Academic literature on the topic 'Out-country training programs'

An European pediatric pulmonologist successfully organized a 2-year in-house pediatric pulmonology training with simultaneous establishment of the first pediatric pulmonary center in Ethiopia. Collaboration of the local institution with a non-governmental organization (NGO) facilitated the realization of the program. Training cost was significantly low compared to the expected out of country training, with extra financial benefit enabling purchase of equipment for the center. Our experience shows that specialists from developed countries can be instrumental to establishing cost-effective training programs and founding of specialized services in low-income countries by training subspecialists in their own setting. NGOs and leading international professional societies can support such programs to relieve the suffering of the child who “can’t breathe” because s/he is born in a low income country.

<p><strong>Abstract.</strong> Capacity building programmes of Indian Space Research Organisation (ISRO) are aimed at transfer of technology in the field of Remote Sensing and Geoinformatics for monitoring and sustainable development. ISRO Carries out its capacity building through IIRS, NRSC, SAC, IIST and CSSTEAP. As part of the ISROs’ programmes, NRSC is engaged in the capacity building by conducting Regular, Thematic and Customized training courses to enable the effective utilization of Remote Sensing, Geospatial Technologies and its Applications. The main focus of NRSC training programmes is to develop skill sets in usage of these technologies to the efficient and effective development of the country. The target participants for NRSC training programmes are decision makers, implementers and working professionals, who attend short duration courses of 1, 2 and 12 weeks. This paper provides information on the training courses conducted by NRSC in the field of Geospatial Applications and also, discuss on the methodology to upgrade these training courses using multi-level approach in meeting user needs/requirements more effectively. The flexibility offered by this method by utilizing the web based and other enabling technologies is discussed.</p>

Construction is one of the most dangerous industries in the US. Career and Technical Education (CTE) programs are important settings in which new construction workers can learn about Occupational Safety and Health (OSH). CTE programs are sometimes the only place where these workers will encounter such training. We set out to examine the quality of OSH education received by students in post-secondary CTE construction programs by conducting a surv ey of instructors teaching in these programs across the country . The goal was to learn the extent to which previously identified" essential elements necessary for providing effective safety and health education" are spread across these programs. Our findings show instructors in these programs prioritize hands-on training, make efforts to stay current in best practices in safety and health, and regularly update their curricula. We also found that instructors need more training on effectively teaching safety and health to more meaningfully integrate such content into their trade skill courses. Finally, we found that instructors need to better model effective safety and health management systems within their classrooms to help keep students safe and set students' expectations for safe work when they enter their chosen trade.

Although it has a long history teacher training subject in Turkey could not somehow have gotten the desired quality. The aim of the research is to determine the effectiveness of the Pedagogical Formation Education Program carried out at the Erciyes University, Faculty of Education in the 2014-2015 academic year. In this study prepared in order to determine the effectiveness of pedagogical formation program, descriptive and experimental models have been used together. The preliminary test-final test have been applied in order to determine the program's academic success and to determine the contributions that the program provides opinions of the students have been taken through the survey method. The universe of the study consists of the students participating into the Pedagogical Formation Program carried out at the Erciyes University, Faculty of Education. The results obtained from the study and the literature show that there is an incompatibility among the students, academic staff and the program in terms of teacher training. The teachers do not even believe in the necessity of the program. Under such conditions the teaching profession needs to be defined again. All parties concerned with the case. Leaving aside all their political concerns and political disputes should come together and firstly reforms should be done in accordance with the conditions of the country and science in the teacher training system itself, in determining the teacher training institutes, in making clear the status of teacher, and in the teacher training programs.

Objective: To assess the prevalence of microlaryngeal teaching course in Accreditation Council for Graduate Medical Education (ACGME)-accredited otolaryngology residency programs in an effort to evaluate the nature, perceived value and barriers to implementation of microlaryngeal courses. Method: A 14-question survey to all ACGME-accredited otolaryngology programs in the United States. Result: Out of 119 ACGME-accredited otolaryngology programs identified on the ACGME Fellowship and Residency Electronic Interactive Database, responses were received from 67 programs (56%). Although 90% of respondents indicated that instruction courses in one discipline or another existed at their institution for their otolaryngology residents, only 33% indicated that their program offers a hands-on instruction course in microlaryngeal surgery. Of those programs that offered a microlaryngeal surgery course, 100% felt the residents appreciated the course; 95% of those programs that did not have a course felt their residents would appreciate a microlaryngeal course at their institution if they were able to offer one. Among programs without a microlaryngeal teaching course, the largest perceived barriers were cost and availability of appropriate equipment. Conclusion: Microlaryngeal courses for otolaryngology residency training are limited in availability in the United States, and there is variability in training across the country. All respondents in our survey indicated the value in these courses for microlaryngeal surgical skill training. There is a clear role for increasing availability of low-cost microlaryngeal stations and courses.

