Dissertations / Theses: 'Training programme'

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

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Spencer, David Charles. "The Primary Schools' Programme (and Adult Education Programme for working class women) : a site of struggle and a catalyst for change." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242086.

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Lane, Terry. "An evaluation of a self-instructional marital enrichment training programme." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41120.

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This study is an evaluation of a self-instructional version of the Couples Communication Programme (CCP) in terms of its effect on marital and parent-child communication. Twelve families completed self report measures of marital and family life (the Marital Communication Inventory and the Family Environment Survey). As well an audio tape of a family discussion was rated by observers using the Sequential Analysis of Verbal Interaction. The mothers and fathers in each family then completed the self-instructional CCP over a one month period, following which the same measures were repeated. Fourteen additional families served as a wait-list control group, completing the same measurements with CCP training. Analysis of variance indicated no differences between the groups for the selected variables. These results suggest that self-instructional methods for couples communication may have limited usefulness. It is possible that this type of training could be improved by designing programmes which take into consideration gender differences in attitudes and learning styles.

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楊賢妙 and Yin-miu Louisa Yeung. "Critically evaluate the staff training programme in correctional services department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41005946.

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Yeung, Yin-miu Louisa. "Critically evaluate the staff training programme in correctional services department." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41005946.

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Azman, Norzaini. "Self-directed learning in a teacher training programme in Malaysia." Thesis, University of Manchester, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676111.

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Kitteringham, Glen William. "Security practitioners' perspectives of the Alberta Basic Security Training programme." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/security-practitioners-perspectives-of-the-alberta-basic-security-training-programme(74d89044-f26a-49e9-90b3-d27f0201486a).html.

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The uniformed security guard industry has experienced tremendous global growth in the past five decades and there is every indication it will continue. Many government and private sector bodies have created mandatory and recommended training programmes and syllabi to equip guards for their growing and often complex duties. There has, however, been little research into the effectiveness of these programmes. Poor or non-existent training can lead to a number of issues including poor job performance, low salaries, unethical or criminal behaviours, high staff turnover, increased risk of harm to guards and the public, exposure to liability for both employees and employers, reputational harm, and outright abuse of rights by employees and the public. This research sought to examine the relevance of the Alberta Basic Security Training (ABST) programme introduced by the Alberta Government, Canada in 2011, and practitioners’ perspectives of its effectiveness, with a view to making recommendations to enhance the programme. Through documentary analysis, the ABST was first compared and contrasted globally with 35 government and industry training programmes. Guard duties were then examined from the research community, government and security industry to enable comparison between their findings and guards’ actual duties. This examination further explored guard, trainer, manager, and contract management perspectives of ABST effectiveness. 24 semi-structured interviews were conducted to obtain direct feedback on both the delivery and effectiveness of the training programme. Findings include that the ABST content is as good or better than many of its global counterparts and is in alignment with general guard duties. And while the training time of 40 hours is far less than the 160+ hours required in some countries, it is far more than in many other jurisdictions studied. Programme improvements include increasing delivery time, reducing duplicated material, enhancing trainer qualifications, improving student language requirements, increasing active learning tactics, reducing licensing wait times and involving security management expertise in enhancing overall programme effectiveness.

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van, der Ryst L. "Towards developing a Teddy Bear Therapy Training Programme for Psychotherapists." Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/681.

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Thesis(MSc (Clinical Psychology)) -- University of Limpopo, 2012.
Teddy Bear Therapy is a specialised type of intervention which calls for effective training oftherapists interested in conducting Teddy Bear Therapy. However, no structured training programme for psychotherapists in this child therapy exists to this date. The current study therefore developed a training programme for psychotherapists in Teddy Bear Therapy. The investigation was done by using a qualitative, descriptive research design. This allowed for a systematic description of the nature of child psychotherapy training programmes by means of a narrative literature review. From the literature review, questions were derived to be used in semi-structured interviews with three clinical psychologists. The data obtained from the interviews were analysed and common themes identified. These findings were combined with the data obtained from the literature review. This integration resulted ina training programme in Teddy Bear Therapy. The training programme incorporates theoretical as well as experiential learning. The programme outline provides the facilitator with clear instructions as to what each session's objectives and tasks are. The trainee is provided with a manual that firstly provides background information necessary to understand the application of Teddy Bear Therapy. Secondly, the manual provides specific information on the development and process of Teddy Bear Therapy. The trainee must work through the manual, do exercises, take part in discussions or prepare readings whenever indicated to do so by the facilitator. In spite of the contribution which the training programme and its manual can make to the South African context, it is limited to the theoretical framework of a dissertation and has not yet been implemented or empirically tested.

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Lester, Soraya Natalie. "Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15615.

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This dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few recommendations are made with regards to programme design, content, delivery and monitoring of outcomes. Continued emphasis on praise, and some coverage of consistent discipline may increase the programme's effectiveness. Keeping group sizes smaller and including only parents of children of the specified ages will help ensure it is relevant to programme participants. Introducing a basic pre and post programme completion questionnaire will allow The Parent Centre to track outcome achievement over time and facilitate an understanding of participant demographics. More recommendations will be able to be made once the one-year follow-up is completed. This dissertation addresses the gaps in the literature regarding parenting programme effectiveness in South Africa, and low and middle-income countries in general.

