Relevant bibliographies by topics / Training programme

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Training programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Training programme.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Training programme"

1

Adeyanju, Dolapo, John Mburu, and Djana Mignouna. "Youth Agricultural Entrepreneurship: Assessing the Impact of Agricultural Training Programmes on Performance." Sustainability 13, no. 4 (February 4, 2021): 1697. http://dx.doi.org/10.3390/su13041697.

Full text
Abstract:
Using the case of the Fadama Graduate Unemployed Youth and Women Support (GUYS) programme, this study investigated the impact of agricultural training programmes on youth agripreneurship performance in Nigeria. A total of 977 respondents comprising of 455 participants of the programme and 522 non-participants were sampled across three states in Nigeria. Data were collected using a well-structured questionnaire programmed on Open Data Kit (ODK). Data were analysed using the Endogenous Treatment Effect Regression (ETER) model. The probit model results revealed that participation in the programme was significantly influenced by age, years of formal education, marital status, current residence, employment type, and perception of training. The empirical analysis showed that after controlling for endogeneity, participation in the programme led to better performance which was measure in terms of average income from agripreneurship activities. These findings highlight the significance of training in improving the performance of young agripreneurs and suggest the need to encourage and out-scale programmes such as the Fadama GUYS, both in Nigeria and elsewhere in Africa as they can contribute to better performance of youth-owned agribusiness firms.
APA, Harvard, Vancouver, ISO, and other styles
2

Brodaty, Henry. "Dementia training programme." Medical Journal of Australia 143, no. 5 (August 1985): 224. http://dx.doi.org/10.5694/j.1326-5377.1985.tb122944.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cascarini, Luke. "Surgical Training Programme." British Journal of Oral and Maxillofacial Surgery 40, no. 3 (June 2002): 265. http://dx.doi.org/10.1054/bjom.2001.0755.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

DAVIS, J. A. "Programme of Training." Medical Education 3, no. 4 (January 29, 2009): 340–42. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02130.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Clarke, G. M., and G. A. Harrison. "The Training/Examination Programme in Intensive Care, Australian and New Zealand College of Anaesthetists 1. Training." Anaesthesia and Intensive Care 21, no. 6 (December 1993): 848–53. http://dx.doi.org/10.1177/0310057x9302100618.

Full text
Abstract:
Unlike training for programmes in other countries which have published details of training programmes for Intensive Care Medicine, the training programme of the Australian and New Zealand College of Anaesthetists does not require certification in a primary specialty, although it is possible to combine training in Intensive Care and Anaesthetics. The lynchpin of the programme is the requirement that training can be undertaken in recognised posts in intensive care units which are approved by the College. Approval of the Unit requires evidence of appropriate supervision and teaching of trainees, sufficient number of admissions with a casemix suitable for the trainees’ learning needs and an adequate level of staff and equipment. The Units are assessed by physical inspection by assessors appointed by the College. The programme includes a Final Examination in Intensive Care.
APA, Harvard, Vancouver, ISO, and other styles
6

Arun Kumar, G. S., M. S. Nain, Rashmi Singh, N. V. Kumbhare, Rajender Parsad, and Shiv Kumar. "Training Effectiveness of Skill Development Training Programmes among the Aspirational Districts of Karnataka." Indian Journal of Extension Education 57, no. 4 (2021): 67–70. http://dx.doi.org/10.48165/ijee.2021.57415.

Full text
Abstract:
Aspirational districts programme was launched by GOI in 2018 to raise the living standards of citizens by focusing on five major thematical areas viz. health and nutrition, education, agriculture and water resources, financial inclusion and skill development and basic infrastructure in the poor performing 115 districts of the country. The problem of unemployment and poverty in rural areas can be tackled by inculcating the desirable skills and develops entrepreneurial ability. The study was focused on assessing the effectiveness of skill development training programmes in two aspirational districts (Raichur and Yadgir) of Karnataka. Primary data was collected from 120 trainees including 30 farmers and 30 agricultural labours from each district trained under various skill training institutes. The independent variables like number of training programmes attended, learning motivation, innovativeness, motivation to transfer learning, self-efficacy and achievement motivation were positive and significantly affecting the training effectiveness. The overall effectiveness of training was found to be 51 per cent which came under medium effectiveness category. Among the different aspects of training programme ‘coverage’ was found to be more effective. But trainings were least effective in ‘need assessment’ of trainees. A majority of trainees perceived that training improved their knowledge and skills.
APA, Harvard, Vancouver, ISO, and other styles
7

