Academic literature on the topic 'National Training Reform Agenda'
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Journal articles on the topic "National Training Reform Agenda"
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Hall, William. "The National Training Reform Agenda." Australian Economic Review 28, no. 2 (April 1995): 87–92. http://dx.doi.org/10.1111/j.1467-8462.1995.tb00892.x.
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Baker, Meredith, and Judith Sloan. "Australia's National Training Reform Agenda: A Question of Policy?" Australian Economic Review 28, no. 2 (April 1995): 80–86. http://dx.doi.org/10.1111/j.1467-8462.1995.tb00891.x.
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Hampson, Ian. "Training Reform: Back to Square One?" Economic and Labour Relations Review 13, no. 1 (June 2002): 149–74. http://dx.doi.org/10.1177/103530460201300108.
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A number of recent inquiries into Australia's national training system have found it to be on the sick side. This article seeks the causes of this in the recent evolution of training policy, which commenced in the late 1980s. The article traces the demise of the first moderately interventionist National Training Reform Agenda, which union reformers played a role in shaping, through the increasing marketisation of training policy. Under the Liberal National Coalition, budget constraints and the short term interests of employers have increasingly driven training policy. The drift of policy is against the grain of prescriptions drawn from the international literature, which shows the need for interventionist measures to correct ‘market failure’, and to ensure adequate expenditure and the integrity of qualifications.
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Phillimore, John. "Trade Unions and the National Training Reform Agenda in Australia, 1983-1996." International Journal of Training and Development 1, no. 1 (March 1997): 34–48. http://dx.doi.org/10.1111/1468-2419.00004.
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Lingard, Bob, Paige Porter, Leo Bartlett, and John Knight. "Federal/State Mediations in the Australian National Education Agenda: From the AEC to MCEETYA 1987–1993." Australian Journal of Education 39, no. 1 (April 1995): 41–66. http://dx.doi.org/10.1177/000494419503900104.
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Drawing on research interviews and relevant document analysis, this paper analyses the changing forms of the national education agenda as it was developed and modifed in the Australian Education Council from 1987 to 1993. Particular attention is given to four significant developments in this period: national curriculum statements and profiles in schooling, and Mayer competencies; the training reform agenda; higher education; and the National Strategy for Equity in Schools. The study is located against general developments in Australian federalism and the changing political complexion of State governments across the period which led to the creation of the Ministerial Council on Education, Employment, Training and Youth Affairs.
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Touray, Yusupha, and Ayo Adesopo. "Higher Education Reforms: A Crux in The Gambia’s National Development Agenda." East African Journal of Education and Social Sciences 3, no. 4 (September 23, 2022): 134–48. http://dx.doi.org/10.4314/eajess.v3i4.205.
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The development of a nation is positively correlated to the human capital in the development sectors, and only the right higher education system can spur such development. Thus, for any nation to rise to the challenges of its development imperatives, it has to have the requisite structures in place for its human capital formation. The Gambia has made numerous attempts to reform its education system, purposely to address its development challenges but policy implementation cycle after implementation cycle has proven futile and until today the country continues to yearn for a shift from a low-income economy to a middle-income economy. This paper attempted to look at the national development policy initiatives, the link between human capital formation and national development programs, and the education system, human capital dimension for national development and higher education reform agenda and strategies along the four (4) highlighted thematic areas. The reform was in response to the realization of the need to strengthen the engineering and technology base of the education sector as well as the foundation for STEM education and promote a 65 percent turn around in the sciences in the tertiary and higher education system. For these to be achievable, it was suggested that the right educational infrastructure such as the state-of-the-art laboratories and other equipment must be provided. Training of the drivers of the sector in content and pedagogy as well as effective planning and management of the educational system must also be a priority. Finally, the need for strong collaboration with industries and other higher learning institutions at the national, regional and international levels was recommended.
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Briggs, David, Mary Cruickshank, and Penny Paliadelis. "Health managers and health reform." Journal of Management & Organization 18, no. 5 (September 2012): 641–58. http://dx.doi.org/10.1017/s1833367200000584.
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AbstractThis qualitative study was undertaken with a diverse sample of Australian health managers to examine their perceptions regarding the health system and to understand how they learned to become health managers. The findings showed that they viewed the health system as one of constant change, mostly non-adaptive, and a system of parts controlled by bureaucrats and political interests. While the respondents enjoyed their managerial role, they see it as contested between the professions. This study concluded that greater emphasis on the education and training of health managers and their continuing professional development is required if they are to manage increasingly complex, dynamic and changing health systems. In Australia, the health debate continues with the recently announced national health reform agenda. The perceptions of health managers in health reform and change management are important given that they are said to be central to the implementation of health reform and the management of change.
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Briggs, David, Mary Cruickshank, and Penny Paliadelis. "Health managers and health reform." Journal of Management & Organization 18, no. 5 (September 2012): 641–58. http://dx.doi.org/10.5172/jmo.2012.18.5.641.
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AbstractThis qualitative study was undertaken with a diverse sample of Australian health managers to examine their perceptions regarding the health system and to understand how they learned to become health managers. The findings showed that they viewed the health system as one of constant change, mostly non-adaptive, and a system of parts controlled by bureaucrats and political interests. While the respondents enjoyed their managerial role, they see it as contested between the professions. This study concluded that greater emphasis on the education and training of health managers and their continuing professional development is required if they are to manage increasingly complex, dynamic and changing health systems. In Australia, the health debate continues with the recently announced national health reform agenda. The perceptions of health managers in health reform and change management are important given that they are said to be central to the implementation of health reform and the management of change.
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Persson Thunqvist, Daniel, Anna Hagen Tønder, and Kaja Reegård. "A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s." European Educational Research Journal 18, no. 3 (January 10, 2019): 298–313. http://dx.doi.org/10.1177/1474904118823104.
