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Relevant bibliographies by topics / Overseas training

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Academic literature on the topic 'Overseas training'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Overseas training"

1

Jackson, A. D. M. "Overseas doctors' training." Archives of Disease in Childhood 61, no. 8 (August 1, 1986): 826. http://dx.doi.org/10.1136/adc.61.8.826.

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Balakrishna, Jeyabala. "Overseas training experience." Psychiatric Bulletin 19, no. 8 (August 1995): 515–16. http://dx.doi.org/10.1192/pb.19.8.515-a.

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Paykel, E. S. "Overseas training experience." Psychiatric Bulletin 19, no. 8 (August 1995): 516. http://dx.doi.org/10.1192/pb.19.8.516.

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Adams, D. "Overseas dentists' training scheme." British Dental Journal 172, no. 4 (February 1992): 134. http://dx.doi.org/10.1038/sj.bdj.4807788.

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Caldicott, Fiona. "Overseas Doctors' Training Scheme." Psychiatric Bulletin 14, no. 11 (November 1990): 696. http://dx.doi.org/10.1192/pb.14.11.696-b.

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Junaid, Ola. "Overseas doctors' training scheme." Psychiatric Bulletin 14, no. 2 (February 1990): 90. http://dx.doi.org/10.1192/pb.14.2.90-a.

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Britto, Darryl J. "Overseas doctors – training ethos." Psychiatric Bulletin 16, no. 10 (October 1992): 665–66. http://dx.doi.org/10.1192/pb.16.10.665-b.

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Adeniran, R. A. "Overseas doctors' training scheme." Psychiatric Bulletin 16, no. 11 (November 1992): 701–2. http://dx.doi.org/10.1192/pb.16.11.701.

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About a year after applying to come on the Overseas Doctors' Training Scheme (ODTS), I was offered a post. The letter arrived about two months before I was to start work in the UK; it contained pertinent information about my job, the training programme, and the community I would live in. The information and its early arrival enabled me to make adequate preparation for my trip.

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McWilliam, C., and R. McClelland. "Overseas Doctors Training Scheme." Psychiatric Bulletin 16, no. 7 (July 1992): 456. http://dx.doi.org/10.1192/pb.16.7.456.

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The Overseas Doctors Training Scheme was established by the Royal College of Psychiatrists in August 1989. Feedback from trainees placed in post has indicated that their early experience in the UK could have been eased had they been able to attend an induction course which addressed their specific needs. In response to this the Overseas Liaison Committee decided to hold their first induction course on 27 and 28 January 1992 for all the sponsored trainees commencing in post in February. Fourteen doctors attended this course which consisted of a series of short seminars on a variety of subjects together with a talk from trainees already in post and an evening reception.

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Caldicott, F., R. J. McClelland, and J. Robertson. "Overseas Doctors Training Scheme." BMJ 309, no. 6957 (September 24, 1994): 811. http://dx.doi.org/10.1136/bmj.309.6957.811b.

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Dissertations / Theses on the topic "Overseas training"

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Joanis, Lara A. "Issues women face while training overseas." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998joanisl.pdf.

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Ibrahem, Fathi El-Arbi. "Factors affecting overseas training in Libyan oil companies." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/42991/.

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Training initiatives are a world-wide phenomena, particularly in developing countries which have been using overseas training as a part of their overall development strategy. However, although there is substantial literature regarding training practices globally. there is no comprehensive framework that embraces all the factors affecting training that is conducted abroad. This research is aimed at developing such a frame\vork, using Libya as a precise case that will allow for the identification of the key factors affecting overseas training, and will further permit some generalisation to other developing countries. The research is qualitative in nature, employing a case study approach and using semistructured interviews as the main data collection tool within two Libyan oil companies. Several tools are used in order to achieve triangulation, to fully understand the overseas training practices in the two case organisations, and to establish the factors affecting the overseas training. This approach allowed revisions to be made to the theoretical framework derived from the literature by the author, resulting in a specific model of relevance to overseas training. Contributions to knowledge on both academic and practical levels are evident by the study, which represents the first attempt to empirically investigate overseas training activities in Libyan Oil Companies. The original contribution of the research is the developed framework. Other novel contributions of the study are the identification of several new factors that could affect overseas training programmes, and the addition of new knowledge that both supports and contradicts the existing literature about training. Moreover, the study has attempted to address the problems raised when applying the recommendations in the literature to a cultural context other than that on which the literature was based. Practically, the study has implications for both managers and practitioners, such as the preparation of trainees before sending them abroad, monitoring trainees during overseas training, difficulties encountered by trainees abroad, especially in western countries, the evaluation of overseas training, and the importance of incentives and reward when managing overseas training. The framework developed in the study presents the critical elements and factors that can enhance and jeopardise the success of overseas training.