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Mellanby, Alexander Robert. "A pause : an intervention programme of school sex education." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.

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Beets, Karolyne Elizabeth. "A success case method evaluation of an executive coach training intervention." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/14359.

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Includes bibliographical references (leaves 88-100).
This evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.

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Siu, Sau-yin Cindy. "An assessment of the implementation of the youth pre-employment training programme." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295545.

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Avrabos, Cheryl Lee. "An evaluation of Volkswagen of South Africa's graduate training programme to develop a model for achieving programme outcomes." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/168.

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The purpose of this study was to develop a process model in order to meet outcomes of graduate training programmes, with specific relevance to Volkswagen of South Africa. To do this, VWSA’s Graduate Training Programme was assessed in terms of the approach currently used by VWSA to recruit, select and train graduate trainees. A literature study was conducted to reveal strategies for effectively training new recruits and the development of leadership competencies. Based on this study a model was developed to facilitate the graduate training programme process to achieve programme objectives. The study aimed at making a contribution to graduate training programmes by identifying key leadership competencies, as well as the training interventions which lead to the development of these competencies. It was found that the technical skills that the trainees acquire at their tertiary educational institutions are not sufficient in today’s workplace, thereby necessitating closer working relationships between these institutions and businesses so that needs can be shared, as well as more comprehensive training programmes being provided. The research methodology comprised the following steps: An analysis was made of VWSA’s current processes regarding recruitment, selection and training of their graduate trainees. iv An assessment of leadership competencies in terms of knowledge, skills and attitudes that contribute to successful performance was undertaken. Training interventions as a process was studied. An analysis was made as to what extent the existing training interventions for VWSA’s graduate programme achieve the desired programme outcomes by means of a research questionnaire circulated to mentors/coaches and graduate trainees within the organisation. A model was developed to serve as a holistic framework for the recruitment, selection and training of graduate trainees for all motor and related industries undertaking graduate training programmes. The above was achieved through a practical study and a literature study, making use of questionnaires, as well as relevant published, unpublished and electronic texts and studies. Conclusions were drawn and recommendations were made based on data established through theoretical research and data obtained from the questionnaires.

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Hills, Andrew. "A case study to investigate the application of programme evaluation theory to the Metropolitan Police Diversity Training Programme." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:11508.

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The Metropolitan Police Diversity Training Programme was a major part of the Metropolitan Police Service's response to the requirement for change brought about by the failures in the investigation of the murder of Stephen Lawrence. The training programme was designed to address police attitudes to race and inadequacies in police training and development. It was made clear at its commission that a comprehensive Diversity Training Programme evaluation strategy would be required; the outcome of which would be of importance to and heavily scrutinised by the Police Service, Her Majesty's Inspectorate of Constabulary, the Commission for Racial Equality and the public in general. I recognised this as an opportunity to develop the police training evaluation establishment by applying a modern, original strategy to the evaluation of the programme which I hoped would act as a catalyst for change. I identified a mixed method, theory driven programme evaluation methodology that was appropriate to the needs of the evaluation. The methodology was based upon the work of Pawson and Tilley (1998) and Weiss (1998) and contained the STARR technique designed specifically to identify the impact of diversity training. The evaluation process became the focus of 24 case studies designed to identify the adequacy of the programme theory to the evaluation task. The research proved that programme evaluation theory could be successfully applied to the Diversity Training Programme evaluation and provide a robust, effective and high quality training evaluation. The scrutiny applied to the evaluation resulted in the identification of the insufficiency of police evaluator training, the partial rejection of the Kirkpatrick (1998) four level model and the development of alternative forms of police training evaluation. The case studies provided evidence that programme evaluation theory could be built into training design processes and thus provide a high volume, low cost training evaluation model for internal public sector evaluators.

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Wong, Hung-kay, and 黃鴻基. "An evaluation of the training programme for assistant controllers of posts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974636.

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Rolfe, Elana. "A formative evaluation of the development and implementation of the waves for change coach training programme." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33142.