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Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries that shared numerous commonalities following political reforms with similar neoliberal agendas. Our findings, based on secondary data analyses, show that national education reforms played a key role in transforming vocational education and training systems to promote greater flexibility and lifelong learning in line with societal changes. They also show that differences in the roles played by the social partners in Sweden and Norway in the reform processes, in conjunction with differences in political priorities, have led to major differences despite the similarities of national histories and attitudes.
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Berezovska, Liudmyla I., Galyna D. Kondratska, Anna A. Zarytska, Kateryna S. Volkova, and Taras M. Matsevko. "Introduction of New Forms of Education in Modern Higher and Vocational Education and Training." International Journal of Higher Education 9, no. 7 (August 4, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n7p107.
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This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.
Dissertations / Theses on the topic "National Training Reform Agenda"
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Crawford, Lucie T., University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Public policy, the modern view and the training-investment decisions of the firm : is a minimalist approach to public sector intervention the answer?" THESIS_CSHS_ASH_Crawford_L.xml, 2002. http://handle.uws.edu.au:8081/1959.7/362.
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This thesis is an applied study of the response of a selected group of large construction companies in the Sydney Basin to the National Training Reform Agenda (NTRA). The thesis emanates from an interest in the modern view of public policy that suggests public sector intervention should 'augment rather than impede market forces' (Dollery, 1994:225). This view argues that too much public intervention has the potential to culminate in government failure because governments can be self-interested bureaucracies that are divorced from the interests and constraints of the market. To avoid such an outcome, this policy position advocates that governments should develop and implement public policy that encourages community, industry and individual participation in the policy agenda. This minimalist approach to public sector intervention, and the values it espouses, was investigated through research into the NTRA and the construction industry.Doctor of Philosophy (PhD)
2
Bridgland, Angela. "The impact of the National Training Reform Agenda and workplace rearrangement on staff development in Australian academic and state libraries /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000214.
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Kishani, Farahani Najme. "Teachers as change agents in the national curriculum reform in Iran: a social marketing approach to upscale an educational reform." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110744.
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This qualitative study in part explores the beliefs, attitudes and intentions of Iranian elementary school teachers about engaging in a curriculum reform endeavour, the Systems Thinking Education (STE) curriculum, and investigates the main motivational factors for the teachers' involvement in the program. Within a social marketing framework, this study also defines and develops the strategies and policies of an Iranian education Non Governmental Organization (NGO) that is steering the STE project. Systems Thinking (ST) is a set of required skills for understanding the systematic structure of a phenomenon and the resulting behaviour of that structure, and improves problem-solving and decision-making abilities. The ST framework is a relatively new concept in the Iranian education system and could be an appropriate alternative for the current memorization based system in formal education. The findings of this study expand the application of a social marketing framework to the field of education for the first time. In this work, social marketing provides a systematic approach to clearly set the goals; define the target group; explore the main barriers and motivational factors for the target group to achieve the goals; and develop strategies, techniques, and tools to remove the barriers and reinforce the motivational factors in order to bring about the desired behavioural change in teachers to successfully implement the reform. In brief, by primary means of individual interviews and focus group conversations, the author examines how Iranian elementary teachers, as the main change agents of curriculum reform, can be motivated to engage in the STE curriculum.Cette étude qualitative explore en partie les croyances, les comportements et les intentions des maîtres iraniens du primaire à s'engager dans une reforme du curriculum, l'approche systémique, ainsi que les principaux facteurs pouvant motiver les professeurs. Dans un cadre de marketing social, cette étude définit et développe également des stratégies pour la société non gouvernementale iranienne qui s'occupe de ce projet. L'approche systémique consiste en l'acquisition d'une série de compétences nécessaires à la compréhension de la structure systématique d'un phénomène et le comportement résultant de cette structure. De plus, cette approche sert aussi à améliorer l'aptitude des élèves en résolution de problèmes et en prise de décisions. La base théorique de l'approche systémique est relativement chose nouvelle dans le système d'éducation iranien et pourrait représenter une alternative appropriée au système courant axé sur la mémorisation. Les trouvailles de cette étude étendent pour la première fois l'application du marketing social dans un contexte éducationnel.Dans ce domaine, le marketing social fournit une approche systématique dans le but de définir des objectifs clairs et une population cible, explorer les barrières principales a la réalisation des objectifs, ainsi que proposer des techniques et des outils pour éliminer ces barrières et renforcer les facteurs motivants afin d'arriver aux changements de comportements désirés. En bref, au moyen d'interview privés et de groupes de discussions, l'auteur examine comment les maîtres iraniens, comme agents principaux de ce changement de curriculum, peuvent être motivés pour s'engager dans le/la STE.
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Dungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.
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Post-compulsory education and training arrangements in Australia have been subjected to continuing change over the last decade. Major reforms have included the introduction of a range of vocational education and training (VET) initiatives in post-compulsory schooling, an almost continual revamping of apprenticeships and traineeships, and various reforms to recognition of training arrangements within the mainstream VET sector. These reforms have involved various stakeholders across the schooling and VET sectors, government, industry and community groups to differing degrees. This study examines how the major policy reforms within post-compulsory education and training in Australia over the past decade have been assembled and shaped. A case study selected as representative of the policy reforms, the convergence of general and vocational education in the post-compulsory school curriculum, is examined in detail, with the major implications extrapolated for the broader set of policy reforms within post-compulsory education and training. Major findings include the essentially complex, ambiguous and conflicting nature of the policy reforms themselves, the predominant role of the governing policy elites in shaping and influencing the reforms, the incremental nature by which the policy reforms have been constructed, and the complex set of Commonwealth-State Government arrangements and interfaces which have influenced the reforms. Implications for policy-makers in post-compulsory education and training are considered.
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Weh-Dorliae, Yarsuo Laezee. "The United Nations Training of the Liberia National Police: Effectiveness, Results, and Future Implications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1279.
