. As such, the two starting points for this study are the invisibility of the decisive role of micro, small, and medium enterprises (MSMEs) (definition included in the glossary) in promoting green practices and green skills development, and the need for making visible the invisible outcomes of workers’ participation in learning activities through green skills recognition (definition included in the glossary). This chapter also introduces the analytical framework that is used in the study to develop a holistic understanding of the principles and approaches required for green skills recognition. To frame the analyses presented in Chap. 2 of the book and the model presented in Part III, macro, meso, and micro-levels are included in this framework: political decisions and policies that countries, and, in the context of this study, one territory, use to move towards green transition and greening of education and training; the role of standards, learning outcomes, and quality assurance mechanisms related to green skills and their inclusion in RVA; and actions at the level of enterprises.
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White, Douglas, Hannah Edmond, Carrie Eller, Ellis Lui, Seema Singh, and Robert O’Toole. "Making humanitarian engineersDEVELOPING SKILLS FOR A HUMANITARIAN CAREER THROUGH SEMI-FORMAL TRAINING FORMATS, USING CASE STUDIESHUMANITARIAN ENGINEERING IN INDIA: STATUS AND PROGNOSISDESIGN THINKING FOR SOCIAL IMPACT." In Humanitarian Civil Engineering, 129–62. London: ICE Publishing, 2021. http://dx.doi.org/10.1680/hce.64683.129.
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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.
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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
Conference papers on the topic "Formal wheelchair skills training"
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Gerling, Kathrin, Kieran Hicks, Olivier Szymanezyk, and Conor Linehan. "Designing Interactive Manual Wheelchair Skills Training for Children." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322276.3322281.
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Bareiss, Ray, and Edward Katz. "An exploration of knowledge and skills transfer from a formal software engineering curriculum to a capstone practicum project." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876159.
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Suryaman, Warman, Hendi Suhendraya Muchtar, Waska Warta, and M. Andriana Gaffar. "Entrepreneurship-Based On Life Skills Training Management In Non-Formal Education To Improve Participant's Ability Towards Economic Independence." In Proceedings of the 4th International Conference on Law, Social Sciences, and Education, ICLSSE 2022, 28 October 2022, Singaraja, Bali, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.28-10-2022.2326403.
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Ferreira, Laura Salgado, Juan C. Infante-Moro, Alfonso Infante-Moro, and Julia Gallardo-Perez. "Continuous Training in Digital Skills, saving gaps between the needs and the training offer in the field of non-formal education for European Active Citizenship." In 2020 X International Conference on Virtual Campus (JICV). IEEE, 2020. http://dx.doi.org/10.1109/jicv51605.2020.9375721.
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Shayo, Conrad, and Lorne Olfman. "A three dimensional view and research agenda for the study of transfer of skills gained from formal end-user software training." In the 1994 computer personnel research conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/186281.186310.
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Shabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.
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Building resilience in the Non-formal Educational Sector Non-formal education refers to organized educational activities (Unesco, 2022) which are experiential in nature and foster developmental skills and knowledge (dothegap, 2018), but they do not have an elaborate curriculum, syllabus, accreditation, and the certification similar to that associated with formal learning (Khasnabis et al, 2010). Educational disruption is a phenomenon that may resonate with many, but it is always eschewed from non-formal education. In Kenya, non-formal education comprises of individuals from poor street families or those living in informal settlements. These are individuals who never got a chance to undergo formal schooling. To alleviate the situation, in 2002, the Kenyan government instituted Free Education for All (FEA), but a decade later, the problem still lingers. Street families are still thriving in the slums and other informal settlements in urban centers. They become fertile grounds for those who wish to prey on the marginalized such as organized crime syndicates, drug peddlers, child prostitutes, human traffickers, and all manner of forms of human dehumanization gangs. The government of Kenya instituted TVET (technical and vocational education and training) in 2013 (Wakiaga, 2022) to equip these individuals with markatable skills. Resilience in the non-formal educational sector is far reaching. It begins with identifying populations these poor populations, and then followed by an intertwined duality of rehabilitation and counseling. Street families never got any formal education, and they shun formal society and all its trimmings; furthermore, they believe that formal education is outside their reach. A way to remedy this is to offer them non-formal education through an apprentice system where they can learn and develop a skill or a craft which they can develop into an enterprise. Such skills may include masonry, carpentry, welding, painting, brick laying, stone dressing, cookery, car washing, and general cleaning, to mention, but a few. These skills are sellable since they are in demand in both formal and informal sectors of business in society. Since non-formal training is expensive, an apprentice system can ensure an income as they train. // This paper highlights the plight of these individuals and source by showing that through non-formal education and resilience; they can be rehabilitated and transformed to become productive members of society. Non-formal education is indeed an education like any other. Its consideration, and inclusion in the national educational budgets, streamlining it by having its curriculum developed, and trainers identified then trained, is vital.
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Zlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.