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This dissertation reports on a formative evaluation of the initial implementation of the Waves for Change coach training programme. Waves for Change is a NPO that combines the sport of surfing with youth care work (what the organisation terms surf therapy) to provide psychological support to at-risk children. The individuals who provide the support (Coaches) are young adults who are employed and trained by the organisation to become youth care workers. Coaches attend a training programme designed by Waves for Change. There are three Coaching teams to reflect the three target communities of the organisation. The aim of this evaluation was to provide data on its implementation so as to improve its design and delivery. Due to the vulnerable nature of the surf therapy beneficiaries it was crucial for the evaluation to be flexible and to provide management with accurate and rapid feedback. The evaluator conducted a utilization-focused formative evaluation informed by a collaborative developmental approach. This meant that data were collected through well-suited methods throughout the evaluation term (February 2015 - October 2015) and, where appropriate, fed back to management for the purpose of remedying concerns. The Waves for Change programme theory was elicited by the evaluator and depicted in a usable format before its plausibility as well as key assumptions were investigated. The evaluator found the theory to be high in utility and plausibility. Following Chen's (2005) approach to formative evaluation, and in order to determine areas of the Coach Training programme on which the evaluation should focus, the evaluator worked with management to identify components deemed crucial to its delivery. These Crucial Components were identified as: the Implementing Organisation; the Programme Protocol; the Target Population; and Programme Implementation. The evaluator investigated Areas of Focus within each Crucial Component. For the Implementing Organisation component these were: Organisational Structure; Funding and Equipment. For the Programme Protocol component these were: the Coach Pathway, and Content of the programme. For the Target Population component: Eligibility Criteria and Recruitment Strategies; and Barriers to Retention and Strategies to address them, and finally, for the Programme Implementation component the focus was placed on Monitoring of the Coach programme. By the end of the evaluation the programme had shown development in several Areas of Focus. The organisation had addressed gaps in staff roles by employing people in key positions and in doing so had developed its organisational structure and improved its competence and cultural diversity. Funding had increased which meant that service delivery had been guaranteed for the next three years. The Coach pathway had become performance-based and due to retention strategies that now include incentives for improved performance Coaches' compliance and engagement had increased. The new pathway also created exit points for Coaches who were under-performing. Monitoring of the programme had developed in terms of revisions to the monitoring documentation and overall system which had led to improvements in data quality. Areas of concern were equipment and recruitment. An occasional lack of equipment meant that Coaches struggled to deliver services to child beneficiaries. Lax eligibility criteria and recruitment strategies meant that poor quality coaches were employed. This led to underperformance, misconduct and dissatisfaction among some of the Coaches and ultimately meant that four of the Coaches (all of whom were recruited through word-of-mouth) left the programme during the evaluation term. This led to one of the Coaching teams being all-female. Future programming needs to address these two areas very strongly as both could become a threat to the successful implementation of the Coach programme as well as the surf therapy programme. Ongoing monitoring of data quality, compulsory requirements to work with children (e.g., first aid and checking against the Child Protection Register) and levels of coach satisfaction are strongly recommended.

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Kay, Michelle School of Sport &amp Leisure Studies UNSW. "Changes in body image during a resistance training programme for women." Awarded by:University of New South Wales. School of Sport and Leisure Studies, 2000. http://handle.unsw.edu.au/1959.4/17789.

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CHANGES IN BODY IMAGE DURING A RESISTANCE TRAINING PROGRAMME FOR WOMEN. There are conflicting results regarding the relationship between exercise and body image. Most research has been cross sectional and cannot determine if dis/satisfaction motivates exercise behaviours or if exercise participation changes dis/satisfaction for better or worse. Also, it has not been established if exercise influences how accurately we estimate our size and how this relates to perception and evaluation of ideals and others. Furthermore, little attention has been directed towards investigating if body image actually changes and it is not clear if exercise plays a therapeutic or detrimental role. The aim of this study was to: a) investigate changes in perceptual and attitudinal body image and changes in body composition during an exercise training programme for women and b) examine the relationship between changes in physical measures and changes in psychological measures. The treatment group (25 females) participated in a 16 week resistance training programme. The control group (n = 12) did not undertake any exercise (above a recreational level). Anthropometric and psychometric tests were administered at 0, 8 and 16 weeks outside pre- and menstrual phases. The results obtained indicated that 1) for both exercise and control groups, there were significant decreases in skinfold thicknesses but no changes in gross measures such as mass, body mass index (BMI), chest-to-waist ratio (CWR) and waist-to-hips ratio (WHR); 2) both groups demonstrated improved size estimation accuracy, less discrepancy between the actual and self-estimated BMI, increased ideal size and a decrease in the perceptual measure of dissatisfaction; 3) both groups increased the sum of regional satisfaction scores; 4) both groups decreased dissatisfaction measured via the Body Shape Questionnaire and 5) similar to other studies, anthropometric variables explain only a small part of the variability in body image. The study demonstrates that body image, measured by a number of instruments, can change. However, improvements in body image cannot be fully explained by exercise participation or changes in body composition. It is possible that desensitisation to exposing the body during repeated measures, perceived social support of the experimenter or even seasonal factors may have contributed to such changes. Exercise is associated with many benefits but is not evident if it has a unique contribution to improved body image health. It cannot be excluded as a potential intervention but should be tailored to individual motivations.

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Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.

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Bressington, D. "Medication management training for mental health professionals : a programme of research." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12800/.