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After the United Nations' mission in Liberia (UNMIL) ends on September 30, 2015, effective policing will be a security concern for Liberians. Liberians have expressed fear that conflict could return if ongoing police training programs do not sustain public safety. The purpose of this mixed methods study was to understand how UNMIL's training affected public confidence in the Liberia National Police (LNP). The theoretical bases for this study included public choice theory and liberal democratic theory. Quantitative data were used to address impact of UNMIL's police training on the maintenance of law and order. These data were collected through a researcher-developed survey which measured recruitment, training, effectiveness (insert comma here) and public confidence in the LNP. Participants were government officials, members of UNMIL, LNP, and civic organizations (n = 120). Data were analyzed using ANOVA. Qualitative semistructured interview data were also gathered from 18 additional participants to address the challenges for quality improvement in the police security forces. The results were inductively coded and organized across themes and patterns. Quantitative findings indicated a moderately significant correlation between police perceived knowledge and job effectiveness (r = -0.35). However, qualitative findings show the government of Liberia failed to provide adequate resource support to complement the training due to its weak commitment. Diversity of trainers from contrasting policing jurisdictions produced an outcome that lacked a country-specific context for Liberia. This study promotes positive social change by informing future police training interventions by the United Nations on a host county's policing needs.
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Brandon, Sean Thomas. "Workers as thinkers in new times : critical literacy development in the restructured workplace : a case study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36564/1/36564_Brandon_1998.pdf.
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This case study set out to investigate the extent to which and ways in which
critical literacy is taught within a workplace language and literacy course at a worksite
subject to restructuring. In addressing this research aim the researcher set out to
establish why particular teaching strategies were used, how effective these strategies
were, how course participants experienced critical literacy education provision and
how and why particular discourse influences framed critical literacy as it was taught
and enacted during the course.
The researcher employed a qualitative case study approach to research design
which drew on multiple data gathering and analysis techniques. Central to this
approach were a series of theoretical propositions which acted as a guide for data
selection and analysis. These propositions emerged out of theory in the fields of
workplace literacy education, educational psychology, educational philosophy and
corporate management.
Research revealed that course development and implementation was largely
concordant with study propositions. The pedagogical approach employed was
predominantly collaborative and afforded participating workers varying degrees of
control over learning strategies and outcomes, both tacit and overt acknowledgment
of existing critical literacy capabilities of course participants underpinned class
activities, existing work practices and issues were problematised, and a relatively
safe and supportive classroom environment gradually developed, in which sensitivity
to the cultural contexts of workers' lives was displayed. Hence, research offered a
valuable opportunity to ponder the nature and efficacy of a pre-eminently workercentered
approach to critical literacy development in a restructured work environment.
Evidence presented in this report, suggests that workers undertaking the course
gained in self-confidence and demonstrated a greater willingness to engage in decision
making and problem solving processes. Moreover, findings implied a link between
workers securing control over learning strategies and outcomes and an observable
increase in the magnitude and sophistication of critical literacy capabilities as
displayed in critical dialogue. It was also found, that problematising issues and events
acted as the catalyst for critical dialogue, and that displays of critical dialogue could
be attributed, in part, to the teacher's ability to develop a supportive classroom
environment. However, whilst course participants demonstrated competency in their capacity for critical dialogue, this was not demonstrated to the same extent in the
written medium.
A further significant finding was that the concept of critical literacy was
developed and enacted overwhelmingly within the Discourses of New Times (an
umbrella term describing a myriad of, more or less, characteristic discourse formations
and practices allegedly shaping Australian industrial and training reform). Notably,
research revealed no aspect of critical literacy development designed to foster metalevel
critique of New Times work management reform.
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Kussakawa, Diogo Hiroshi Beçon. "O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3982.
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The medical education in Brazil is pointed for several social agents as a fundamental factor to complete the transformation of country health care sector reality. The National Curricular Guidelines for undergraduate courses of Medicine, promoted in November 7th 2001 – NCG 2001, represent curricular reform proposals materialized in laws. The form how NCG are interpreted and executed, manifested as political-pedagogic projects – PPP, may vary according to social collective they impact. The main research question is to understand how curricular reform proposals, materialized in NCG 2001, reached undergraduate course of UNIOESTE – campus Francisco Beltrão, through PPP analysis. Specific objectives are demonstration of Brazil’s medical education historical development, from constitutive movements of medical practice, public health and college educational policies; pointing of advances and setbacks of medical formation process found by curricular reforms debaters in the model before NCG 2001, and explanation of rupture proposals from that model, as well as implantation and evaluation of transitional strategies. Methodology employed was documental research, through content analysis of NCG 2001 resolutions and PPP of UNIOESTE Medicine undergraduate course. Results concluded that documents are oriented by three types of referential categories: philosophic-conceptual, methodologic and technical-administrative. Philosophicconceptual references are structural axis determined by influence’s areas from several knowledge sources. Health promotion axis corresponds to the health conception changes, with emphasis in collective health and social health determinants. Political-economic axis corresponds to needs of manager concept of future doctor, considering risks, benefits, resources, learning-in-job and competences. Ethical-cultural axis correlates with ability of future doctor to communicate with several cultural groups, respecting the equity and autonomy principles. Symbolic-technologic axis corresponds to symbolic control, from results and goals implicit charging, through reports and computational index. Methodologic references correspond to competency-based curriculum and active learning methodologies. Technical-administrative references are instructions to regulate pedagogic work in course. The study concluded to existence of agreement between curricular reform proposals by NCG 2001 and way chosen by UNIOESTE Medicine undergraduate course.