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The quality of instruction Warfighters receive can substantially influence mission readiness. As such, it is important that military instructors develop and maintain instructional competencies to adequately promote relevant knowledge and skills among trainees. However, unlike K-12 educators, active-duty military instructors are not often provided opportunities for formal instructional training; that is, training on how to teach (Malone, Vogel-Walcutt, Ross, & Phillips, 2014). While their content, domain knowledge, and leadership skills are strong, military instructors lack “expert instructor techniques” and skill in implementing useful strategies to convey their knowledge to trainees. They are typically not afforded time and resources to develop these skills prior to taking charge of training new members of the Armed Forces. There was a need to design training tools for accelerating mastery among military instructors via rapid acquisition of high-quality instructional skills to ensure effective learning and retention among trainees.To address this challenge, Design Interactive developed an adaptive training tool, the Interactive Military Instructor Training and Assessment Technology (IMITATE). There was a focus on incorporating research-based training interventions such as video self-modeling, prompting, performance reflection, practice and feedback to support accelerated mastery of observable skills. The goal of the IMITATE program was to optimize the learning experience for military instructors with a tool that they could utilize to sharpen and receive interactive feedback on the skills that are crucial to being a good instructor. The system implements customizable rating systems made up of key performance areas (KPAs), broken down into observable behaviors with detailed rating anchors. This creates a competency- based approach for instructors, who through IMITATE, can receive structured, personalized feedback to quickly bridge performance gaps. IMITATE utilizes a three-stage approach for training – Prepare, Practice, and Assess. The Prepare stage provides introductory video-based observation and training that identifies the KPAs and behaviors and illustrates expert performance in the form of lessons. In the Practice stage, instructors practice their skills while receiving standardized, behavior-based assessment through an intuitive rating tool that provides observers with guidance on how to rate, promoting consistency between observers. The final stage, Assess, is where results are captured and displayed for immediate, actionable, structured and personalized feedback. A video-based after-action review offers session playback paired with time-synced ratings to highlight effective or ineffective performance. Built-in analytics enable performance comparisons between individuals and groups over time. Usability for IMITATE is consistently being assessed and refined based on end-user feedback. This iterative, user-centered design process enables a learning tool that is easy to use and applicable across a variety of domains. Integrating these research-based training interventions with a user-centered design process enabled the Design Interactive team to build upon existing military training protocols to enhance instructor competence, reduce instructor development costs, and improve mission readiness. This method is currently informing additional R&Defforts across the Marine Corps and Air Force and has been tested across a wide range of use cases from military, medical, academic, and industrial settings.
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"Assessing the Graphic Questionnaire Used in Digital Literacy Training." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.
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Dawson, Jeffrey. "Training statistics graduate students in ethics, reproducible research, and other best practices." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17502.
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Graduate students in many fields are required to receive formal training in scholarly integrity. Some institutions offer general courses to address this need, but statistics students may benefit from training more specific to the discipline. We have developed a “Scholarly Integrity in Biostatistics” course, which addresses the competencies mandated by several U.S. funding agencies, while emphasizing the key roles that statisticians have in collaborative research. The course meets one hour per week, and its topics include student/mentor relationships, communication skills, gender bias, conflict resolution, authorship, human and animal subjects’ issues, statistical review of manuscripts, plagiarism, copyright laws, conflicts of interest and commitment, reproducible research, and publication bias. Course credit and grades are based on attendance, class participation, short writing assignments, and a term project. The course has been offered four times, and has been received favorably by the students and by the administration.
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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.
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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities – that is to say, a new literacy to the persons. In addition, the COVID-19 era inserted the processes and practices of professional training in the Internet's digital ecosystem, also demanding from its actors new interaction regimes with the educational practices that arise in this context. Digital platforms start to mediate the relationships of these actors with knowledge, configuring new ways of life for the learner. To identify the characteristics of the profile of these students and how they are relating to these emerging educational practices, we are developing a project entitled “Transmedia literacy in the era of education platform”, whose objective is to identify and analyze the produced and circulated transmedia literacy by students enrolled in professional training courses and inserted in educational practices mediated by digital technologies. We understand Transmedia Literacy as a communicative competence carried out in the universe of cultural and media convergence of the digital age, and as a theoretical-methodological proposal for research, teaching, and learning of transmedia communicative practices of reading, interpreting, producing, and disseminating texts. This proposal is based on transdisciplinary relationships from cross-relationships between the assumptions of the area of Social Communication, Linguistics, and discursive Semiotics. It is part of a context of cultural and transmedia convergence to which subjects migrate their social practices in an ever-accelerating manner. Assuming that literacy problems directly impact the teaching and learning processes of students in professional training processes, we propose to carry out a comparative study between the literacy skills of students in educational practices mediated by the digital platforms of formal education and their literacy daily life produced in the digital spaces through which they transit. We aim to identify the interaction regimes, types, and degrees of literacy and, therefore, the relationship of students with the knowledge offered by institutions. With Castells (2007), we consider that there is a great cultural and technological gap between today's youth and a school system that did not evolve along with society and the digital environment. Thus, it is intended that the results of this research have a direct impact on formal educational practices, offering data and a methodological proposal that allows institutions and professors to adapt their practices to the profile of their students, improving their relationship with the processes and practices of teaching and learning, thus ensuring excellence in the processes and practices of professional training in the areas of Art and Design.
Reports on the topic "Formal wheelchair skills training"
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McConnell, G. S. Formal Mediation and Negotiation Training, Providing Greater Skills for Commanders in Bosnia. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada375031.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161211.
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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161114.
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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.
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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
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Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Structured training improves skills of wheelchair users. National Institute for Health Research, July 2018. http://dx.doi.org/10.3310/signal-000621.
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Association Amal Al Mansour: Supporting vulnerable youth into work every step of the way. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7901.
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Oxfam’s Youth Participation and Employment (YPE) project helped Hind, a young woman in Morocco, to enter the labour market. Though she is educated, her skills were insufficient to get a job. The Amal Al Mansour Association, a YPE partner, helped her with practical training in developing soft skills and accessing the formal labour market. With support from the Association, she got a job in the retail sector. Her current job is a stepping-stone to achieving her personal and professional goals. She wants to obtain her law degree and find a stable job in line with her qualifications. In the context of the COVID-19 crisis, the number of available jobs has decreased, and it is hard to get a full-time salaried position. Hind is hopeful that the YPE programme can help young people in Morocco through advocating for decent work for vulnerable young people.
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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.