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Parnham, John David. "Overseas student recruitment in English Colleges of Further Education." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/a2771c71-896e-4873-a58d-a5995a4774eb.

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Jiang, Bo. "An evaluation of current British policy concerning overseas postgraduate students." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337407.

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Curtis, Andrew. "Language, learning and support : overseas students at a British university." Thesis, University of York, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283436.

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Bullen-McKenzie, Maude Agnes Eudora. "Investment and returns in relation to additional education and training overseas." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327264.

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Xiao, Sun. "The training of China's managers : an analysis and evaluation of using overseas training for management development." Thesis, Coventry University, 2007. http://eprints.worc.ac.uk/527/.

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Despite of the rapid globalisation and international business there has been a growing consensus that the quality of an organisation's human resource is a critical factor in order to manage the change. Economic reform in China has led to rapid business expansion within the region. Chinese policy makers are aware that the development of its managers is crucial to creating competitive advantage in its post-WTO period. Training and education is therefore an important means of management development improving the competencies of managerial personnel with a global view. As a consequence large numbers of Chinese managers have been sent on training and education in the Western countries in order to bring new ideas and approaches to their organisations. This thesis questions whether the training has successfully achieved its objectives and how the effectiveness of such a training intervention can be addressed. It has been widely accepted in the training' community that evaluation of training effectiveness is an essential step in designing a training program. However evaluation is often problematic, particularly when the training seeks to achieve outcomes which are not readily measurable, as is the case in management training and development. Moreover, the involvement of various stakeholders from West and East adds complexity. This research presents a survey study covering 526 stakeholders who are involved in China's overseas management training and development. The approaches to evaluation are explored from a holistic perspective and an evaluation framework which uses stakeholder-based approach is developed for management training and development in a cross-cultural context. Moreover this study addresses the empirical and methodological deficiencies 'of research on Chinese managers' development activities in Western countries. This research therefore contributes not only to theory on evaluation, but also on management training and development in cross-cultural settings. A mixed methods approach by triangulation of quantitative and qualitative information is employed to study training effectiveness from the perspectives of different stakeholders. The findings show important variables affecting Chinese managers' learning in Western countries and factors influencing the transfer of Western management to Chinese organisations. The specific characteristics of China's overseas management training are also examined which lead to the conclusion that the evaluation of a management training intervention should not be regarded as evaluating a training programme, but must be integrating with the processes ofmanagement training and development.

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Greyerbiehl, Michael J. "Dialogue of religious experience my overseas training program in Japan with Maryknoll Missionaries /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Ghafar, M. Najib. "A study of relationships between pre-enrollment factors and university success of Malaysian science students overseas." Thesis, University of Surrey, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387008.

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BERGMAN, DONALD. "UNIQUE RESPONSIBILITIES AND TRAINING REQUIRED FOR ADMINISTRATORS OF EAST ASIAN AMERICAN AND INTERNATIONAL SCHOOLS (OVERSEAS, INSERVICE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183894.

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This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief school administrator. The selected administrative tasks encompassed five major areas: personnel, curriculum, school administration and business functions, school setting and pupils. In addition, 25 in-service training areas were prioritized according to the degree of value chief administrators felt they would provide. Specific tasks identified as most problematic were: (a) hiring well-qualified teachers from the local community; (b) locating and acquiring school sites; (c) funding new school buildings; (d) providing substitute teachers; (e) providing current and relevant in-service training for teachers; (f) providing programs for gifted, remedial or handicapped students; (g) constructing new buildings; (h) providing hearing, visual, psychological, or other testing services; (i) soliciting financial support; (j) finding local supply sources. In-service training opportunities in the major area of curriculum were identified as being most valuable and additional course work in preparation for an overseas chief school administrator's position was believed to be beneficial by those currently holding chief school administrator jobs. Specific in-service topics deemed most valuable were: (a) curriculum development procedures and writing of curriculum guides; (b) staff management, faculty morale and leadership techniques; (c) hiring practices, contracts, overseas recruiting and organizations providing support services; (d) teacher evaluation, supervision and dismissal procedures; (e) development and implementation of in-service training and school improvement plans; (f) curriculum alternatives such as International Baccalaureate, ESOL, "A" and "O" levels, and Advanced Placement programs; (g) pupil support services such as counseling, testing services, gifted and remedial programs; (h) methods of communication, public relations techniques and community liaison projects; (i) economics, budget development procedures and school business office and accounting practices; (j) comparative education--evaluating academic programs from various countries.