A Educação Médica no Brasil – EMB é apontada por diversos agentes sociais como um dos fatores fundamentais para efetivar a transformação da realidade do setor de saúde do país. As Diretrizes Nacionais Curriculares para os cursos de graduação em Medicina, instituídas em 07 de novembro de 2001 – DCN 2001, representam as propostas de reformas curriculares materializadas na forma de leis. A maneira como foram interpretadas e executadas, manifestada na redação dos projetos político-pedagógicos dos cursos de Medicina, pode variar conforme o coletivo social impactado por elas. A questão principal da pesquisa é compreender como as propostas de reformas curriculares, materializadas nas DCN 2001 alcançaram o curso de Medicina da UNIOESTE – campus Francisco Beltrão, por intermédio da análise de seu PPP. Dentre os objetivos específicos, tem-se a demonstração do desenvolvimento histórico da EMB, a partir dos movimentos constitutivos da prática médica e das políticas de saúde pública e educação superior no país; o apontamento dos avanços e recuos dos processos de formação médica encontrados pelos debatedores das reformas curriculares no modelo anterior às DCN 2001; a descrição do processo de constituição histórica e a análise de conteúdo das DCN 2001 e do PPPFB; e a explicitação das propostas de uma nova educação médica, bem como das estratégias para a implantação e avaliação das mudanças. A metodologia empregada foi a pesquisa documental, por meio da análise de conteúdo dos pareceres e resoluções das DCN 2001 e do PPP do curso de Medicina da UNIOESTE – Francisco Beltrão – PPPFB. Os resultados demonstraram que a redação dos documentos é orientada por três categorias de referências: filosófico-conceituais, metodológicas e técnicoadministrativas. As referências filosófico-conceituais constituem-se em eixos estruturantes determinados por áreas de influência provenientes de diversas fontes de conhecimento. O eixo de promoção da saúde corresponde às mudanças de concepção do conceito de saúde, com ênfase para a saúde coletiva e para os determinantes sociais de saúde. O eixo econômico-político corresponde à necessidade de o futuro médico conceber-se como gestor dentro do sistema de saúde, ao considerar riscos, benefícios, recursos, aprendizagem pelo trabalho e competências. O eixo ético-cultural correlacionase com a capacidade do futuro médico de comunicar-se com os diversos grupos culturais, ao respeitar os princípios da equidade e autonomia. O eixo simbólico-tecnológico corresponde ao controle simbólico, a partir da cobrança implícita de metas e resultados, por meio de relatórios e índices computacionais. As referências metodológicas relacionam-se ao modo de organização curricular por competências e às metodologias ativas de ensino e aprendizagem. As referências técnico-administrativas são instruções que objetivam regulamentar o funcionamento do trabalho pedagógico no curso. O estudo concluiu pela existência de concordância entre as propostas de reformas curriculares das DCN 2001 e os caminhos definidos pelo curso de Medicina da UNIOESTE – campus Francisco Beltrão.
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Wilms, Carl E. "How Elementary School Teachers Teach Science: Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.
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Bridgland, Angela C. "The impact of the National Training Reform Agenda and workplace rearrangement on staff development in Australian academic and state libraries." 1997. http://repository.unimelb.edu.au/10187/1452.
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In Australia, the combination of a changing workforce profile, the changing nature of work and industrial agreements and the changing role of education and training gave rise to the National Training Reform Agenda (NTRA). The main aim of the NTRA is to increase the competitiveness and productivity of Australian industry through industry responsive reform of the vocational education and training system. The development of a National Framework for the Recognition of Training (NFROT) and nationally endorsed industry competency standards, along with The Training Guarantee Act (1990), were intended to ensure that the Government’s major reform program for education and training for Australian industry took effect.
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Crawford, Lucie T. "Public policy, the modern view and the training-investment decisions of the firm : is a minimalist approach to public sector intervention the answer?" Thesis, 2002. http://handle.uws.edu.au:8081/1959.7/362.
Full textAbstract:
This thesis is an applied study of the response of a selected group of large construction companies in the Sydney Basin to the National Training Reform Agenda (NTRA). The thesis emanates from an interest in the modern view of public policy that suggests public sector intervention should 'augment rather than impede market forces' (Dollery, 1994:225). This view argues that too much public intervention has the potential to culminate in government failure because governments can be self-interested bureaucracies that are divorced from the interests and constraints of the market. To avoid such an outcome, this policy position advocates that governments should develop and implement public policy that encourages community, industry and individual participation in the policy agenda. This minimalist approach to public sector intervention, and the values it espouses, was investigated through research into the NTRA and the construction industry.
Books on the topic "National Training Reform Agenda"
1
Business Council on National Issues. Task Force on Social Policy. Social policy reform and the national agenda. Ottawa, Ont: Business Council on National Issues, 1986.
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2
Office, General Accounting. Acquisition management: Agencies can improve training on new initiatives : report to the Chairman, Subcommittee on Technology and Procurement Policy, Committee on Government Reform, House of Representatives. Washington, DC: The Office, 2003.
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3
Great Britain. Dept. for Education and Employment., ed. Skills for all: Proposals for a national skills agenda. [London, England]: Dept. for Education and Employment, 2000.
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4
1945-, Richardson Theresa R., ed. Educational research, the national agenda, and educational reform: A history. Charlotte, N.C: IAP-Information Age Pub., 2008.
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5
Great Britain. Department for Education and Employment. The national development agenda 1996: Developing the national vocational education and training systems. 3rd ed. Sheffield: DFEE, 1996.
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6
Cochrane, Willard Wesley. Reforming farm policy: Toward a national agenda. Ames: Iowa State University Press, 1992.
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7
C, Lafayette Robert, and American Council on the Teaching of Foreign Languages., eds. National standards: A catalyst for reform. Lincolnwood, Ill: National Textbook Co., 1996.
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8
Employment, Great Britain Department of. Prosperity through skills: The national development agenda : developing the national vocational education and training systems. Sheffield: Employment Department, 1994.
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9
Putting health care on the national agenda. Westport, Conn: Praeger, 1993.
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10
Birenbaum, Arnold. Putting health care on the national agenda. 2nd ed. New York: Praeger, 1995.
Find full textBook chapters on the topic "National Training Reform Agenda"
1
Bounedjar, Adda, Mohamed Aimene Melzi, Hassina Idir, and Nassiba Heba. "General Oncology Care in Algeria." In Cancer in the Arab World, 15–30. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7945-2_2.