This study aims to determine the extent of the benefits of implementing CSR programs provided by companies to the public. Specifically, this research was carried out on the implementation of CSR programs carried out by Shopee, Shopee for the Country, for the community, in this case, the Pringgodani community as the recipient of assistance. This village is widely known for bamboo crafts made by craftsmen in the village. This study use three methods of data collection, namely: interview method, observation, and documentation to maintain data validity and reliability. The results of this study note that CSR programs carried out by Shopee, Shopee for the Country to the Pringgodani Community include: UMKM (Community) education and training assistance in workshop building, capital assistance in the form of purchasing production machinery, assistance with product promotion and marketing partners online. The success of the Shopee CSR program to improve and develop the Community's potential has provided positive results and impacts even though it has not been fully optimized. This is because there are still some obstacles in addition to the existence of several supporting factors. It can be concluded that the current needs of the Community are the existence of education and ongoing assistance to craftsmen in producing quality products and running businesses that are ready to compete. Suggestions, CSR programs should be delivered directly to the recipient community without intermediaries, so that the program implementation can be carried out directly by the community.

Resumen El presente artículo de revisión tiene como propósito abordar elementos que generen reflexión sobre la educación fisica como área fundamental y los procesos de formación de los profesores. Inicialmente se realiza una contextualización del país, posteriormente se abordan aspectos que contribuyeron en la consolidación del área, sus necesidades sociales e influencias políticas, continuando con una breve reconstrucción histórica de la formación docente. Finalmente, se interpretan los programas de formación actual a nivel de pregrado y postgrado para analizar su articulación y calidad.Palabras clave: Educación Física. Formación Docente. Programas de Formación. Physical education in Colombia: fundamental area and teacher training Abstract The purpose of this article of revision is to address elements that generate reflection on physical education as a fundamental area and the training processes of teachers. Initially, a contextualization of the country is carried out, later aspects that contributed to the consolidation of the area, its social needs and political influences are addressed, continuing with a brief historical reconstruction of teacher training. Finally, the current training programs are interpreted at the graduation and postgraduate level to analyze their articulation and quality.Keywords: Physical Education. Teacher Training. Formation Programs. Educação física na Colômbia: área fundamental e formação de professores Resumo O objetivo deste artigo de revisão é abordar elementos que geram reflexão sobre a educação física como área fundamental e os processos de formação de professores. Inicialmente, é realizada uma contextualização do país, posteriormente são abordados os aspectos que contribuíram para a consolidação da área, suas necessidades sociais e influências políticas, dando continuidade a uma breve reconstrução histórica da formação docente. Por fim, os atuais programas de formação são interpretados em nível de graduação e da pós-graduação para analisar a sua articulação e qualidade.Palavras-chave: Educação Física. Formação Docente. Programas de Formação.

ABSTRACTBackground: Training, practice, and continuing professional development in old age psychiatry varies across Europe. The aims of this study were to survey current practice and develop recommendations to begin a debate on harmonization.Methods: A survey was sent out to 38 European countries via email. The survey was sent to members of the European Association of Geriatric Psychiatry (EAGP) Board, members of the World Psychiatric Association, and key old age psychiatrists or other psychiatrists with a special interest in the area for countries where old age psychiatry was not formally a specialty.Results: Through a process of networking, we identified a key individual from each country in Europe to participate in this study, and 30 out of 38 (79%) representatives responded. Training programs and duration varied between countries. Eleven countries reported that they had geriatric psychiatry training programs and most of these required geriatric psychiatry trainees to complete mandatory training for two years within old age psychiatry. Representatives from ten countries reported having specific Continuing Professional Development (CPD) for old age psychiatrists at consultant level.Conclusion: There is a clear indication that the recognition of geriatric psychiatry as a specialist discipline in Europe is on the rise. The training procedures and processes in place vary considerably between and sometimes within countries. There are several options for harmonizing old age psychiatry training across Europe with advantages to each. However, support is required from national old age psychiatry bodies across Europe and an agreement needs to be reached on a training strategy that encompasses supervision, development, and appraisal of the knowledge and skills sets of old age psychiatrists.