Sutherland, Nigel, Bryn Jones, Sofia Westcamp Aguero, Tristan Melchiori, Karin du Plessis, Igor E. Konstantinov, Michael M. H. Cheung, and Yves d’Udekem. "Home- and hospital-based exercise training programme after Fontan surgery." Cardiology in the Young 28, no. 11 (August 28, 2018): 1299–305. http://dx.doi.org/10.1017/s1047951118001166.

Full text
Abstract:
AbstractBackgroundExercise training has been shown to increase exercise capacity in survivors of Fontan surgery. The geographic distribution of the Fontan population has been a barrier to hospital-based exercise training programmes. The objective of this study was to establish whether a home exercise training programme could achieve similar improvements to a hospital programme.MethodsAdolescents with a Fontan circulation aged 12–19 years were prospectively recruited in a hospital or home exercise training programme. Patients underwent cardiopulmonary exercise testing and completed the Paediatric Quality of Life Inventory at initial assessment and after completion of an 8-week programme. Both groups performed two 1-hour training sessions per week. Patients in the home training programme had their first session in the hospital, and then progressed independently with one phone consult per week and one home visit by a physiotherapist.ResultsIn total, 17 patients, with a mean age of 15±3 years, completed the training programme (six hospital). Characteristics and baseline performance of patients were similar in both groups. Oxygen consumption at anaerobic threshold increased from 19.3±3.8 to 21.6±6.0 ml/kg/minute (p=0.02) and peak oxygen pulse increased from 8.8±2.5 to 9.5±2.7 ml/beat (p=0.049). Total quality of life scale improved from 68 to 74% (p=0.01) and psychosocial health improved from 67 to 74% (p=0.02). No patient experienced training-related complications.ConclusionsExercise training is beneficial and most likely safe after Fontan, resulting in improved exercise capacity and self-reported quality of life. Home exercise training programmes are probably as effective as hospital programmes. Home exercise training programmes should be integrated in the follow-up care of patients undergoing Fontan surgery.
APA, Harvard, Vancouver, ISO, and other styles
8

Hughey, Aaron W. "Corporate Training Programmes." Industry and Higher Education 15, no. 3 (June 2001): 183–87. http://dx.doi.org/10.5367/000000001101295641.

Full text
Abstract:
Employee training programmes have long been considered one of the keys to corporate success. The primary focus of this article is on what higher education professionals can learn from their counterparts in business and industry with respect to training in a collegiate environment. The elements of a successful training programme are discussed along with how the process can be adapted by colleges and universities. The distinction between training and education is explained, with a discussion of why ‘soft skills’ training initiatives are often less effective than skills-based approaches. The critical role of the training coordinator in facilitating a programme is assessed and other important considerations are set out, such as selection of the appropriate training topics and determining how long training should last and how many participants should be permitted to attend.
APA, Harvard, Vancouver, ISO, and other styles
9

Solon, Florentino S. "Developing a National Training Pyramid." Food and Nutrition Bulletin 18, no. 2 (January 1997): 1–4. http://dx.doi.org/10.1177/156482659701800214.