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AbstractThis publication presents an overview of the major topics and issues to be considered when planning and implementing treatment as it applies to cancer care in Algeria, and access to prevention, screening, palliative, and treatment services. Situational analysis related to cancer shows that Algeria has significant advantages in terms of infrastructure, equipment, human resources, and even financial resources. Given the recent implementation of the national cancer plan, this analysis provides valuable initial insight into the demographic and clinical characteristics of patients with cancer. The data provides a comprehensive picture of the fight against cancer with a focus on oncology. Better efforts should be made in the field of prevention, detection, and treatment for patients regardless of their age, health, or resources.Future investment in the field of cancer should strengthen the impact of the national capacities; the performance should be more than ever on the agenda of the national health authorities to achieve two goals, such as reducing cancer related mortality and reducing cancer incidence.The main objective is to stress the importance of being as close as possible to healthcare professionals and help them treat their patients better through training, not just new products, or technologies, but to think about sustainable strategies that look towards the future lying in precision and individualized healthcare.
2
Lombardo, Gabi. "Science Advisors and “Good Evidence”: A Case Study." In Research Ethics Forum, 67–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_6.
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AbstractThis chapter addresses the place of research ethics in evidence-informed policy and the role of those who are elevated to special roles to advise governments. Science advisors are one type of institutional link between scientific research and policymakers. The aim of this chapter is to discuss the role for science advisors to provide the main guarantee that the research, which provides the evidence for policymaking, is based on methodologically robust and ethically grounded scientific work. This relies on the academic training and culture of the science advisers. There is currently no forum where policymakersand academic/higher education institution (HEI) researchers can easily come together to work jointly to develop the process of continuous expert policy advice and evaluation in response to key national strategic issues. In progressing this agenda, it is critical to design effective structures to identify research demand from government and ethically sound research supply from HEIs and other sources over the long term, at least at national levels. Even more importantly, there are no declared standards in scientific policy advice, except the assumption that those who have received an academic training are assumed to be bounded by robust academic values and carry these with them into their new roles in providing scientific advice for policymaking. To explore this issue, this chapter examines the case of the International Network for Government Science Advice (INGSA). This is a gateway to the community of professional science advisers working inside governments, and to those engaged in other aspects of the production, brokerage and analysis of scientific advice, not just in the European Union (EU) but globally.
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Fransson, Göran. "Mentoring for Newly Qualified Teachers in Sweden: Reforms and Challenges." In New Teachers in Nordic Countries - Ecologies of Mentoring and Induction, 177–97. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.105.ch8.
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This article focuses on the mentoring of newly qualified teachers (NQT) in Sweden and gives a brief historical overview of how mentoring has appeared on the educational agenda in Sweden and how its focus has changed over time. The research questions that guide this study are: (a) what major key events and reforms can be identified in relation to implementing mentoring of NQTs in Sweden, and how have these efforts turned out; (b) what is the state at present; (c) how is the issue of education and training dealt with; and (d) what key players and initiatives for the future can be identified? The methodological approach is a systematic review of policy documents and research on mentoring in Sweden from 1970–2019, as well as analyses of key actors web pages. Two important reforms are identified: (1) the national agreement (ÖLA, 2000) in 1995 between the Swedish Association of Local Authorities (SALAR), the National Union of Teachers in Sweden (Lärarnas Riksförbund) and the Swedish Teachers’ Union (Lärarförbundet), giving NQTs the right to be supported by a mentor and to participate in an induction programme; and (2) the parliamentary decision in 2011 to introduce a reform package which included teacher registration with a probationary year, evaluations of NQTs and a mentoring system. The probationary year and principals’ evaluations of NQTs were discontinued in 2014. A side effect of this was that mentoring became downplayed, which led to new initiatives to get mentoring back on the educational agenda. A professional programme with four levels of proficiency has been identified as a key reform that, if implemented, could put mentoring and the professional development of NQTs back on the educational agenda. The current situation in Sweden is that some legislation and regulations related to the mentoring of NQTs are in place, although recent data shows that induction and mentoring are not as widespread as might be expected. Major stakeholders such as the two teacher unions, the Swedish National Agency for Education and the Swedish Educational Broadcasting Company (UR) are identified as providers of web-based materials supporting NQTs.
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Prasetio, Adhi, Grisna Anggadwita, and Rina D. Pasaribu. "Digital Learning Challenge in Indonesia." In Advances in Educational Technologies and Instructional Design, 56–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4972-8.ch004.
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Industry Education Reform 4.0 was launched by the Indonesian government as one of nine priority agendas called Nawa Cita. The reform consists of two main programs: first, to improve the quality of life of Indonesian people through improving the quality of education and training and, second, to revolutionize the nation's character through the policy of restructuring the national education curriculum. There are challenges though to implement those programs including Indonesian geographic, gap to access different level of education, and the gap to achieve the Industrial Revolution 4.0 skills. The aims of this chapter are to explore alternatives and solutions for access to education in Indonesia by utilizing technological advancements including the skills needed to face the current digital era. Education 4.0 is a good approach to answer those challenges. The use of internet technology for digital learning can provide access to students spread across the country. This approach requires skills set that are appropriate to Industry 4.0 by providing a flexible curriculum and online certification.
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"The English National Reform Agenda." In New Teacher Identity and Regulative Government, 43–56. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23972-3_4.
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Botstein, Leon. "Some Thoughts on Curriculum and Change." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0006.