The progress of a country cannot be separated from the existence of human resources, but to achieve a developed country, requires the productive, creative, and innovative human resources in managing the resources in Indonesia. To create the productive human resources, the role of the government and private sectors is needed for the progress of Indonesia. Through Djarum Foundation, PT. Djarum does the Corporate Social Responsibility (CSR), one of the CSR program is giving the scholarship (Djarum Scholarship Plus) to the college student which aims to create the future leaders. The aim of this research is to find out how CSR of Djarum Foundation in preparing Indonesian future leaders and what soft skill training programs can enhance the character of leadership in character building. This research is a descriptive qualitative research which uses interview for gaining the data, the target of this research is the representative of Djarum Scholarship Plus grantees of 28th-32nd generation. The result of this study showed that in preparing and creating the Indonesian future leaders, Djarum Foundation through CSR actively conducted the soft skill training programs (Character Building, Leadership Development, and Nation Building) and the implementation programs (Community Empowerment, Competition Challenge, and International Exposure) to bring about good changes for the progress of Indonesia.Keywords: corporate social responsibility, djarum foundation, leadership, soft skill

The paper considers the works of Russian specialists and scientists from other countries devoted to the organizational and functional process of training of library personnel. The author proposes to use this experience to form the system of library education in the Republic of Cameroon. The organizational and functional structure of library staff training in the Republic of Cameroon should include the following multifunctional and successively interrelated levels: specialized secondary library education, higher library education, training of scientific personnel and additional training programs for the professional development and retraining of specialists. For realization of such a structure dedicated to the training of specialists, it would seem appropriate to decide at the government level on the establishment of a Library and Information Science College in the country, which would focus on training of mid-level specialists, primarily for small public libraries. At the University of Yaounde ІІ, it is important to create a Library and Information Science Faculty and start the Master’s Degree training of students in librarianship; and in the longer term, Postgraduate programs for scientific staff. Organisation of qualification improvement and professional retraining can be carried out by joint efforts of the University of Yaounde ІІ and the major libraries of Cameroon. Practical introduction of the organizational and functional structure as the basis for implementation of training system for library staff in the Republic of Cameroon shall be carried out on the basis of classical management functions: planning, organization, motivation, coordination and regulation, control, taking into account the external and internal factors influencing the training of library staff.

This study explores the effectiveness of the out-country training programs, undertaken by the Ministry of Education personnel in Bhutan, between the period 1999 and 2003. The particular emphasis is on the Transfer of Learning. The transfer literature shows that there are several factors affecting the transfer process (Baldwin & Ford, 1988; Cheng & Ho, 2001). They range from trainees� personal characteristics through training design to organisational support. The transfer process is also said to differ according to the types of organisations, types of training, and duration of training (Holton et al., 2003). While some factors can be influenced by the organisation, some may be beyond the control of the organisation. Therefore, transfer evaluation should focus on those parts of the transfer system that the organisation can influence (Noe, 2000). Baldwin and Ford�s (1988) theoretical framework was adapted to help answer the research questions. This framework is based on the concept that the transfer of learning is governed by several pre-conditions viz. pre-training motivation, training design and work environment factors. These three pre-conditions consist of several factors, and have been placed under three stages of the training process: pre-training, training and post-training. Through the perspectives of trainees and their supervisors, this research can look back into all the three stages of the transfer system and identify what parts of the transfer system need intervention (Holton et al., 2003). Both quantitative data and qualitative data have been used. Quantitative data were collected using a trainee survey questionnaire, and the qualitative data were gathered using trainee in-depth personal interview and supervisor structured interview. Quantitative data were analysed using descriptive normative figures, means, percentages, tables and graphs. The Software Product for Social Studies (SPSS) has been used to generate the descriptive figures, means and percentages. On the other hand, dominant themes of the qualitative data have been extracted and grouped in rank order. The training process was split into three main stages, pre-training, training and post-training, in order to assess the effectiveness of the whole training process through self-reported data. The questions were geared towards ascertaining the trainees� motivational level prior to training, quality of training and work environment factors that have affected the process of transfer. Overall, the trainees participated in their training with a good level of pre-training motivation. However, trainees� attitude towards their training changed once they experienced the training. For example, the level of perceived ability to transfer learning to workplaces by the trainees in the academic category reduced after they experienced the training. Perceived utility of the training differed between job utility and career utility. While trainees in all the categories foresaw job utility of their training to be positive, a few trainees in the technical category did not foresee career utility of their training. There are several direct and indirect factors that affected the transfer process. The direct factors include excessive workload, inadequate requisite materials and mismatch of jobs and skills after training. On the other hand, the indirect factors range from lack of clearly laid training objectives to lack of monitoring and evaluation after training. The lack of these main elements in HR system limited opportunities for trainees and their supervisors to ensure transfer of learning acquired from training. On the whole, the out-country training programs were effective. However, there is a great scope for optimising the benefits of out-country training programs and enhancing the rate of transfer. The Ministry of Education needs to streamline and strengthen its HRD system, particularly in terms of clearly identifying training objectives and pursuing monitoring and evaluation after the training.