Full text
Abstract:
The training pyramid is a system with designated levels corresponding to types of training needed for personnel in a national nutrition programme. Each proportional level refers to the type, purpose, and content of training and the category of individuals to be trained. Level III, the upper part of the pyramid, is intended for a few professionals with master's or doctoral degrees who deal with macronutrition issues and the solution of nationwide nutrition problems through policies, programmes, macroplanning, and legislative action. Short-term training periods provide skills in studying and formulating national policies to solve malnutrition problems and translate research results into policies for the benefit of the population. Training at level II is intended to develop the research capability of professionals to undertake studies for use in formulating national policies, plans, and programmes. This level of training provides knowledge and skills in research design, information technology, statistics, identifying research needs, developing research proposals, planning and managing research activities, and comprehensively communicating technical information and results to policy makers, legislators, macroplanners, programme planners, managers, and implementers. Short courses on laboratory procedures, new methods, and use of the latest equipment should be included. Level I, the base of the pyramid, is for training professionals to translate national policies and macroplans, including research findings, into community-based programmes and projects appropriate to the existing political, economic, and socio-cultural situation. This level of training focuses on efficient and effective programme implementation and management.
APA, Harvard, Vancouver, ISO, and other styles
10

Bedford, Denise A. D. "Knowledge Management Education and Training in Academic Institutions in 2012." Journal of Information & Knowledge Management 12, no. 04 (December 2013): 1350029. http://dx.doi.org/10.1142/s0219649213500299.

Full text
Abstract:
The academic discipline of Knowledge Management is maturing. The maturity of knowledge management scholarship has been considered as well as its curricular coverage and alignment with the needs of business. This research suggests that a mature academic discipline is grounded on a mature academic programme. The research defines five dimensions of a mature academic discipline, including: (1) curriculum design; (2) nature and coverage of research programmes; (3) faculty credentials and status; (4) academic programme administration; and (5) programme goals. Maturity factors are identified for each of the five dimensions. In 2012, an open public survey was conducted to determine the level of maturity of academic programmes in knowledge management. The survey results suggest that while there is notable maturity in curriculum design, the remaining four dimensions — research, faculty credentials, programme administration and programme goals — are immature. The research suggests that additional focus be given to these maturity factors in terms of standards. The research further suggests that an annual survey is needed to track progress towards a mature academic discipline.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Training programme"

1

Coetzer, Anje. "Evaluating a governmental training and development programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/13533.

Full text
Abstract:
Includes bibliographical references (leaves 78-83).
The current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate poverty by creating short to medium term jobs for unskilled workers through clearing alien vegetation. WfW aims to appoint contractors based on targets from the Expanded Public Works Programme which are 60% women, 20% youth (18 - 36 years) and 2% disabled people. The CDM’s main objectives can be seen as: the employment of youth, women and people with disabilities; skills development through training. The programme aims to to develop contractors so that they become less dependent on WfW. It aims to develop contractors’ alien clearing and business skills to such an extent that contractors eventually exit the CDM in order to pursue more lucrative opportunities outside of WfW.
APA, Harvard, Vancouver, ISO, and other styles
2

Lubbe, Zoe Odette Eloise. "Training on attachment as part of antenatal programmes : the perceptions of antenatal programme presenters." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60379.

Full text
Abstract:
Attachment refers to a strong emotional bond with special people in a person?s life, in whose presence the person experiences pleasure, joy and comfort in times of stress. The first attachment in life is commonly formed between an infant and primary caregiver, which is usually the mother. The caregiving provided by the mother or caregiver will determine whether a secure or insecure attachment pattern is formed. Attachment theory indicates that this first attachment forms the basis for a cognitive representation, the so-called internal working model, which becomes part of the person?s personality and forms the foundation of the person?s perception of the self and the world as well as of all future interpersonal relationships. As infancy is a sensitive period for the development of attachment, the prenatal period could be an appropriate time to educate expecting mothers about the importance of secure attachment and their role in the development thereof. The researcher therefore wished to explore whether antenatal programmes could be used as a platform for teaching expecting mothers about attachment. As a starting point, the goal of this study was to explore the perceptions of antenatal programme presenters on including training on attachment into antenatal programmes. The study was based on a qualitative research approach, and applied research as the type of research. A collective case study research design was adopted and data was collected by means of semi-structured interviews that were conducted with a sample of ten presenters of antenatal programmes in the Tshwane district. The participants were selected by means of purposive sampling. Data was analysed according to methods for qualitative data analysis, and relevant ethical considerations were followed during the study. The research findings indicate that the participants were aware of the importance and benefits of secure attachment and that they had a positive attitude towards the inclusion of training on attachment into antenatal programmes. They were eager to receive training on attachment and to adapt their programmes to include training on attachment. The researcher concludes that it would be feasible and beneficial to include training on attachment into antenatal programmes, and to train antenatal programme presenters for this purpose. The provision of training on attachment to nurses and raising awareness of attachment in the private and public health care sectors could facilitate greater knowledge of attachment for expecting mothers. Further research in diverse settings, such as in private and public clinics and hospitals in different geographical areas, is recommended.
Mini Dissertation (MA)--University of Pretoria, 2016.
Social Work and Criminology
MA
Unrestricted
APA, Harvard, Vancouver, ISO, and other styles
3