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It should go without saying that in the twentieth-century history of American higher education, each significant curricular reform movement has had a distinct political agenda. This is particularly true for initiatives designed to create decisive changes in the shape of the undergraduate curriculum. In those circumstances in which a political movement and an institutional initiative have coincided, a distinct political purpose can be discerned in what the institution required of its students and how the program was articulated. The historical moment was certainly at issue in the case of the reforms of the 1930s. Men such as Robert Hutchins, Stringfellow Barr, and Scott Buchanan saw in the idea of a core curriculum a way to realize their ideal construct of democracy. The Great Books concept and the variants of the core at Chicago had at their root a notion of natural rights and the social contract. Inherent in that framing of the body politic were concepts of freedom and civic responsibility. The objective was clear: one needed to educate young Americans—the elite of the nation—to steer the country away from the extremes of fascism and communism. Radical reform was imperative, since during the Great Depression both of these alternatives appeared politically viable. In the post-World War II era, the Cold War framed most of the discussion about the curriculum. This claim may seem odd, but on closer inspection, beginning with Harvard's general education reform from the early 1950s, the concept of the university, until the late 1980s, was substantially defined by a consciousness of how much the United States constituted an alternative to political unfreedom. The elective-course system in its new Harvard form, combined with distribution requirements and an enormous premium on undergraduate specialization, was a kind of metaphorical mirror of the idealized free marketplace of ideas. We were convinced that we were training young people to cherish the advantages of free choice and liberty in a world in which the grim alternative of totalitarianism was not a mirage but a present danger.
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"Curriculum and Qualifications Reform from 14 +." In New Labour's New Educational Agenda: Issues and Policies for Education and Training at 14+, 117–36. Routledge, 2013. http://dx.doi.org/10.4324/9780203062289-11.
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"The Reform of Further and Higher Education." In New Labour's New Educational Agenda: Issues and Policies for Education and Training at 14+, 93–116. Routledge, 2013. http://dx.doi.org/10.4324/9780203062289-10.
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Thomson, Mark, and Barbara Bernath. "Preventing Torture: What Works?" In Interrogation and Torture, 471–92. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190097523.003.0018.
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Torture can be prevented by first understanding why it happens, and secondly by taking a combination of actions to reduce risks of it occurring: replace discriminatory and abusive practice with professional policing that conforms with international human rights law. With reference to country-specific experiences and an academic research commissioned by the Association for the Prevention of Torture, the authors provide examples of measures that work to reduce the risk of torture and other ill-treatment. The most effective measures are the application of detention safeguards, such as the immediate notification of family, access to a lawyer and a medical doctor, and being brought promptly before a judge. The presence of a lawyer during interrogation, in particular, has an important preventive effect. These safeguards have greater impact when combined with other measures that tackle discriminatory practice and injustices. For example, independent oversight bodies, especially OPCAT National Preventive Mechanisms, who have the mandate to visit all places where persons are deprived of their liberty, have not only a deterrent effect but also act as agents of change by presenting well-informed recommendations to prevent possible future abuse. The authors use country-specific examples (e.g., Sri Lanka, Fiji, Northern Ireland, South Africa, Georgia, Turkey, and Chile) to explain how sociopolitical order, cultural traditions, and institutional culture that are discriminatory and prejudiced in nature need to be addressed, challenged, and changed. Examples are given of when this has and hasn’t been achieved through professional skills training; institutional, judicial, and legal reform. Put simply, prevention works best when anchored within a rights-based paradigm of dignity, justice, and equality before the law.
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Grindle, Merilee S. "Similarities and Differences in Policy Reform Destinies." In The Politics of Education in Developing Countries, 210–20. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.003.0011.
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This chapter offers an alternative reading that supports most of the conclusion but which draws closer attention to the critical issue of implementation. In many respects the six country cases focused on have followed a similar path in education policy: all expended significant effort increasing coverage in line with an international agenda and often national project; all came to recognize the limits of this for quality outcomes; and all subsequently attempted to implement quality-oriented reforms. They differ, however, in the success of this implementation and the subsequent outcomes of these latter reforms. With quality being far harder to deliver than access, these reforms exposed the fault lines within their political settlements. Political constituencies and actors within the sector resisted them, and technical limitations and influence of policy legacies became evident. Part of the policy agenda that emerges from this is finding ways to counteract these political vulnerabilities, for example, by focusing on sub-national political dynamics, or by linking education quality to a national project of development.
Conference papers on the topic "National Training Reform Agenda"
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Liang Wang. "Reform of the computer network training courses." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543863.
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Wang, Peng, and Xi-xing Jiang. "The teaching reform of China's higher vocational education based on core vocational ability training." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543668.
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Xiaofang Tan, Xiaohua Zhan, Yilin Pan, and Shenglan Hu. "Reform and practice of the comprehensive training platform of Financial Management Major in universities." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543813.
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Zhang, Wuqiao. "Research on the Reform of Media Talents Training Mechanism Against the Background of the New National Standard." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.226.
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Татаринцева, Елена, and Elena Tatarintseva. "Transdisciplinary model of education in the training of family lawyers: modern trends in national and international law." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa6089fb4.63068992.
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The article considers the necessity of wide application of the transdisciplinary approach and the revival of the traditions of universal legal education in the preparation of students of law schools. The advantages of a transdisciplinary model of education are exemplified by the training of lawyers specializing in matters of family law. It is concluded that the strengthening of theoretical aspects based on the integration of various areas of scientific knowledge will allow graduates of Russian law schools to flexibly reform and successfully compete in the international labor market.
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Zhang, Yang, Fangqiang Chen, Baolong Chen, Wei Jia, and Zhaotong Li. "Development and Regulatory Reform on Radiation Safety Training for Nuclear Technology Utilization in China." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-92435.