Abstract This chapter shows that Latvia is a country whose diaspora policies are shaped by ethnic identity arguments that introduce some differences of treatment between two categories of individuals residing abroad: citizens and the specific category of Russian-origin “non-citizens”. We show that, because most of diaspora concentrates in Western destination countries with strong welfare states, Latvia has little incentives to act in this area. Social protection policies in Latvia are mainly related to repatriation support. Repatriation is understood as help to return for those, mainly ethnic Latvians, who left the country before 1990s. Support for recent emigrants is limited to consular support, gradual extension of opportunities to vote from abroad, language training, weekend schools. In 2018, the first pilot programme was carried out to provide information support for return migrants under the umbrella of regional development vision in Latvia.

Higher education was interrupted in many countries due to the COVID-19 outbreak. In countries with infrastructure, distance and remote learning was initiated. While theoretical trainings and lectures are carried out relatively successfully, problems related to applied trainings continue to be discussed. Practical training, clinical internships, and field practices in almost all health programs, especially in medical education, have been suspended in many countries. Not only associate and undergraduate education, but also studies of doctoral students who continue postgraduate education, specialty education and clinical research have been affected by the pandemic. Fast track graduation can be discussed, especially in countries where additional postgraduate measures exist: if healthcare personnel are required to pass applied proficiency exams or attend supervised study that are mandatory after graduation. As a matter of fact, obligations such as post-graduation hands-on internships, supervised work phases or a master’s degree in certain health programs provide additional education and experience.In countries where health programs graduates can take part in the provision of health services without any secondary filter or educational processes, as in our country, the subject should be handled differently. Our medical graduates start their compulsory service directly, and our graduate nurses, midwives and dentists can also participate directly in the provision of health services. The primary issue here is not to ignore the competencies and achievements of the relevant program, to correctly evaluate the authorities given by the diploma and to decide accordingly. Therefore, while evaluating the measures and decisions taken in health education during and after the COVID-19 pandemic, issues such as the type of education and post-diploma processes of the relevant country, whether there are secondary processes for competencies and achievements, and the presence of state/board exams or not should also be taken into consideration. Alternative methods need to be developed on how to make compensatory training to fulfill the gaps occurred during the epidemic, for gaining competencies of the health training... The use of artificial intelligence in training and diagnosis, digital education, virtual reality applications in surgical practices, virtual patient interviews... All in digital environment... But physical distance and digital transformation cannot be the only solution or transformation we need. Still the digital transformation that are currently underway will reveal many innovations and expansions and may enable us to adapt them in our routine life soon, while it could take almost 10 years to achieve the same level in a normal evolution.

Lack of growth of small entrepreneurs can be attributed to insufficient support by the Government through its support programs as well as to their own internal weaknesses in terms of applying the right business strategies. An inductive, quantitative approach was used for carrying out the research. The data was collected through questionnaire method from three localities selected at random from sub-urban areas of Botswana, a landlocked country in Southern Africa. Most of the problems preventing growth of small entrepreneurs were lack of funds and difficulty in accessing Government support programs. The study recommends that the Government should provide training about viable small entrepreneurs which are highly recommended for funding and owners should change their approach to running business and engage in efficient business strategies that can give them growth. These recommendations, if applied properly will create small entrepreneurs growth not only in sub-urban areas of Botswana but also elsewhere.