Minnis, Helen Jennifer. "Evaluation of a training programme for foster carers." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/evaluation-of-a-training-programme-for-foster-carers(5d8bf051-9b80-4629-ab00-3487b12830a2).html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lufuluabo, Rolly Ngandu. "An implementation evaluation of the rehabilitation care workers training programme." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8549.

Full text
Abstract:
Includes bibliographical references.
In 2011, the Western Cape Department of Health (WC DoH) adopted a health plan called Healthcare 2020. The framework of the plan emphasizes the necessity to de-hospitalize care in the province. The healthcare plan has brought about a shift in care policy. That is, moving from a passive delivery to a more active delivery where patients act independently. Active care refers to care that takes into account the needs of patients. Developing rehabilitation and care skills within the Western Cape Province is a key element to meet the de-hospitalization goal. Thus, the WC DoH commissioned and funded a pilot programme to train Rehabilitation Care Workers (RCWs) in the Mitchell's Plain District. This pilot programme involved rehabilitation and support for people with disabilities (PWDs) and their families. The rationale behind the programme was that if RCWs are given the necessary training and knowledge through learning and practical sessions, they will be more skilled to offer improved quality of care and support (Schneider, 2012, Healthcare, 2020). The Disabilities Studies Division (DSD) of School of Health and Rehabilitation Sciences at University of Cape Town (UCT) designed and delivered the training, consisting of learning and practical components. The current evaluation aims at investigating implementation of the learning component of the programme.
APA, Harvard, Vancouver, ISO, and other styles
5

Chicheke, Aaron. "An impact evaluation of a retail business skills training programme." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10266.

Full text
Abstract:
Includes bibliographical references.
The South African retail industry is growing significantly and increasingly becoming an important contributor to the country's economic growth. The industry grew by 5.9 percent in 2011, in terms of sales, compared to 3.6 percent decline in 2009. According to figures provided by the Statistics South Africa (StatsSA), the industry contributed six percent to the entire South African economy and 23 percent towards total employment in the country. Despite the growing significance of the industry in the South African economy, the industry is still marred with chronic challenges of poor education and skills shortages. Major players in the industry indicated that these challenges are the main impediments to potential higher growth.
APA, Harvard, Vancouver, ISO, and other styles
6

Giqwa, Nomfundiso Louisa. "Waste management knowledge, its production, recontextualisation and circulation in Expanded Public Works Programme (EPWP) training programmes." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63729.