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Abstract Radiation safety training for the use of nuclear technology is an essential requirement of the regulations, and an important means to ensure the health of radiation practitioners and the safety of radiation environment. After more than ten years of development, the scale of the previous off-line training model basically met the needs of the industry, but some drawbacks also gradually appeared, such as lack of regulatory basis and supervision, high pass rate and poor training effect, increased corporate burden, etc. Since 2020, the National Nuclear Security Administration (NNSA) has officially implemented the reformation of radiation safety training. A unified radiation safety training and assessment platform has been established, covering the training and assessment needs of 11 nuclear technology utilization disciplines, and the training and assessment data are connected with the regulatory platform. The training assessment has changed from “accredited training institutions and paid off-line training and examination” to “free online self-learning and on-site online examination”. This paper introduced the basic situation of the radiation safety training surveys, carried out multi-dimensional data analyses on the reformation of radiation safety training and assessment, discussed the existing issues in rules and the division of responsibilities between the companies and agencies. Some suggestions, such as adjusting the requirements of rules and regulations, increasing the coverage of nearby assessments, and adding the practical operation assessment, were proposed.
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Cao, Peng, and Ziqiang Luo. "Research on the Training Mode Reform of Mathematical Education Professionals in Higher Vocational College under the Background of National Teacher Certification Examination." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.311.
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Lima, Samya de Oliveira, Reinaldo Feio Lima, Ady Wallace Jaques Silva, and Cassio Cristiano Giordano. "Challenges in the Training of Teachers Teaching Stochastics, in the Context of Post-BNCC Curriculum Reform." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4d3.
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In this article, we discussed the challenges for the teaching of stochastic in Brazilian basic education (students from six to seventeen years old), starting with the curricular reform, triggered by the publication of the Common National Curricular Base (BNCC) in 2018, and the training of teachers who teach mathematics. The aim of our research is to highlight weaknesses in the initial and continuing education in the field of stochastic, in the face of new educational demands. This is a documentary bibliographic research, which analyzes official documents guiding basic education and recently published research, which characterize the difficulties faced and point to alternatives for the promotion of literacy, reasoning, and stochastic thinking. At the end, we present some proposals that can contribute to achieving the central objectives of stochastic education, in line with the BNCC. Nesse artigo, discutimos os desafios para o ensino de estocástica na educação básica brasileira (estudantes de seis a dezessete anos de idade), a partir da reforma curricular, desencadeada pela publicação da Base Nacional Comum Curricular (BNCC), em 2018, e a formação de professores que ensinam matemática. O objetivo de nossa investigação é evidenciar fragilidades na formação inicial e continuada no campo da estocástica, frente às novas demandas educacionais. Trata-se de uma pesquisa bibliográfica documental, que analisa documentos oficiais norteadores da educação básica e pesquisas recentemente publicadas, que caracterizam as dificuldades enfrentadas e apontam para alternativas para a promoção do letramento, raciocínio e pensamento estocásticos. Ao final, apresentamos algumas propostas que podem contribuir para alcançar os objetivos centrais da educação estocástica, em consonância com a BNCC.
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McDonald, Sandra. "Practical and educational problems in sharing official micro data with researchers." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00201.
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Many commentators have noted the need for reform in statistical education. They tend to focus on the analytical techniques that are critical to understanding and producing good quality statistical outputs. This paper adds to these discussions and looks at some of the main analytical issues that transpire from researchers accessing the particular form of statistical data sets in a national statistical office. However the conclusions are much more widely applicable to other data sets. It also considers the more practical, but very important skills and knowledge, applicable to all types of data, that a researcher needs, such as fashioning the data set into a format that is most useful to them, and ensuring they obtain access to data that will allow them to fulfil their research objectives.
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TAO, QUAN. "EMPIRICAL STUDY ON REFORM AND INNOVATION OF TAX LAW TALENT TRAINING MODE IN UNIVERSITIES IN THE CONTEXT OF INTERNET PLUS." In 2021 International Conference on Management, Economics, Business and Information Technology. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtem/mebit2021/35655.
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With the continuous development of Internet plus information technology and the continuous changes of the economic market environment, the traditional tax law talent training mode can no longer meet the new standards and requirements. In this context, this paper studies the reform and innovation of tax law talent training mode in universities, first it reviews the literature, then points out the relevant significance, and applies the principal component analysis method for analysis, and finally puts forward the relevant measures. Internet plus is the new form of Internet development under the innovation, and it is the new form of economic and social development promoted by the evolution of the Internet form promoted by innovation of knowledge society. The combination of Internet plus tax law talent cultivation and innovation mechanism is conducive to promoting the national tax system reform and upgrading of industrial structure, and promoting the continuous evolution of economic form, thereby promoting the vitality of social economic entities, and providing a broad platform for reform, innovation and development[1]. Under the background of Internet plus, Chinese higher education needs to train more talents for tax law practice suitable for economic development, and promote reform and innovation of tax law teaching mode and personnel training mechanism.
Reports on the topic "National Training Reform Agenda"
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Baudais, Virginie, Annelies Hickendorff, Jaïr van der Lijn, Igor Acko, Souleymane Maiga, and Hussein Yusuf Ali. EU Military Training Missions: A Synthesis Report. Stockholm International Peace Research Institute, May 2022. http://dx.doi.org/10.55163/lfle9658.
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This paper draws overarching conclusions based on a synthesis of previously published case studies that examined the impact of EU military training missions (EUTMs) in Somalia (EUTM Somalia, 2010–), Mali (EUTM Mali, 2013–), the Central African Republic (CAR) (EUTM RCA, 2016–). It concludes that EUTMs are relevant niche operations. Despite difficult circumstances beyond the control of the missions, EUTM training and advisory efforts have increased the effectiveness of partner armed forces. While these gains have been marginal in CAR and Somalia, they have been a bit more pronounced in Mali. Yet, broader security sector reform and defence sector reform efforts to improve the accountability and governance of defence and security sectors have become bogged down. The main challenge is that EUTMs are generally mandated to implement largely technical and tactical agendas in contexts where the ongoing armed conflict and the politics of the security sector are not conducive to building professional national security forces. As a consequence EUTMs find themselves caught up in interlinked and partially overlapping dilemmas. This study concludes with seven partly overlapping recommendations to EU member states and to EUTMs to address the main limitations that are restricting the impact of the missions.
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Dorff, Robert H. National Security Strategy Reform: Rebalancing the President's Agenda. Fort Belvoir, VA: Defense Technical Information Center, September 2009. http://dx.doi.org/10.21236/ada506966.
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Cerami, Joseph R., Robin Dorff, and Lisa M. Moorman. Leadership and National Security Reform: The Next President's Agenda. Fort Belvoir, VA: Defense Technical Information Center, October 2008. http://dx.doi.org/10.21236/ada487873.
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Thomas, Jakana. Gendered Security Sector Reform: What Can We Learn from Women’s Participation in Community-Based Armed Groups? RESOLVE Network, February 2022. http://dx.doi.org/10.37805/pn2022.1.cbags.
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West African women are frequently absent from discussions of community security, despite their substantial contributions to local defense. Women are often viewed primarily as beneficiaries of attempts to reduce local violence, such that their roles in community-based security are typically overlooked. Yet women’s participation in CBAGs holds important implications for the national security of conflict-affected states. Understanding women’s participation in community-based armed groups matters for successful demobilization, disarmament, and reintegration programs and for states’ implementation of the global Women, Peace, and Security agenda, particularly gendered security sector reform. That women have been active—and in some cases instrumental— in establishing and maintaining local security can serve as a point of reference for states seeking to integrate more women into security institutions. Moreover, since CBAG politics are often governed by local norms and practices, understanding how women have become integrated into these local security structures can suggest means of achieving gendered security sector reform that are consistent with and respectful of local customs. This policy note briefly outlines and expounds upon some of the main insights of the author’s recent study on women’s participation in West African CBAGs. It proposes a set of considerations for states and stakeholders to structure efforts around gendered security sector reform.
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Lucas, Brian. Approaches to Implementing National Action Plans on Women, Peace and Security. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/k4d.2022.049.
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This report aims to identify a selection of programmes and projects undertaken by countries under their respective National Action Plans. It focuses on discrete, large-scale initiatives that specifically target aspects of the WPS agenda and aim to influence change outside the implementing agencies, rather than changing agencies’ own policies and practices. Common themes that appear frequently across these programmes and projects include: supporting global pools of technical capacity on WPS and on peacebuilding generally; training military, police, and other personnel from partner countries, including building women’s professional capacities as well as training personnel in WPS-related good practices; supporting WPS networks and forums to share experience and expertise; extensive use of multilateral mechanisms for channelling funding and for sharing technical capacity; extensive support to and collaboration with civil society organisations; initiatives focusing on combating violent extremism and counter-terrorism; initiatives focusing on preventing sexual exploitation and abuse in peacekeeping and humanitarian contexts; a wide range of commitments to stopping gender-based violence; and support for sexual and reproductive health initiatives. All of the countries discussed in this report also undertake considerable efforts to change policies and practices within their own agencies. In addition, all of the countries discussed in this report undertake a range of initiatives focused on individual countries; smaller donors, in particular, often focus many of their own programmes on single countries while using multilateral mechanisms to engage at the regional and global scales. However, in accordance with the terms of reference for this report, these types of activities are not discussed below. In the time available for this report, it was possible to review six countries’ activities. These countries were selected for inclusion because they had sufficient documentation readily accessible in the form of action plans, implementation plans, and progress reports; they are donor countries with significant international activities that may be considered peers to the UK; and/or they have been cited in the literature as being leaders in promoting the WPS agenda.
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.
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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.
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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.
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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Avis, William. Incorporating Gender Perspective in Peace Operations since 2018. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/k4d.2021.143.
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This rapid literature review collates evidence from academic, policy focussed and grey literature on progress on incorporating gender perspectives in peace operations since 2018, including the deployment of female peacekeepers, and the emerging issues in this field. Key messages that emerge from this review include: The focus on women’s participation in peace processes has led to several initiatives and efforts to promote increased representation, the multidimensional nature of the UN’s women, peace, and security (WPS) agenda is illustrative of the complexity of contemporary peace operations. The new and emergent issues in National Action Plans (NAP) on Women, Peace and Security. Critiques of Resolution 1325 suggest that while the resolution provides some examples of what a gender perspective means in the context of a peace agreement, it does not define what it means to apply a gender perspective to peace processes. Gender perspectives are largely absent from peace negotiations. Despite the evolution of this agenda, most contemporary peace processes are still top-down, elite-driven exercises that contribute to marginalisation and exclusion. Whilst there is high-level commitment towards the strategy and what it aims to achieve, institutional barriers, assumptions, and politics undermine its implementation. Key challenges identified in the literature, related to incorporating Gender Perspectives in Peace Operations include. Buy-in from leadership, Mandate and context, Gender and expertise, Terminology, Under-representation of women in peacekeeping. Meaningful participation, Gap between norms and provisions, and Practical/logistical/training issues in implementing the WPS agenda.
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Devereux, Stephen. Policy Pollination: A Brief History of Social Protection’s Brief History in Africa. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/ids.2020.004.
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The relatively recent emergence and sustained rise of social protection as a policy agenda in Africa can be understood as either a nationally owned or ‘donor-driven’ process. While elements of both can be seen in different countries at different times, this paper focuses on the pivotal role of transnational actors, specifically international development agencies, as ‘policy pollinators’ for social protection. These agencies deployed a range of tactics to induce African governments to implement cash transfer programmes and establish social protection systems, including: (1) building the empirical evidence base that cash transfers have positive impacts, for advocacy purposes; (2) financing social protection programmes until governments take over this responsibility; (3) strengthening state capacity to deliver social protection, through technical assistance and training workshops; (4) commissioning and co-authoring national social protection policies; (5) encouraging the domestication of international social protection law into national legislation. Despite these pressures and inducements, some governments have resisted or implemented social protection only partially and reluctantly, either because they are not convinced or because their political interests are not best served by allocating scarce resources to cash transfer programmes. This raises questions about the extent to which the agendas of development agencies are aligned or in conflict with national priorities, and whether social protection programmes and systems would flourish or wither if international support was withdrawn.