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Books on the topic "Overseas training"

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Foreign Service Institute (U.S.). Training for overseas cashiers. [Arlington, Va.?]: Foreign Service Institute, U.S. Dept. of State, 1989.

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Foreign Service Institute (U.S.). Training for overseas cashiers. [Arlington, Va.?]: Foreign Service Institute, U.S. Dept. of State, 1989.

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Foreign Service Institute (U.S.). Training for overseas cashiers. [Arlington, Va.?]: Foreign Service Institute, U.S. Dept. of State, 1989.

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United States. Department of State. Training for overseas cashier supervisors. [Arlington, Va.?]: U.S. Dept. of State, 1989.

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United States. Department of State. Training for overseas cashier supervisors. [Arlington, Va.?]: U.S. Dept. of State, 1989.

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Council, British. Teacher training for overseas teachers. London: British Council, 1994.

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7

Cattalini, Helen. Choices: Career & training information for overseas qualified doctors. Perth: Western Australian Dept. of Training, 1993.

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8

Lago, Colin. Working with overseas students: A staff development training manual. Huddersfield: Polytechnic of Huddersfield, 1990.

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Colin, Lago. Working with overseas students: A staff development training manual. Huddersfield: Polytechnic of Huddersfield, 1990.

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Training, Tripartite Overseas Mission on Productivity and. Report of the Tripartite Overseas Mission on Productivity and Training. Perth, W.A: Ministry of Labour, Poductivity and Employment, State Government of Western Australia, 1987.

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Book chapters on the topic "Overseas training"

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

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Stanfield, J. P. "Training of overseas paediatricians in the U.K.: Relevance to primary child health care." In Child Health in the Tropics, 289–93. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5012-2_28.

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Yang, Liu, Yan Zhang, Yishuang Zhang, Duanqin Xiong, Yang Liao, Juan Liu, Xueqian Deng, and Hua Guo. "An Oversea Flight Preadaptive Training System-Based 4D Scene." In Man-Machine-Environment System Engineering, 899–907. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6978-4_103.

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Short, Courtney A. "The US Fights Overseas." In Uniquely Okinawan, 51–58. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823288380.003.0005.

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U.S. military forces spread across the globe in various states of preparation. While some military government personnel attended Civil Affairs training schools, many only received training onboard the transport ships heading across the Pacific. Soldiers received training that instructed them to approach the Okinawans with caution and to view them as potential enemies, yet they also were granted the authority to assess their own interactions with the civilians on their own merits. Marines training finalized Okinawan identity and left no room for debate or reconsideration.

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"Predeployment And Security Awareness Training “Tell Me Everything I Need To Know About This Country In About 15 Minutes”." In Managing Security Overseas, 155–79. Auerbach Publications, 2009. http://dx.doi.org/10.1201/9781439804681.ch8.

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Wade, V. N. "Provision of education and research for overseas students." In Education and Training in Food Science, 97–106. Elsevier, 1992. http://dx.doi.org/10.1533/9781845698201.3.97.

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Berber, Aykut, Yasin Rofcanin, and Yitzhak Fried. "Cross-cultural training and development for overseas assignments." In International Human Resource Management, 93–107. Cambridge University Press, 2014. http://dx.doi.org/10.1017/cbo9781107445642.007.

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McGuire, David, and Nicola Patterson. "Diversity Training in Organizations." In Handbook of Research on Workforce Diversity in a Global Society, 273–87. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1812-1.ch016.

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Diversity training is an area of growing interest within organizations. As organizations and society become more culturally diverse, there is a need to provide training across all hierarchical levels to make individuals more aware of and sensitized to elements of difference. Managing and valuing diversity is becoming increasingly important to delivering higher levels of performance and creativity, enhancing problem solving and decision-making, and gaining cultural insights into domestic and overseas markets. As facilitators of diversity training, line managers are increasingly tasked with the important role of equipping employees with the skills and competencies to work effectively in diverse multicultural teams. Consequently, this chapter looks at the mechanics of how diversity is discussed and delivered in organizations. It explores the necessity of diversity training in safeguarding and respecting individual identity and in fostering more welcoming inclusive workplaces.