Full text
Abstract:
This study set out to investigate the structuring, recontextualisation and circulation of waste management knowledge in the South African environmental Expanded Public Works Programme (EPWP) Waste Management Projects. In this thesis these projects also referred to as the Working on Waste (WoW) programme or focus area within the Environmental Protection and Infrastructure Programme (EPIP) hosted by the National Department of Environmental Affairs. Expanded Public Work Programmes are a strategy used by governments to address unemployment and in South Africa; the programmes also seek to address a need for skills development. In this study, the focus is on EPWP waste management knowledge, training programmes and activities only. With waste management knowledge as the core interest, the focus of the investigation was on knowledge circulation of waste management via informal (participation in the project) and formal training of workers at Level 2 National Qualifications Framework (NQF). The study started by firstly investigating what waste management knowledge is produced in the Field of Production via scientific research and policy. It then studied how this waste management knowledge is recontextualised into qualifications and skills programmes designed in the official recontextualising field and learning materials and training programmes designed and offered in the professional recontextualising field. The study also focused on the knowledge of workers and their experience of training in the EPWP workplaces, with an emphasis on rural workplaces. This is where the Department of Environmental Affairs (DEA) is placing emphasis on training for job creation, empowerment and skills development, and it is also where a number of EPWP Working on Waste programmes are being implemented. The aim was also to develop an understanding of how knowledge circulates amongst learners in training sessions and in workplaces. To do this, I drew on Bernstein’s theory of the pedagogical device which provides theoretical lenses and a language of description to explain how knowledge is recontextualised from the field of production to the field of reproduction. To investigate the structuring of this knowledge by official and pedagogical recontextualisers, I drew on the work of Maton, who offers a Legitimation Code Theory to explain the principles structuring knowledge, of which I used specialisation and semantics (two of his suite of knowledge structuring principles) for analysis. The questions that guided the study throughout were: 1. What is the structure of legitimate knowledge and knowers in waste management? 2. What are the underlying principles underpinning knowledge and knowers in waste management? 3. How is the knowledge recontextualised in waste management training qualifications, documents and manuals for worker training at NQF Level 2? 4. How is the knowledge reproduced and evaluated in the waste management EPWP training activities (formal) and workplaces (informal)? 5. How does waste management knowledge circulate amongst the workers in the EPWP training activities and workplaces? For this study I used the case study method, focusing only on one field or DEA EPWP focus area (waste management) and one programme (EPWP Working on Waste), looking in more depth at two cases (two similar types of projects) within the EPWP Working on Waste programme, though they are situated in different areas and though I could only carry through observations of actual workplace training in one of the two sites due to contextual circumstances. The first project was situated in the Amathole District Municipality while the second one was situated in the Chris Hani District Municipality, both of which are in the rural towns of the former Transkei region in the Eastern Cape, South Africa. This area has been at the forefront in accessing funding for these projects due to the level of poverty surrounding these towns and the inability of the local government sphere to deliver on its mandate in the region. Data was collected through document analysis, questionnaires, interviews and observations. Documents analysed were research documents produced by researchers at the level of production as well as legal frameworks guiding waste management processes in this country. Qualifications and Unit Standards at Level 2, as well as training materials designed by providers were analysed. Training in one of the projects was observed and workers in both sites were interviewed twice. The main finding of the study is that waste management knowledge is characterised by interdisciplinarity and a strong epistemic relation which emphasises procedural and technical forms of knowledge. The study found that the knowledge constructed in the field, as well as the policies, qualifications and training programmes are all consequently characterised by a strong epistemic code (ER+) and a weak social relations code (SR-). The study also identified a ‘code clash’ with the knowledge of workers in rural towns whose knowledge and experience of waste management was found to reflect a strong social relation (SR+) and weak epistemic code (ER-), a pattern which was traced back to a similar code in waste management knowledge at home and school (i.e. workers’ prior knowledge and learning experiences). This created difficulties for the trainers who sought to use strategies of descending from the abstract to the concrete in various ‘descending’ semantic waves that tended to move from high levels of semantic density (SD+) to lower levels of semantic density (SD-) as the training provider sought to contextualise a range of concepts. This was the main strategy identified for mediating waste management knowledge reflecting a dominant pattern of SD+/SG- to SD-/SG+ (with SG meaning semantic gravity). This shows that the trainer seldom started mediating concepts from the basis of workers’ prior knowledge and experience and observations showed little responsiveness from workers resulting from this strategy. Despite this, the study found that workers did develop an improved understanding of specialised waste management knowledge over time, especially through observing and doing more complex tasks in the workplace. The study offers a model for addressing the pedagogical difficulty identified around the code clash, and suggests that further attention needs to be given to ‘ascending’ from the concrete to the abstract in pedagogical practices. The study also pointed to the need for a more inclusive knowledge framework for waste management training, especially in the field of recontextualisation (both the official and pedagogical recontextualisation fields) to extend possibilities for workers to learn more about economic potential and access routes into more sustainable jobs. It identifies the need for a more systemic approach to waste management in rural towns and municipalities, improved compliance and also proposes that better waste management practices are modelled to avoid performative contradictions between the knowledge promoted in the field of production and the official and pedagogical recontextualising fields and the field of reproduction, where workers are learning this knowledge via a mix of accredited training and exposure to participation in waste management practices. This study contributes to new knowledge in that it offers an epistemically grounded and theorised pedagogical process model for Level 2 Waste Management Training (in the EPWP programmes, but potentially also more broadly) that accords with the need for a strong epistemic relation code (ER+) embodied in the need for learning scientific and technical waste management knowledge and procedures. It also addresses workers’ needs for greater epistemic access and participation in knowledge building and application of waste management knowledge in praxis as per the purpose of the EPW training programmes, thereby potentially opening up more sustainable learning pathways for them out of poverty through the EPWP training opportunities. The study has pointed to key areas for further research, including further research on the proposed model, further research into Level 2 pedagogical practices and further research into the foundations of waste management learning in schools. Most of the workers who were participating in the training in the EPWP programmes were educated at above Level 2 before participating in the projects, yet their knowledge and experience of waste management was mostly based on everyday knowledge, pointing to an absence of adequate waste management education in schools in rural contexts in South Africa. The study has also made various recommendations for improving waste management education and training at Level 2 in EPWP programmes in rural areas in particular (but potentially also more widely), notably the need to develop a more inclusive knowledge framework that includes historical and economic knowledge more explicitly at all levels of the recontextualisation process; improved pedagogical and assessment practices that take better account of learners knowledge and experiences in knowledge building processes; and giving attention to structural and systemic approaches to waste management in rural areas to avoid performative contradictions that arise between the knowledge being promoted in the field of production and the field of reproduction and the actual context of waste management.
APA, Harvard, Vancouver, ISO, and other styles
7