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Aim This research programme aimed to investigate issues relating to the management of patient non-adherence with antipsychotic medication. The findings from the patient-related studies and the systematic literature review informed the development of a medication management staff training programme; which was evaluated in terms of the effects on mental health professionals’ understanding and clinical practice in Hong Kong. Background Medication management interventions which are designed to maximise the potential benefits of antipsychotic medication for severe mental illness have shown promise in improving symptoms, reducing relapse rates and addressing non-adherence. Subsequent medication management studies which involve training mental health professionals in similar psychosocial interventions have also demonstrated that improvements in mental health professionals’ knowledge, attitudes and skills can result in improved patient outcomes; however, the studies have not been replicated outside western general psychiatry settings and therefore the effects of training mental health professionals in other clinical contexts have not been established. Methods This research programme consists of a series of five studies that utilised a variety of methodological approaches. Three cross-sectional surveys were used to identify and explore clinical problems central to medication management in order to refine the staff training programme; the first investigates the extent of, and associations with, antipsychotic medication non-adherence in prisons. Qualitative interview data from the prison study provides additional context to the requirements for medication management training interventions by exploring prisoners’ experiences of taking antipsychotic medication. The second survey ascertains and explores the problem of non-adherence with antipsychotics in an Asian population, and the third provides an estimate of potential treatment-related physical health problems. A systematic literature review investigates studies which measure the effects of medication management training on clinicians’ knowledge, attitudes and skills. Finally concept mapping and clinicians’ narratives are used in a longitudinal case series 2 study in order to establish the transferability of medication management training to an Asian setting and evaluate the effects of training on clinicians’ understanding and clinical practice. Results Patients’ positive attitudes towards antipsychotic medication, particularly awareness of the need for treatment predicted higher levels of adherence, and concerns about the adverse effects of these medications are closely related to the environmental context of treatment. Concerns associated with antipsychotic side effects appear to be less prominent when patients are not working or in prison but they may influence adherence when demands on functioning change. The modified medication management training was effective in improving clinicians’ understanding and was felt to be transferrable to an Asian setting, but patients’ and families’ traditional cultural beliefs about mental illness and concerns about the effects of western medication on physical health were found to be particular challenges when implementing adherence interventions. Patients with severe mental illness in Hong Kong are twice as likely compared to the general population to have developed metabolic syndrome, consequently medication management interventions could require greater focus on the identification and management of physical health problems; which may help to address patient and family concerns about long-term treatment. The staff training programme requires psychopharmacology teaching, provision of clinical supervision and side effects management content in order to improve clinicians’ confidence when implementing medication management interventions. Conclusions Concerns about the adverse effects of treatment that influence adherence are environmentally bound. As influences on medication adherence are different in different settings, staff training programmes should place more emphasis on the local context in order to improve efficacy and the feasibility of implementation. The results suggest that in Hong Kong medication management interventions should have an increased focus on families and that treatment satisfaction could be a suitable target for interventions. The findings also present a question about whether previous medication management studies have given due consideration to predicting and managing concerns about the impact of side effects on functioning over the longer term and the potential effects of medication on patients’ physical well-being. The outcomes of this programme also demonstrate that future medication management training studies need to use robust study designs in order to more certainly attribute clinicians’ improvements to the training intervention and could consider measuring treatment satisfaction as a primary patient outcome measure.

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McKee, Bronagh. "Childhood maltreatment : developing a child protection training programme for student educators." Thesis, Queen's University Belfast, 2009. https://pure.qub.ac.uk/portal/en/theses/childhood-maltreatment-developing-a-child-protection-training-programme-for-student-educators(bc3b8c6f-177e-430b-a2a9-c05a4a8fca87).html.

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During school-based work and placement experiences, student educators come into contact with children and young people on an almost daily basis. Government guidance dictates that they must contribute to child protection. However, little is known about the preparation they receive for this significant role in Northern Ireland and current policy regarding child protection training in undergraduate curricula is unclear. This study had three main aims: to discover whether or not a pre-service child protection training programme would increase student educators childhood maltreatment knowledge, to consider the differentiated training needs of student groups and to ascertain the perspectives of student educators and experienced practitioners regarding pre-service child protection training. A theoretical analysis allowed for the development of the Child Protection Questionnaire for Educators (CPQE). This was then used to ‘test’ student educators child abuse and neglect knowledge prior to and following participation in the Pastoral Pathways Programme, a pre-service child protection training programme. The study used multi-method research procedures, in terms of combining quantitative and qualitative approaches, and the data collection methods consisted of child protection training Audit; CPQE; vignette; training Programme; and focus groups. The research found that student educators significantly increased their child abuse and neglect knowledge following participation in the Programme and that there is a need to differentiate training needs of student groups. There was evidence from the findings of an urgent need to develop pre-service child protection training in Northern Ireland. The study highlighted the need for an inclusive approach to the undergraduate curriculum to resolve child protection training inequalities and to develop integrated pre-service child protection training in order to contribute to child protection in Northern Ireland more effectively.

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Ledwaba, Raesetja Gloria. "Teacher training guidelines for curriculum differentiation in a Foundation Phase programme." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65439.

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Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse needs of learners in schools have implications for teacher training, as it demands a shift from the traditional “one-size-fits-all” approach to a more inclusive approach. Because teachers play a significant role in addressing diversity among all learners, several teacher-training programmes have been implemented worldwide since the inception of inclusive education. The main purpose of these programmes is to ensure that teachers acquire the relevant knowledge and skills to meet the learning needs of all learners in schools. One of these skills pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. This research investigation was rooted in Bronfenbrenner’s ecological model. Situated in the interpretative paradigm, the study adopted a qualitative approach. A multiple case study research design was employed to investigate nine Foundation Phase teachers from rural, township, and former Model C full-service schools. All of them had completed the BEd (Hons) in Learning Support programme at one of South Africa’s major universities. Semi-structured face-to-face individual interviews were conducted, and a document analysis was used to explore participants’ understanding and implementation of curriculum differentiation. The analysis of the study revealed that teachers who had completed the BEd (Hons) in Learning Support programme had the necessary theoretical knowledge of the concept of curriculum differentiation. However, most of them faced difficulties regarding the understanding and implementation of curriculum differentiation. The study also showed that teachers did not make use of official documents that guide and explain the differentiation of school curriculum to meet the diverse needs of learners in full-service schools. In the light of these findings, five sets of recommendations were made in ensuring the effective implementation of curriculum differentiation in schools in order to make the curriculum accessible to all learners.
Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
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King, M. Jonathan. "The effect of a physical training programme on exercise-induced asthma." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/25678.

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Matanda, Richard. "A formative implementation evaluation of a Social Auxiliary Worker training programme." University of the Western Cape, 2016. http://hdl.handle.net/11394/4978.

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Magister Artium (Human Ecology) - MA(HE)
A theory-based evaluation has been conducted with an improvement-orientated purpose on the Social Auxiliary Worker (SAW) Training Programme for an accredited provider to improve and continue to implement their own SAW Training Programmes. Theory-driven evaluations are essential for distinguishing between the validity of programme implementation and the validity of programme theory. Addressing the social needs of communities through social development and transformation is a top priority for the South African Government. South Africa faces a shortage of Social Work Practitioners (SWPs) due to emigration, as well as insufficient numbers of university graduates. This shortage has left the current SWPs with severe workload pressures. The South African Department of Social Development (DSD) initiated, in 2004, the training of Social Auxiliary Workers (SAWs) to serve as assistants to the SWPs. The SAW qualification initiative has been developed as a course accredited with the South African Qualifications Authority (SAQA) at the National Qualifications Framework (NQF) level 4. Providers of SAW training courses are accredited by the Health and Welfare Sectoral Education and Training Authority (HWSETA) and by the South African Council for Social Services Professions (SACSSP). The empirical part of the study was conducted in two stages. The first stage consisted of a clarificatory evaluation, wherein a step-by-step logical participatory process was followed for the clarification and development of the programme theory. This process resulted in logic models and a theory-of-change model against which the evaluation questions for the study were developed. These questions assessed the need for the SAW training programme - and for the SAW training programme planning and design. It was found that there was a need for SAW training programmes and that the SAW training programme had been designed to address this need. The second stage consisted of an implementation evaluation. This was done by means of a data matrix using the evaluation aspects for each of the objectives developed during the clarificatory evaluation. Data gathering was done by means of content analysis, focus group workshops and questionnaires. Data interpretations, conclusions and judgements were made with regard to each of the objectives and consolidated in a table format which indicated the outputs and outcomes, implementation results- and a judgement and recommendation for each objective. It was found that a standardised and structured process was followed most of the time, but that the knowledge and skills training elements, particularly in their practical application, left room for improvement. The study illustrates the advantages of a theory-based evaluation that assists with programme planning and modification, knowledge development and the planning of evaluation studies.

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Wong, Hung-kay. "An evaluation of the training programme for assistant controllers of posts." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316052.

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Bergler, Hans Ulrich. "Work Related Effects of an Awareness Training Programme: An investigation into training transfer and applicable criterion measures." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7547.

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This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.

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Mann, G. S. "Trainer assumptions and behaviour in a programme of team development." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375075.

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Nkoana, Pheagane Motsime William. "Evaluation of the University of Limpopo induction programme." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/576.

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Thesis (MBA) --University of Limpopo, 2010
Every employee at any institution has to be inducted upon employment. Induction is a very important aspect of any organization to prepare the new and existing employees for the new environment or workplace. It is therefore very important for any institution to design induction programme that caters for the needs of its employees. Teaching institutions might require a different approach to induction as compared to industrial institutions. It is therefore incumbent of the institutions depending on the type of business to design their programmes to address the needs thereof. Every institution thus needs to come up with strategies to compete better both nationally and globally. University of Limpopo has very good policies on recruitment, selection, and employment. It is one of the traditional universities in South Africa, and it is based in Mankweng in the Limpopo Province of South Africa. This university faces many challenges such as staff retention. The university loses many knowledgeable employees to its competitors. Many speculations are that some of the challenges include the wellbeing of the staff members, and this starts immediately after employment and goes throughout. Induction is one of the challenges that the university is suspected of not performing adequately. This study was therefore designed to establish if the university is running a successful induction, to evaluate if this programme is effective and efficient, and assess if it meets the 21st century induction standards. The study was designed to apply the descriptive approaches, using structured questionnaires and interviews. The study population included at least 50 employees which 25 were academics and 25 non-academics. Relevant supporting departments were also sampled to participate in the study. Stratified sampling techniques were used during sampling. Both primary and secondary data was collected and analysed. Ethical guidelines set by the university were observed during the study. Relevant statistical techniques were applied to analyse the data. Findings the study suggest that very few employees were inducted. All levels of induction from the corporate, departmental, and local were not fully executed. Mentors and buddies were hardly used or only used on request by the new employees. Only a limited content of the induction was covered and this was not consistent with all employees inducted. The results of the study show that the duration of induction programme was also not consistent. In addition, the perceptions of the employees was that the university was doing poorly to induct employees. Conclusions drawn were that the university is doing poorly on induction. The programme was not consistent and effective. Very few employees were inducted on which just a brief orientation. It was however established that the CAE had a programme that was on average adequate to equip the academics for the working environment, but the same cannot be mentioned on the corporate induction.

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Mat, Som Hafizan. "An investigation of e-portfolio implementation in the Malaysian Skills Training Programme (MSTP)." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4469/.

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The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future.

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Booth-Jones, Laurene. "Assesssing small business training programme effectiveness in an incubator setting and beyond." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014074.

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The focus on entrepreneurs as drivers of the economies of nations has catapulted them into the forefront of the local and international marketplace. This has led to a demand for entrepreneurial education and training resulting in a plethora of different and often divergent views. One commonality that has emerged is that entrepreneurship can be taught; although it cannot be taught in conventional and traditional ways. It requires a move from traditional education and training to more enterprising participative and supportive forms of business development. It requires investments of time, resources and support. Incubators are facilities that are engaged with entrepreneurs and offer a variety of support including education and training. This study has assessed the effectiveness of training offered by the Seda Nelson Mandela Bay ICT incubator. There has been limited research undertaken on entrepreneurial education and training in an incubator setting. This study followed the qualitative paradigm. The sample comprised of 10 small businesses at the Seda Nelson Mandela Bay ICT incubator. Empirical data was obtained by interviewing the owners of the small businesses using an interview schedule. Issues such as the most effective training programme, content that it contained, methodology used and quality of the facilitator and applicability of the training programme were explored. The study found that the small businesses were opportunity driven rather than necessity driven and that the incubator served as a bridging facility in moving the businesses from the informal sector to the formal sector. The content of the training programmes was found to be effective when a mix of both theoretical and practical is offered especially with an emphasis on the underlying entrepreneurial themes of confidence, persistence and uncertainty and so on. It also found that training programmes should be linked to the life cycle of the business and address the specific needs of the small business owner. The start-up phase requires very specific training. Most of the facilitators were found to be experienced and empathetic. However, only a few were using a wider range of preferred learning styles favoured by entrepreneurs such as role playing, simulation, brainstorming and problem-solving techniques. The study also found that when generic training programmes are offered there was less recall on the part of the trainees. The management team of the incubator is an important determinant of the success of the incubatees and it is recommended that they need to be well versed in their sector and have good networking skills. There is a strong link between the theoretical and the practical content of training programmes especially where the emphasis is more on the practical content. It is recommended that facilitators pay attention to their relationship with trainees as it is a critical success factor in the training programme. Training programmes offered over a period of time add more value to the incubatee. This might be because of the mentoring and counselling that is available after each training module is completed. Finally, more research needs to be undertaken on the quality and effectiveness of training programmes offered by incubators to small businesses.

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Siu, Sau-yin Cindy, and 蕭秀燕. "An assessment of the implementation of the youth pre-employment training programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966639.

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Mohamed, Abdul Halim. "The impact of the Malaysian Smart Schools' Training Programme (SSTP) : teachers' perspectives." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429817.

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Hibbs, Angela E. "Development and evaluation of a core training programme in highly trained swimmers." Thesis, Teesside University, 2011. http://hdl.handle.net/10149/239473.

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Core training is a popular technique for athletes and coaches concerned with improving sports performance. Achieving an appropriate level of muscular activation is a vital ingredient in a successful training programme. However, the evidence base with regard to the effectiveness of core training on improving an athlete’s core ability and resultant sporting performance is limited. This thesis aims to 1) develop a core training programme for highly trained swimmers and 2) evaluate its effect on sporting performance using the Medical Research Council (MRC) framework for developing complex interventions. The thesis outlines current theories and findings in both the clinical and sporting sectors regarding core stability and core strength training and also the MRC framework. It determines the most appropriate method of measuring muscular activation of the core muscles (EMG) and establishes the reliability of the technique for assessing different exercises. Key core muscles were found to produce significantly reliable (P < 0.05) measurements of below 25% CV and > 0.7 ICC values while performing MVIC and core training exercises. Subsequently, popular low and high threshold core training exercises were analysed and muscle activation levels of 1 - 110% MVIC were identified. A new training programme was developed and tested on a group of highly trained swimmers over 6 and 12 week training intervention periods. Significant improvements (P < 0.05) and a large likelihood of beneficial improvement during the performance tests were observed following 6 and 12 weeks of training (P < 0.05) along with significant reductions in muscle activation (%MVIC) during the performance tests and training exercises. Conclusions from the intervention studies are used to develop a theoretical model outlining how to structure an effective core training programme for highly trained athletes. It is proposed that this model could be used by coaches and athletes to help plan, conduct and evaluate their core training to maximise the potential benefits that core training could have on sporting performance.

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Fourie, Lindie. "The utilization of a customised training programme for club level netball players." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2924.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2005.
The purpose of the study was to determine the effect of a customised training programme on the physical components of first league netball players. The key physical variables that affect netball performance were identified as aerobic fitness, anaerobic fitness, power, muscle strength, flexibility, speed, agility, and muscle endurance. The fitness tests and norms used in this study were mainly based on the Australian protocol, “Physiological Tests for the Assessment of Netball Players”. Two netball clubs in the Boland participated in this study. These two teams played in the same netball league, but they were not matched in any other way. The experimental group (n=14) followed the customised training programme, while the control group (n=16) followed their normal training sessions. After baseline testing, the experimental group completed 23 training sessions in which specific aspects of netball fitness were addressed. After 16 weeks, both groups repeated all the tests. Through statistical analysis, the effect of the training programme was determined, and the differences between the experimental and control groups were quantified. Results of the study revealed the following: 1. The experimental group was statistically significantly better in all the fitness tests during baseline testing, compared to the control group. 2. Power improved significantly through this customised training programme. 3. Although only a few variables changed significantly after the training programme, the experimental group did perform better in most fitness tests after the programme. This study shows that a customised training programme has the potential to improve certain aspects of a netball player’s fitness. The programme should, however, be longer and more sport-specific to produce the desired results. Top netball players should rely on not only their netball skills to be successful, but should also develop their physical capacities optimally.

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Wakelin, Mark H. "The experiences of students involved in the Methodist Church's Foundation Training Programme." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020523/.

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Kotzé, Clifford Jennings. "The development and evaluation of an andragogic training programme for Ciskeian retailers." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1002801.

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One of the greatest challenges facing South Africa and the "independent states" of Transkei, Bophuthatswana, Venda and Ciskei over the next decade will be job creation and the development of the skills of the people. This is particularly true of Ciskei with its rapid population growth, unemployment, shortage of skilled manpower and over abundance of unskilled labour. Small business and, in particular, retailing with its relatively low entry requirements, can play a significant role in the creation of jobs. Small business, and small business retailing in particular, suffers, however, from a high failure rate resulting in a waste of financial and human resources which a developing nation like Ciskei can ill afford. The training of people involved in small business retailing is, therefore, of great importance. There is no unanimity of opinion, however, as to what training models or approaches are most appropriate. The purpose of this study was, thus, to design a training model, develop an andragogic training programme for Ciskeian small retailers based upon the model and test it. In accordance with the model developed, the nature of the retailers performance problem was established, the job of the small retailer was analysed, the training needs of retailers were identified, performance standards were set, the course curriculum was developed, training strategies and styles were selected, the necessary training resources were obtained and the training programme was implemented. A pilot training programme was run in 1987 and then the amended programme was run for two years. The results of the training were measured in terms of: -the delegates reaction to the training programme -what the delegates learnt -changes in the business as perceived by regular customers -reaction of the delegates to the training programme one year later -case studies and survival rates Statistically significant positive results were obtained in all aspects evaluated. It can, therefore, be concluded that the andragogic training model for Ciskeian retailers resulted in a positive reaction of delegates to the training, an improvement in the retailer's knowledge of retailing, positive changes in the businesses as perceived by regular customer and improved survival rates of these small retail businesses.

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Goodman, Suki. "An evaluation of a social context training programme for South African magistrates." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5886.

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Includes abstract.
Includes bibliographical references (leaves 184-216).
This study is an evaluation of the Law, Race and Gender (LRG) Unit’s social context training programme for magistrates (1998-2004). The programme was developed in the context of the political transition of 1994 and the promulgation of the new constitution. These factors created an impetus for the transformation of the justice system. Research suggests that the South African lower court system was plagued by discriminatory practices in relation to race and gender. Under apartheid magistrates were public servants and responsible for enforcing apartheid legislation. Their work demands changed after 1994, yet many members of the magistracy were ill-prepared for the new requirements of their job. The Law, Race and Gender Unit’s training programme was developed to increase magistrates’ awareness, knowledge and skills of the social context concerns of race and gender. The aim of the programme was to help magistrates deliver fair and equal justice to all of South Africa’s citizens. There are few published evaluations of social context training programmes for judicial officers specifically and judicial education interventions generally. This study aims to contribute to this relatively under-researched field. It is also the first study to apply Brinkerhoff’s (2003; 2006) success case method (SCM) to a judicial education training programme. The evaluation is designed according to Rossi, Lipsey & Freeman’s (2004) evaluation hierarchy. The study presents the method, results and discussion of evaluations across this hierarchy. The evaluations include an assessment of the needs identification process, analysis of the programme impact theory, appraisal of programme implementation and evaluation of programme outcomes. A variety of research methods and techniques were used in the different evaluations. These include document analysis, interviews and Brinkerhoff’s (2003; 2006) SCM. The results of the evaluation of the needs identification process suggest that the training need was not identified through a traditional systematic needs analysis. The LRG Unit was established and funded prior to any formal needs assessment. The lack of a comprehensive needs identification process had implications for the development of the actual training intervention. The theory evaluation uses social science research to critique the impact theory implicit in the programme and offers suggestions as to how the impact theory could be strengthened. The implementation evaluation concludes that the training programme was well delivered and received by the trainees and external evaluators. The results of the SCM outcome evaluation demonstrate that despite some of its limitations, the programme succeeded in enriching the education and social awareness of magistrates, which in turn enhanced their work and the way they served their communities and the ends of justice. The study is the first of its kind in that it offers a comprehensive, multi-levelled evaluation of a social context training intervention for judicial officers. It aims to contribute new knowledge to the area of judicial education programme evaluation.

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Clark, Graham. "Rehabilitation care workers perceptions of the outcomes of a pilot training programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15488.

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The South African National Development Plan (NDP) (National Planning Commission, 2011, p. 1) provides the road map for a reformed public health system by 2030. The proposed health system will be facilitated by, amongst others, training an appropriate balance of healthcare professional s including a cadre of community health workers (CHWs) that have a broad skills mix suited to reaching a larger number of people with first level intervention. With this in mind, a pilot group of CHWs were up-skilled as Rehabilitation Care Worker s (RCWs). The training program was a joint project between the Division of Disability Studies and the Departments of Occupational Therapy, Physiotherapy and Speech and Language Therapy at UCT. Problem: Little is known about the perspectives of RCWs on the benefits and challenges of additional training in rehabilitation and disability related skills. Rationale: To inform the curriculum for a rehabilitation care worker (RCW) training program and the Western Cape Department of Health (WCDoH) of ways in which this cadre of worker could contribute to the realization of the 2030 Healthcare Plan. Aim: To describe the outcomes of a pilot RCW training program from the perspective of the pilot group of graduates. The objectives were to identify the areas of practice where RCWs feel competent/incompetent, to identify aspects of the health services where RCWs believe they can contribute the most/the least and to identify the facilitators/barriers they experienced when deployed in the health field. Methodology: A qualitative descriptive study was conducted. Method: Focus groups were carried out with three groups of six participants. Findings: The plot that permeated the participantsâ€™ perspectives revolved around how the RCWs were pioneers in breaking new ground for the Western Cape Department of Health (WCDoH). Two themes informed the plot: "we move health services to a new level" and "we manage change in new ways". Discussion: It is argued that the pilot RCW curriculum achieved itsâ€™ objective of equipping a cadre of worker with basic rehabilitation, care and disability inclusion skills. While the envisaged role of RCWs in the health service and in making the NDP a reality is supported, it is argued that attention needs to be given to supervision structures and to training of all other health workers in order to promote inter professional practice. Conclusions: The pilot group of RCWs believe that they have acquired a new and large variety of skills that have enabled them to make a broad and positive impact in their places of work, at home and in the broader community.

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McInerney, Michael. "The development and implementation of a mental toughness training programme for cricketers." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013155.

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The professional turn in sports has prompted the search for explanations beyond the physical when discussing quality of performance. Mental Toughness has been recognised as one of the most important psychological attributes in achieving performance excellence across multiple sport settings. Yet, despite this, little research has been conducted into mental toughness development. This research seeks to answer the question: What insights can the development and implementation of a mental toughness programme for a semi-professional South African cricket team provide regarding Mental Toughness development? Based on a theoretical framework of mental toughness in cricket, a programme was developed in collaboration with the Border Cricket Team and Coaches. Incorporating elements that focussed on education, environment, awareness and mental skills, the programme was implemented in both individual and group settings during the off- and pre-seasons. An analysis of the participants’ experiences identified the need for a theoretical understanding of mental toughness within teams, facilitating the design of interventions that integrate the team and the individual. Future programmes should include measures of mastery, and individually customised approaches to mental toughness enhancement that acknowledge the potential contextual and individual variation in mental toughness.

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Drake, Barry K. "The development of an effective pastoral care programme in an international school." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242800.

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Cruz, Maria Isabel Santana. "The evaluation of a home-visit nursery education programme in rural Portugal." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362864.

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Behardien, Nasreen. "A theory-driven evaluation of a legal advice and training programme at a women and children's centre in Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10169.

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Includes bibliographical references.
This study was undertaken to articulate and evaluate the programme theory and implementation of the Legal Advice and Training (LAT) Programme, a publicly funded programme established in 2004 at the Saartjie Baartman Centre for Women and Children in Cape Town. This programme is a behavioural change programme aiming to increase the accessibility of legal services and justice to female victims of domestic violence.

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Dissertations / Theses on the topic 'Training programme'

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