The dependency by foreign countries institutions such as South Africa, Botswana, and Namibia for library and information science (LIS) training and development of staff members, to acquire higher education, has become expensive and complex for Eswatini government to handle. The expensive nature and complex situation of sending employees out of the country for training has paralysed most of the organisation due to their absence from operations in the office. This study therefore seeks to investigate, developing open distance e-learning curriculum for LIS programme in Eswatini. The University of Eswatini (UNESWA), which is one among other institution of higher learning in the country, does not offer any programme in LIS. Considering this situation in Eswatini, this chapter proposes a framework for developing the ODeL curriculum for LIS. Such a programme could be offered through the UNESWA to accommodate students within and outside the country. Thus, ensuring Eswatini becomes a player in LIS space within the African continent.

Today’s energy sectors hold different potentials for saving on energy, carbon, and other greenhouse gases (GHGs). Buildings, for instance, represent more than 40% of energy use worldwide and one-third of GHGs (United Nations Environment Programme [UNEP], n.d.a). Improvements in heating, cooling, and powering of buildings, as well as industrial processes, can deliver substantial and cost-effective savings. In line with this, geothermal energy represents a more unusual form of renewable energy in that it can directly contribute to heating, cooling, and electricity services. Unlike a number of its counterparts, geothermal energy can provide a more stable and renewable form of energy that is largely unaffected by weather. The chapter focuses on geothermal energy adoption in Iceland, “a little country that roars,” according to UNFCCC Executive Secretary Christina Figueres (Iceland Monitor, 2014), when discussing leadership in renewable energy use and related action. In developing its renewable energy leadership, Iceland has wrestled, like many countries, with tradeoffs in energy, the environment, and economic development. The chapter highlights the interplay of these interests and explores the innovative engineering and industrial spillovers in Iceland’s geothermal adoption. Iceland is a country of roughly 333,000 people, and is a global leader in renewable energy use (Islandsbanki, 2010; Ministry of the Environment, 2010; Statistics Iceland, 2017). Two-thirds of the country’s primary energy consists of geothermal energy, with roughly nine out of ten Icelandic homes heated by the fuel source and a quarter of the country’s electricity powered by it (Orkustofnun, 2015; Ragnarsson, 2015). The nation leads globally in terms of geothermal heat capacity per capita and serves as a principal source of international training and consulting on geothermal energy, with a diverse industrial cluster that has developed around the technology (Gekon, n.d.; United Nations University Geothermal Training Programme [UN- GTP], n.d). The country’s low carbon development pathway reflects choices and debate about how to manage its natural resources and allow for foreign investment. Iceland began the 20th century as one of the poorest nations in Europe and is now a top-ranked country in the United Nations Development Program’s Human Development Index (Hannibalsson, 2008; United Nations Development Program [UNDP], 2015).

The Energy Conservation Act 2001 was the first major initiative in India to channelize and catalyze energy efficiency improvement in various sectors of economy. The Bureau of Energy Efficiency was set up per the provision of this act, which in 2007 brought out Energy Conservation Building Code (ECBC) with an overall purpose of providing minimum requirements for the energy efficient design and construction of buildings. ECBC covers building envelope, heating, ventilation and air-conditioning system, interior and exterior lighting system, service hot water, electrical power and motors. Since the launch of this code in May 2007, efforts are being made to promote and facilitate the adoption of this code through several training and capacity building programs. A program committee has been set to take care of the comments from stakeholders and inconsistencies, due to which revision of the code was brought out in May 2008. Currently the code is voluntary in the initial phase, but it is designed to be mandatory in future. One major feature of the code is that implementation is left under the scope of State and local governments. During the capacity building effort, a need was felt to provide additional guidance to design and construction professionals on the rationale behind the ECBC specifications and provide explanations to the key terms and concepts. The ECBC User Guide was therefore developed and released in July 2009 for this purpose. This paper describes the current status, experiences during capacity building and market transformation required for successful implementation of this code. It also covers commentary on how various stakeholders are contributing towards one common goal in different ways. With successful implementation, the code is expected to reduce the energy consumption of the upcoming new buildings by 20–40% from their average performance level at the time of launch of ECBC. Having this huge potential of energy saving, there is an urgent need to address the problems and issues for early adoption of the energy conservation building code in the country.

Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.

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.