Lindberg, J. Ola, and Anders D. Olofsson. "Training teachers through technology : A case study of a distance-based teacher training programme." Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

Full text
Abstract:
This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.
APA, Harvard, Vancouver, ISO, and other styles
8

Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

La, Porte Therese. "Training for unemployed people : trainees' perspectives and government policies for the Training Opportunities Programme." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1997. http://hdl.handle.net/10092/2299.

Full text
Abstract:
This study aimed to compare and contrast government policy for the Training Opportunities Programme (TOP) with the perceptions and experiences of TOP trainees. The study identifies and critiques the key features of opportunity in training for the unemployed including 'skills training for employment', promotion of 'lifelong learning', and 'second chance learning'. It poses the question: "Is TOP training a place of opportunity or a 'collecting house for end of the line students'?" Eighteen TOP trainees were surveyed over a six-month period to elicit their perceptions of opportunities, if any, in TOP. Four semi-structured interviews, which were tape recorded and transcribed, tracked the trainees' progress and career pathways on their vocational skills courses and beyond. Features that were perceived as opportunities were the appeal ofvocational skills, structure, routine, social interaction and a financial security, personal and vocational challenges, these factors increased confidence and self-esteem. Tutor and training centre networking with employers was the greatest single factor which aided people into employment. Trainees set and achieved a wide range of personal and vocational goals. The study identified limitations in government policy for TOP when compared to the trainees experiences, and itemised barriers to the promotion of lifelong learning and opportunities for second chance learners. A considerable amount of positive personal and vocational trainee development was not identified in the conventional indicators of success used for reviewing courses. The study goes on to suggest ways of building on current government policy to maximise opportunities for TOP participants and alternative measures for reporting course results to more accurately reflect the trainees progress on TOP courses. There is minimal independent research into training the unemployed in a New Zealand context, ideas for further studies are suggested.
APA, Harvard, Vancouver, ISO, and other styles
10

Woodcock, Paul Ernest, and n/a. "A proposal for a basic training programme for school administrators." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061110.165947.