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McGuire, David, and Nicola Patterson. "Diversity Training in Organizations." In Cross-Cultural Interaction, 1151–65. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch065.

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Diversity training is an area of growing interest within organizations. As organizations and society become more culturally diverse, there is a need to provide training across all hierarchical levels to make individuals more aware of and sensitized to elements of difference. Managing and valuing diversity is becoming increasingly important to delivering higher levels of performance and creativity, enhancing problem solving and decision-making, and gaining cultural insights into domestic and overseas markets. As facilitators of diversity training, line managers are increasingly tasked with the important role of equipping employees with the skills and competencies to work effectively in diverse multicultural teams. Consequently, this chapter looks at the mechanics of how diversity is discussed and delivered in organizations. It explores the necessity of diversity training in safeguarding and respecting individual identity and in fostering more welcoming inclusive workplaces.

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Conference papers on the topic "Overseas training"

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Wang, Pengcheng. "Thoughts on Leader and Cadre Training in Overseas Oil and Gas Business." In 2013 Sixth International Conference on Business Intelligence and Financial Engineering (BIFE). IEEE, 2013. http://dx.doi.org/10.1109/bife.2013.104.

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Luo, Shuzhe, Hong Cheng, and Juan An. "Training Measures for Improving Adaptability of Technical Personnel for Overseas Engineering Projects." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p093.

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Zhura, Victoria, Larisa Prokofieva, Yulia Rudova, Oksana Gavrilyuk, and Maria Nevzorova. "EVALUATION OF CROSS-CULTURAL TRAINING IN RUSSIAN MEDICAL UNIVERSITIES FROM SENIOR OVERSEAS STUDENTS’ PERSPECTIVE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2729.

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Škoda, Radek. "AGN-201M: Using Low Power Training Reactors in Education." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-30900.

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The AGN reactor type was supposed to be a workhorse of nuclear education in the sixties, with dozens of units being produced and sold around the USA and overseas. However, nowadays only 4 units are fully operational, the rest has been mothballed or decommissioned. In 2010 Texas A&M University made the AGN-201M again part of its education program, after years of reactor inactivity. This very recent practical experience from Texas A&M shows that AGN-201M can be successfully used for undergraduate and graduate nuclear education and new educational methods can be implemented on the reactor. The paper demonstrates new experimental classes developed for the reactor and may serve as an idea for other mothballed AGNs or training reactors worldwide.

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Yan, Wang, Sun Dingdong, Sui Li, and Ju Lihua. "Shanghai international curriculum of college teachers’ overseas training project – Take training courses in the University of Alberta in Canada in 2013 for example." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.128.

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Wang, Yue. "Case Study of Cross-cultural Adaptation and International Talents Training Model for Preparatory Overseas Students in China." In 2018 International Conference on Education, Economics and Social Science (ICEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceess-18.2018.49.

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Changule, D., R. Rangeiro, S. Daud, M. Ribeiro, E. Luis, F. Mabota, GF Cintra, et al. "78 IGCS gynecology oncology global curriculum and mentorship program in mozambique: challenges and results of an overseas surgical training program." In IGCS Annual 2019 Meeting Abstracts. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/ijgc-2019-igcs.78.

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Wang, Yanwei, Yu Zhang, and Lijuan Zhang. "Thinking and Exploration on the Improvement of the Quality of Overseas Graduate Students’ Training in China from the Perspective of Tutors." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.027.

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Liang, Ya, Yi He, Mengjia Hou, and Ling Yang. "Analysis on the Current Situation and Problems of the Training Mode of Thai Language Professionals in Yunnan Higher Education Institutions -- Analysis on the Talent Training Model Combining Professional Teaching with Overseas Learning and Practical Training." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.32.

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Liang, Ya, Yi He, Mengjia Hou, and Ling Yang. "The Construction of a Talent Training Mode Combining the Professional Teaching of Thai Language and the Practical Training of Overseas Learning In Higher Vocational Colleges-- Take the Thai major of Yunnan college of foreign affairs and foreign languages as an example." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.115.

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Reports on the topic "Overseas training"

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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.

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Hulton, Peter H., Carroll A. Ciminello, Roy Deavenport, Thomas Fetherston, Karin Fulkerson, Dennis Jarvis, Bert Neales, Jerry Thibodeaux, Jason Benda-Joubert, and Amy Farak. Determination of Acoustic Effects on Marine Mammals and Sea Turtles for the Hawaii-Southern California Training and Testing Environmental Impact Statement/Overseas Environmental Impact Statement. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada589838.

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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.

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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.

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