Full text
Abstract:
Many principals are appointed into this position of authority in schools without having undertaken any course of study, either formal or informal, in the area of educational administration nor having had any prior experience in an administrative role. This thesis presents a number of studies and reviews a range of literature which reach a conclusion that highlights the paramount importance of the principal in relation to the effective operation of the school. The paper discusses the increasing conflicts and dilemmas facing the principal in leading the school community. Because of the importance of the principal's role and the increased pressures upon the person holding that position, this study agrees that administrative training is necessary and increasingly so. It goes on to deveolop a basic training course for principals and for those potential administrators who aspire to that position. In developing this proposed course, this thesis examines the principal in terms of his general description that is age, sex, experience, the nature of his selection and appointment and the roles undertaken by principals in general. A review is undertaken of the professional development of principals in Australia with particular reference to a Queensland and to a South Australian programme. The Australian scene is compared to that in England and Wales and a criteria for 'good practice' is developed for such professional development courses alongside a recommended methodology for conducting such in-service activities. Criteria for the content of the course is built upon examples from the courses examined, the roles undertaken and the background from which Australian administrators emerge. The 'good practice', the methodology and the content statements are finally merged in this thesis, into a detailed description of a proposed course for school administrators.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Training programme"

1

Affairs, United Kingdom Council for Overseas Student. UKCOSA training programme. London: UKCOSA, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Trust, Acorns Children's Hospice. Education and training programme. Birmingham: Acorns Children's Hospice Trust, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Scott, Mike. Group parent training programme. Liverpool: Liverpool Personal Service Society, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

European Social Fund. Programme Evaluation Unit. Industrial restructuring training programme. Dublin: ESF Programme Evaluation Unit, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tony, Simmonds, ed. Trainer development programme. Oxford: Pergamon Open Learning, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Malawi Special Teacher Education Project. Programme report. Lilongwe: MASTEP, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Group, Child Poverty Action. Training programme: Autumn, Winter 1998. London: Child Poverty Action Group, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Adams, George. Designing a fitness training programme. Leeds: National Coaching Foundation, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Unit, European Social Fund Programme Evaluation. Vocational preparation and training programme. Dublin: ESF Programme Evaluation Unit, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sheffield, University of. The Research Training Programme handbook. Sheffield: University of Sheffield, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Training programme"

1

Kozanoglu, Ilknur, and Songul Tepebasi. "Training Programme." In Quality Management and Accreditation in Hematopoietic Stem Cell Transplantation and Cellular Therapy, 157–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64492-5_17.

Full text
Abstract:
AbstractCell therapy is a complex field, with a plethora of therapeutic procedures that widely differ among and within countries. An effective and efficient quality management (QM) system is essential to ensure the safety of patients, donors, and medical personnel, and to ensure that all aspects of the cell therapy process from product select to infusion are safe. Risk minimisation requires all personnel involved in cell therapy to be familiar with the procedures as well as cooperate with personnel from other disciplines. Staff training plays a key role in the implementation of cell therapy and in QM. New cell therapy applications are constantly being developed. Appropriate training of personnel will improve both the effectiveness of cell therapy and patient survival.
APA, Harvard, Vancouver, ISO, and other styles
2

Smallwood, Tony. "Total qualification programme." In The Airline Training Pilot, 279–92. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315241456-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Guppy, Stuart N., and G. Gregory Haff. "Long-term programme design (periodisation)." In Advanced Personal Training, 118–28. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003204657-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Burns, Roger, Ramesh Mehay, Mike Tomson, and Brad Cheek. "The Training Programme Director*." In The Essential Handbook for GP Training and Education, 22–32. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781846197918-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

McGrory, Dan, and Pat Treacy. "The Professionalising Investigation Programme." In Police Organization and Training, 113–36. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0745-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kaushik, Archana. "Orientation programme to fieldwork." In Fieldwork Training in Social Work, 43–57. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Singh, Manish Kumar. "Building the Master Training programme." In Corporate Social Responsibility and Sustainable Development, 190–205. 1 Edition. | New York: Taylor & Francis Group, 2021.: Routledge India, 2021. http://dx.doi.org/10.4324/9780429295997-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mackenzie, Hugh, and George Hanna. "Outcomes of a national training programme." In Laparoscopic Colorectal Surgery, 31–41. Boca Raton : CRC Press, [2016]: CRC Press, 2017. http://dx.doi.org/10.4324/9781315175751-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dassen, Fania C. M., Sara Laureen Bartels, Hannah Christie, Lieve Van den Block, Marjolein de Vugt, and Frans R. J. Verhey. "The unique training programme of INDUCT." In Improving the Lives of People with Dementia through Technology, 17–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003289005-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reulen, H. J. "The accreditation of a training programme." In Training in Neurosurgery in the Countries of the EU, 103–6. Vienna: Springer Vienna, 2004. http://dx.doi.org/10.1007/978-3-7091-0633-4_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Training programme"

1

Ditchfield, R. W. "The Best Programme [engineering training]." In IEE 2nd Annual Symposium on Engineering Education. IEE, 2002. http://dx.doi.org/10.1049/ic:20020107.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

Full text
Abstract:
This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
APA, Harvard, Vancouver, ISO, and other styles
3

Loncaric, Albert, and Brendan Donnelly. "Proposed training programme for shotcrete operators." In First International Seminar on Safe and Rapid Development Mining. Australian Centre for Geomechanics, Perth, 2009. http://dx.doi.org/10.36487/acg_repo/902_03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Marée, H., A. Kinnaird, N. Callens, and P. Galeone. "The ESA Academy's Training and Learning Programme." In 3rd Symposium on Space Educational Activities. University of Leicester, 2020. http://dx.doi.org/10.29311/2020.63.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Morrissey Tucker, Sara, Fiona Boyle, Joseph Walsh, Muiris O'Grady, Niall Trant, and Johannes Moolman. "TRAINING PROGRAMME DEVELOPMENT USING DESIGN SPRINT METHODOLOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1832.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Knight, Peter. "The Optics Programme at the Abdus Salam ICTP, Trieste." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.emb2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cojocaru, Dorian, Dorin Popescu, Razvan Tudor Tanasie, and Tony Ward. "Programme policies in European engineering higher education system." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lavarde, M., and S. Marchandon. "Measuring the useful skills in a training programme." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Harker, R. A. "2011 International Workshop on institutional and programme accreditation: Connections and opportunities programme evaluator training." In 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221145.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wong, Nicholas H. L., Matthew T. Posner, and Pearl V. John. "The Lightwave programme and roadshow: an overview and update." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223239.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Training programme"

1

Schaffner, Julie, Paul Glewwe, and Uttam Sharma. Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal. International Initiative for Impact Evaluation (3ie), September 2021. http://dx.doi.org/10.23846/pw3ie135.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pandey, Neelanjana, Shireen Jejeebhoy, Rajib Acharya, Santosh Singh, and Mahesh Srinivas. Effects of the PRACHAR project's reproductive health training programme for adolescents: Findings from a longitudinal study. Population Council, 2016. http://dx.doi.org/10.31899/pgy9.1018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Junejo, A. A. The Orientation-Cum-Training Programme on Mini- and Micro-Hydropower Development, in the Hindu Kush-Himalayan Region. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1995. http://dx.doi.org/10.53055/icimod.211.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Banskota, K., and B. Sharma. Mountain Tourism for Local Development: Training Manual for Programme Designers and Implementers in Tourism and Related Areas. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD); Centre for Resource and Environmental Studies (CREST), 1998. http://dx.doi.org/10.53055/icimod.293.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Junejo, A. A. The Orientation-Cum-Training Programme on Mini- and Micro-Hydropower Development, in the Hindu Kush-Himalayan Region. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1995. http://dx.doi.org/10.53055/icimod.211.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Banskota, K., and B. Sharma. Mountain Tourism for Local Development: Training Manual for Programme Designers and Implementers in Tourism and Related Areas. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD); Centre for Resource and Environmental Studies (CREST), 1998. http://dx.doi.org/10.53055/icimod.293.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

Full text
Abstract:
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
APA, Harvard, Vancouver, ISO, and other styles
8

Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.

Full text
Abstract:
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
APA, Harvard, Vancouver, ISO, and other styles
9

Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

Full text
Abstract:
An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
APA, Harvard, Vancouver, ISO, and other styles
10

Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

Full text
Abstract:
The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Training programme' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography