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Relevant bibliographies by topics / Training programmes

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Academic literature on the topic 'Training programmes'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Training programmes"

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Khan, Sheema, and Quadri Javeed Ahmad Peer. "PERCEPTION OF THE EXTENSION FUNCTIONARIES TOWARDS TRAINING PROGRAMMES CONDUCTED BY SAMETI." Gujarat Journal of Extension Education 35, no. 2 (June 25, 2023): 86–91. http://dx.doi.org/10.56572/gjoee.2023.35.2.0018.

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The present study has been carried out to know the perception of participant extension functionaries towards the SAMETI (State Agricultural Management and Extension Training Institute) training programmes. A list of trainees was obtained from SKUAST-K and three departments (department of Agriculture and department of Horticulture and department of Animal Husbandry) have been purposively selected for the study because the extension functionaries from only these departments have undergone training programmes. An ex-post facto design was adopted for the study and 110 extension functionaries were selected by proportional allocation method. The findings of the study revealed that majority (55.9%) of trainees from agriculture department, 65.7 per cent from horticulture department and 56.1 per cent from animal husbandry department were moderately satisfied with the training programmes. Also, 30 statements were used to check the level of satisfaction of trainees in different areas of trainings (viz., nature of the training programme, management of training programmes, content of training programmes, medium of instruction and usefulness of training programme) and the ranks of the statements were found. We can conclude that training programmes organized by SAMETI-Kashmir were very effective and participants were satisfied with the training programme.

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Watcharadamrongkun, Suntaree, Surangkana Puengrung, and Win Winit-Watjana. "Development of new training programmes for Thai community pharmacists using the theory of training needs analysis." Pharmacy Education 24, no. 1 (May 6, 2024): 290–303. http://dx.doi.org/10.46542/pe.2024.241.290303.

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Background: The study aimed to develop new training programmes for community pharmacists based on the theory of training needs analysis. Methods: Two phases were conducted. Phase 1 was the pharmacists’ needs analysis using the mixed method with an exploratory sequential design and the Hennessy-Hicks training needs analysis. Eligible pharmacists were requested to rate 44 task items on a 5-point Likert scale for task importance and perceived performance. All data were gathered and analysed using subgroup analysis and exploratory factor analysis for training needs. Phase 2 was the training programme development and verification by a focus group. Results: A total of 365 pharmacists completed the questionnaire, with a response rate of 28.3%. The 44 primary care tasks were grouped into seven main domains based on their importance. Three tasks with wide training gaps (mean gaps > 2.0), i.e., depression screening, home visits, and family planning, were selected for the programme development. The focus group agreed on the programme’s usefulness, practicality, and ease of implementation. Conclusion: The training needs of community pharmacists were evaluated, and three training programmes in primary care pharmacy were developed. The impacts of the training programmes merit further study.

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Singh, T. Hari. "Training programmes." Psychiatric Bulletin 15, no. 10 (October 1991): 644. http://dx.doi.org/10.1192/pb.15.10.644.

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

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

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Weier, Naomi, Dilip Nathwani, Karin Thursky, Thomas Tängdén, Vera Vlahović-Palčevski, Oliver Dyar, Bojana Beović, et al. "An international inventory of antimicrobial stewardship (AMS) training programmes for AMS teams." Journal of Antimicrobial Chemotherapy 76, no. 6 (March 19, 2021): 1633–40. http://dx.doi.org/10.1093/jac/dkab053.

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Abstract Background Healthcare professionals are increasingly expected to lead antimicrobial stewardship (AMS) initiatives. This role in complex healthcare environments requires specialized training. Objectives Little is known about the types of AMS training programmes available to clinicians seeking to play a lead role in AMS. We aimed to identify clinicians’ awareness of AMS training programmes, characteristics of AMS training programmes available and potential barriers to participation. Methods AMS training programmes available were identified by members of the ESCMID Study Group for Antimicrobial Stewardship (ESGAP) via an online survey and through an online search in 2018. Individual training programme course coordinators were then contacted (September–October 2018) for data on the target audience(s), methods of delivery, intended outcomes and potential barriers to accessing the training programme. Results A total of 166/250 ESGAP members (66%) responded to the survey, nominating 48 unique AMS training programmes. An additional 32 training programmes were identified through an online search. AMS training programmes were from around the world. Less than half (44.4%) of respondents were aware of one or more AMS training programmes available, with pharmacists more aware compared with medical doctors and other professionals (73% versus 46% and 25%, respectively). AMS training programmes were most commonly delivered online (59%) and aimed at medical doctors (46%). Training costs and a lack of recognition by health professional societies were the most frequently cited barriers to participation in AMS training programmes. Conclusions The development of a systematic inventory of AMS training programmes around the globe identifies opportunities and limitations to current training available. Improving access and increasing awareness amongst target participants will support improved education in AMS.

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

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

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McCance, Ewan. "GP training programmes." British Journal of General Practice 66, no. 647 (May 26, 2016): 294.1–294. http://dx.doi.org/10.3399/bjgp16x685369.

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Majumdar, Arun, Douglas Kennedy, St J. Crean, R. Motley, S. J. Davies, and Graham Colver. "Re: Training programmes." British Journal of Oral and Maxillofacial Surgery 40, no. 5 (October 2002): 457–58. http://dx.doi.org/10.1016/s0266-4356(02)00221-8.

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Matricano, Diego, and Piero Formica. "The effectiveness of entrepreneurship training programmes." Industry and Higher Education 31, no. 1 (January 19, 2017): 11–12. http://dx.doi.org/10.1177/0950422216686858.

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This special issue of Industry and Higher Education focuses on the increasingly important topic of how the effectiveness of entrepreneurship education can be appropriately measured. Despite extensive research on entrepreneurship education and training programmes, relatively few studies have concentrated on the consequences of such programmes – for example, on assessing their actual impact on the commitment of aspiring entrepreneurs. Against this background, the guest editors present four contributions, each addressing key issues relating to the evaluation and measurement of entrepreneurship education. These contributions, it is hoped, will open new directions for researchers and will provide programme designers and policymakers with valuable strategic information.

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

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

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Dissertations / Theses on the topic "Training programmes"

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Karatepe, Cigdem. "Teaching pragmalinguistics in teacher training programmes." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367232.

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Ciocoiu, Luminita. "Design support for constructing pilot training programmes." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/22880.

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Deciding how to construct a training programme or a training exercise, and especially what and how training media and methods should be selected to deliver effective and efficient training is an ongoing endeavour that preoccupies training analysts and designers alike. There are many interactions and dependencies that one has to take into consideration when making decisions, about cost, safety, or interactions between various components of a training system (e.g. between various types of media; between media and methods; between media, methods and trainees) to produce the desired outcome. The focus of this PhD research is to develop an understanding of the challenges faced by decision-makers within the military fast-jet training domain in constructing the training and, further, to develop solutions that support the decision-making effort. A significant challenge faced by decision-makers in constructing training programmes, identified through this research, is the ever increasing amount of information that they need to have at their disposal to enable fully informed decision-making and the lack of methods and tools to facilitate the management and analysis of this information. This research specifically investigated the problem of media selection to construct the training and developed a series of concept solutions to support differentiation between training media, assessment of trainees previous experiences, management of TNA outputs, selection of instructional methods and understanding of the cognitive relationship between media, method and trainee. The thesis firstly introduces the problem to be addressed; the research context and research questions set to be answered. This research, sponsored by Engineering and Physical Science Research Council (EPSERC) and BAE Systems, is preceded by another BAE Systems funded research project (the Training Optimisation Case Study), which provided the background for the work presented in this thesis. Secondly, it reviews the literature relevant to the subject matter to understand the current state of knowledge in the area of: UK RAF training programmes construction and training media selection; assessment of competencies; impact of media and method on learning; development of decision making support systems; and construction and management of knowledge. The main part of the work presented in this thesis is the development of a series of support solutions to aid the decision-making process of construction of UK fast-jet pilot training. These include: TNA output Analysis (ToA) tool; Trainee Contextual Proficiency Profile (TCPP) tool; Training Media Classification Framework; models that map the cognitive relationship between media, method and trainee, and a unified Framework of Selection of Instructional Process alongside a novel approach towards training media selection. This research work was initially scoped through an exploratory study (a case study) into the domain area, followed by requirements elicitation. This part of research helped at identifying the issues within the problem area and in defining the research questions. The TCPP and ToA were verified through two case studies and presented alongside the rest of the research to the customer (BAE Systems) that gave positive feedback on the research outcomes.

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Jordan-Black, J. A. "Comparisions and evaluations of laparoscopic training programmes." Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246334.

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Fargher, Scott W. "The economic evaluation of Youth Training Programmes." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23342.

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This thesis investigates issues associated with the economic evaluation of government intervention in the youth labour market. Specifically, it focuses on the evaluation of youth training programmes and assesses the sensitivity of post-programme impact estimates to methodological choices embodied in different non-experimental methods. Relatively high and persistent youth unemployment rates, together with rapidly changing patterns in the demand for skills, demographic change and social exclusion fears, have led to the expansion of government provided education and training opportunities in most modern economies. Moreover, the increased application of ‘active labour market policies’ combined with the desire to maintain international competitiveness has contributed to a greater emphasis on training in most industrial countries. Clearly, the outcome of evaluation research has an important bearing on the course and scale of such intervention and is necessarily an integral part of any active labour market policy. The use of non-experimental techniques in evaluation research has been widely questioned in light of divergent cross-study impact estimates, even when applied to seemingly similar programmes and data together with inconsistencies when compared to estimates derived using experimental techniques and data. This thesis investigates different non-experimental methods used in economic evaluation through the detailed examination of government assisted youth training in Scotland supplemented by an examination of training provision in Australia. The experimental/non-experimental debate is used as a framework to review recent theoretical developments in the evaluation field. The analysis begins with an examination of issues in the youth labour market that have lead to increased levels of intervention. Different evaluation methodologies are then outlined followed by a detailed exploration of the institutional developments in the youth labour markets of both the United Kingdom and Australia. This is complemented by a critical review of the relevant empirical literature focusing on potential sources of cross-study variation in reported impact estimates. A meta-analysis carried out on evaluation studies in the United Kingdom confirms that a substantive part of the variation may be due to the model employed. To investigate this issue in more detail the thesis then employs sensitivity analysis to determine the impact of model choice on a common database. The empirical analysis draws on two distinct longitudinal datasets the Scottish Young Person’s Survey and the Australian Youth Survey and examines initial returns to training in the early 1990s.

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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
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Wan, Fook-gun, and 尹福根. "Development of methodologies for evaluating manpower training programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31264530.

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Figueiredo, Diogo Miguel Frias de. "Customisable e-training programmes based on trainees profiles." Master's thesis, Faculdade de Ciências e Tecnologia, 2011. http://hdl.handle.net/10362/5716.

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Dissertation presented at Faculdade de Ciências e Tecnologia of Universidade Nova de Lisboa to obtain the Master degree in Electrical and Computer Engineering
Online training (e-training) is a major driver to promote the development of competencies and knowledge in enterprises. A lack of customizable e-training programmes based on trainees‟ profiles and of continuous maintenance of the training materials prevents the sustainability of industrial training deployment. This dissertation presents a training strategy and a methodology for building training courses with the purpose to provide a trainee oriented industrial training development. The training strategy intends to facilitate the management of all the training components and tasks to be able to build a training structure focused in a specific planned objective. The methodology for building e-training courses proposes to create customizable training materials in an easier way, enabling various organizations to participate actively on its production. Additionally a customisable training programme framework is presented. It is supported by a compliant ontology-based model able to support adaptable training contents, orchestration service, facilitating the efficiency and acceptance of the e-training programmes delivery.

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Reser, Clarence L. W. "An evaluation schema for management training and development programmes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37977.pdf.

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Linsley, Paul. "A realistic evaluation of two aggression management training programmes." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27968/.

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Whilst the training of healthcare staff is seen as a key element to the prevention and management of violence and aggression, questions remain as to the effectiveness of these programmes in preparing staff to apply this to clinical practice. To date there is a relative paucity of well-designed studies into the effectiveness of the training to prevent and manage violence and aggression in healthcare settings. Within this context a study was conceived to examine the effectiveness of two aggression management training programmes in preparing staff for clinical practice. In order to provide a meaningful and evidence-based evaluation of the two programmes, Pawson and Tilley's Realistic Evaluation model was adopted for use in this study. In keeping with the chosen methodology, data was collected using a combination of methods including surveys, semi-structured interviews, and participant observation of training. A total of 64 participants were eligible for inclusion in the study; which ran over the course of a calendar year. The research highlighted that training should have relevance to the staff group undergoing instruction. That training should be conducted wherever possible in staff groups, tackling real problems, with participants reflecting and learning from their experience and from each other. It should also provide measures of competency that describe both workplace and organisational outcomes and describe the requirements of assessment. That training should be engaging and integrate decision-making, planning, organization and skill building and cover a range of interventions. Most importantly, was the need to help staff transfer what they had learnt as part of training to clinical practice. These factors are brought together in a model of training devised as part of this study called the PROMPTS Aggression Management Training Model ©. As the first study to apply realistic evaluation in aggression management research, it was a good fit, particularly given the growing emphasis on understanding how context influences evidence-based practice. The strengths and limitations of the approach are considered, including how to operationalize it. This approach provided a useful interpretive framework with which to make sense of the multiple factors that were simultaneously at play and being observed through various data sources, and for developing explanatory theory about aggression management training and its implementation in practice.

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Glassman, David Scott. "Parent training programmes : identifying predictors of attendance and engagement." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669842.

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Books on the topic "Training programmes"

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Centre, Botswana National Productivity. 1995 Training programmes. [Gaborone]: BNPC, 1995.

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Leatherman, Dick. Designing training programmes. Aldershot: Gower, 1990.

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Great Britain. Manpower Services Commission., ed. Computer-based training programmes. Sheffield: MSC, 1987.

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BRITISH BROADCASTING CORPORATION. BBC Management Training programmes. London: BBC Management Training., 1992.

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Indian Council of Agricultural Research., ed. ICAR international training programmes, 2001. New Delhi: Directorate of Information and Publications of Agriculture, Indian Council of Agricultural Research, 2001.

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Consulting, Deutsche Eisenbahn. Study on railway training programmes. Frankfurt: Deutsche Eisenbahn Consulting, 1986.

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Evans, Pauline. Evaluating training programmes: Guidelines for voluntary sector training organisers. London: NCVO Publications, 1992.

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Pardes, Yosef. Training programmes for local community leaders. Jerusalem: State of Israel, Ministry of Labour and Social Affairs, Dept. of International Relations, Service for Community Work and Project Renewal, 1988.

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International, Thames Television. Programmes for education & training: UK distributors. London: Thames Television International, 1985.

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Kenya. Ministry of Technical Training and Applied Technology. The 8-4-4 technical training programmes. [Kenya: Ministry of Technical Training and Applied Technology], 1990.

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Book chapters on the topic "Training programmes"

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Kurz, Ingrid. "Interpreting training programmes." In Teaching Translation and Interpreting 4, 65–72. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.42.10kur.

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Lingam, Narsamma, and Govinda Ishwar Lingam. "Quality of Training Programmes." In Developing School Leaders in the Pacific, 103–8. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4989-2_8.

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Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.

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Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.

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Aysan, Yasemin, Andrew Clayton, Alistair Cory, Ian Davis, and David Sanderson. "2. Education and Training Issues; Social Issues." In Developing Building for Safety Programmes, 7–29. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444758.002.

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Galbraith, Victoria E. "Engaging with academia and training programmes." In The Handbook of Counselling Psychology, 74–92. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529714968.n6.

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Dochy, Filip, Mien Segers, and Simla Arikan. "Gilde Training Programmes about well-being." In Dialogic Feedback for High Impact Learning, 107–11. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003294139-21.

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Mayombe, Celestin. "Local Government and Vocational Training Programmes." In Vocational Education and Training in Sub-Saharan Africa, 1–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82284-2_1.

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Mariano, Esmeralda, Carlos J. Manuel, Francisco Januário, Hélder Amâncio, and Rehana Capurchande. "Challenges of doctoral programmes in Mozambique." In Doctoral Training and Higher Education in Africa, 61–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183952-4.

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Kotzian, Peter, Thomas Stöber, and Barbara E. Weißenberger. "Reducing Antitrust Violations: Do Codes of Conduct and Compliance Training Make a Difference?" In Competition Law Compliance Programmes, 59–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44633-2_4.

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Conference papers on the topic "Training programmes"

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Pappa, Marina. "DESIGNING CULTURAL MEDIATORS TRAINING PROGRAMMES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2187.

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

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

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Langa, Claudiu, Sofia-Loredana Tudor, Adriana Nicoleta Lazar, and Emanuel Soare. "A Comparative Analisis of Staff Training Programmes." In 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2019. http://dx.doi.org/10.1109/ecai46879.2019.9042032.

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Gherasim, Zenovic, Irina elena Andronie, and Maria Andronie. "GOOD PRACTICES IN PROFESSIONAL DEVELOPMENT AND TRAINING PROGRAMMES BASED ON COMMUNICATION TECHNOLOGIES, MULTIMEDIA AND ELEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-143.

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The professional development and training programmes, which are implemented according to the legal provisions in force in the education area, using communication infrastructures and the eLearning environment, can be postgraduate programmes and/or programmes reaching to the teaching staff in the undergraduate education system. A programme can develop specific competences for a study area and/or common (transversal) competences in using modern teaching/evaluation tools, pedagogy / learning psychology and /or management of education processes in the context of globalization and world economic crisis. Recent studies show that programmes that cover common competences, in the most cases, have a greater positive impact on the future performance of the participants than programmes aiming to develop specific competences. In this context, communication, multimedia and project management are common competences that are complementing the specific competences of the teaching staff and, in the same time, allow education institutions to organise flexible professional development and training programmes, carried out at distance partially or totally and approach busy persons or persons interested in extending and/ or developing their professional competences in general or specific areas of activity. The present paper is intended to analyze the experience gained after implementing a project that had as objective carrying on a number of programmes addressed to teachers from the undergraduate education system and present good practices extracted during this time frame. Among the subjects that were covered by the programmes that are analyzed were Project writing, management and implementation and School management adapted to the realities of the Romanian society. The programmes are innovative and module-based, covering both common and specific competences.

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Richards, Warren. "Workforce Issues and Training Programmes: A UK Perspective." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7361.

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Over the past 20 years underinvestment has led to the UK’s nuclear skills base being run down to the point where it is now very fragile and the cracks are showing. As a result a number of key nuclear science and engineering disciplines are now showing signs of shortages developing which is being reflected in both industry and academia. Fortunately, the skills gap has been recognised and the trend of underinvestment is being reversed. Industry, Government and the Research Councils are starting to take steps to address the issue and new nuclear education and research initiatives are underway including the Dalton Nuclear Institute and the plans to create a National Nuclear Laboratory. The concern over a skills gap still exists but hopefully with the realisation of high profile projects such as new nuclear build, the establishment of a National Nuclear Laboratory and continued support from the UK’s Research Councils, involvement in the nuclear field will prove to be an attractive career option for a greater number of people which will put the UK back in the position of having a vibrant and sustainable world class nuclear skills base.

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Klofsten, Magnus, and Luigi Serio. "European university-based entrepreneurship training programmes: Best practices." In 16th Annual High Technology Small Firms Conference, HTSF 2008. University of Twente, 2008. http://dx.doi.org/10.3990/2.268577933.

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The aim of this paper is through a qualitative study to determine how efficient academic entrepreneurship training occurs in an academic environment and how these programmes are structured and organised. Data from 20 different university training programmes at 12 European countries were analysed. We used a check-list to gather information on these items: Promoter, programmes, target groups, key objectives and contents, actors involved, timing and budget, funding structure, staff involved, and support services. Data were collected via interviews with project managers and people in leading positions in the training organisations; secondary data such as documentation, strategic plans, brochures, and evaluation reports were also collected. Among other things, the results show that entrepreneurship training usually occurs in cooperation with regional actors, that the main targets are graduate and post-graduate students, and that they are financed by various resources – mostly of public origin. There seems to be no one best way of organising entrepreneurship training programmes. Major implications of this study are to address clear training objectives and to base the content of programmes on specific characteristics of the local or regional environment. It is also important (i) to anchor the initiative in the university curriculum and (ii) to set up a networking group of regional actors to facilitate creation of the entrepreneurship process.

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Briza, Ilze, and Anita Pipere. "Clinical Training in Nursing Study Programs in Latvia and Europe." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.001.

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As a result of the Bologna Process, European countries have been operating common basic requirements for nursing education (NE) programmes for several years. In 2021, reforms have also taken place in Latvia to ensure the effective development of professionals within higher education, who would become autonomous medical staff with a bachelor (Bch) education. Despite the different approaches of each European Union (EU) Member State to implementation of NE programmes, the unifying element is a scope of clinical training, which under EU legislation is at least half of the total scope of study programme. According to the research, these essential requirements have had a positive impact on the development of NE across Europe. Latvian higher education institutions (HEIs) have taken over the positive experience of Europe and have aligned the scope of clinical training with the requirements of regulatory enactments. A HEI has the right to organise clinical training at its discretion, thereby creating an unequal scope of this training in certain parts of the study programme. Some HEIs implement this process as internships, while others integrate it into study courses, supplementing the theoretical knowledge and practical skills acquired in simulation rooms with the acquisition of competencies in the clinical environment (CE). However, despite the organizational differences, the unifying element of these programmes remains the total scope of studies in the CE. The NE programmes in Europe also differ in the use of the term for clinical training. Notwithstanding the designation of this peculiar study form, it is always implemented in a CE. The presented research aims to look at the essence of clinical studies and the usability of the corresponding terms in a framework of study process in a CE, as well as to analyse the differences in the scope of this study form in Bch programmes in nursing in Latvia and Europe. The document analysis method, examining 17 research papers for their compliance with international regulatory enactments, shows that clinical training, nothwithstanding different terminology, is a key component of NE in a high-quality CE. The comparison of Bch’s level nursing studies (NS) at Vilnius University (Lithuania), Riga Stradiņš University (Latvia), Osnabrück University of Applied Sciences (Germany), University of Barcelona (Spain), and Daugavpils University (Latvia) indicates that they generally comply with internationally recognized requirements for the acquisition of the nursing profession.

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Barnett, Vic. "The role of consultancy in university education and professional training in statistics." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93401.

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Statistical education and training at tertiary level encompasses a very wide range of actives. There are the short "service" courses for students studying, say, engineering or medicine or politics (often of just 10 or 20 hours providing testing or regression) often nowadays linked to some computational software system. At the next level we encounter in some disciplines such as agriculture, economics or social science, a number of "designer" courses spanning a fair proportion of the study time, perhaps up to one third of the overall programme. Finally, there are full statistics programmers for students of statistics per se (or mathematics programmes oriented to non-deterministic mathematics) where most of the study time is spent on the concepts, methods and practice of probability and statistics, with the inevitable supporting coverage of relevant mathematical material.

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Thompson, J. B., and E. Towell. "Workshop on teaching ethics in software engineering programmes." In Proceedings. 17th Conference on Software Engineering Education and Training. CSEE&T 2004. IEEE, 2004. http://dx.doi.org/10.1109/csee.2004.1276529.

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Kinnaird, Alexander, Joost Vanreusel, Natacha Callens, Nigel Savage, Maximilian Nuermberger, Manuela Aguzzi, and Merel Van Walleghem. "ESA Academy activities during COVID-19." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.066.

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The ESA Academy is the ESA Education Office’s overarching programme for university students. The Academy’s portfolio consists of both ‘hands-on’ activities, and a Training and Learning Programme. Conventionally both of these elements involve a significant number of in person events, for example training sessions, workshops and test and launch campaigns. The educational nature and practical aspects of such events has traditionally necessitated in person participation. Additionally, most of the Academy’s ‘hands-on’ programmes revolve around student teams designing, building, testing and operating an experiment or spacecraft, activities which rely on the availability and delivery of commercial components, and access to manufacturing, testing and launch facilities, and laboratories. In March 2020, as the COVID-19 pandemic, and associated restrictions, began to take hold in Europe, nearly all the ESA Academy programmes were affected. Despite the challenges, the Academy continued to deliver activities, and the student teams participating in the Academy’s programmes continued to achieve major milestones, including launching experiments to the ISS, CubeSat testing and launch and execution of micro- and hyper-gravity experiments. This paper explores the challenges faced during COVID-19 and how both the programmes and the students participating in the programmes adapted to meet their educational, scientific, and technical goals. Furthermore, the longer-term adaptation of some of these changes into the future execution of the programmes is discussed

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Reports on the topic "Training programmes"

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Gagnon, Marie-Pierre. Does training traditional birth attendants improve pregnancy outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/1702122.

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Traditional birth attendants (TBAs) who assist women are common in low-income countries. Providing formal training to untrained TBAs or additional training on specific tasks could improve care for pregnant women and pregnancy outcomes. Training programmes can differ considerably, making it difficult to make clear distinctions between initial training and additional training that are applicable across different settings.

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Gurung, M. M. Training Programmes for Development of Micro-enterprises in the Cottage and Small Sector in Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1999. http://dx.doi.org/10.53055/icimod.347.

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Gurung, M. M. Training Programmes for Development of Micro-enterprises in the Cottage and Small Sector in Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 1999. http://dx.doi.org/10.53055/icimod.347.

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programme, CLARISSA. Children Re-enter the Worst Forms of Child Labour Despite Participating in Training and Skills-Oriented Programmes. Institute of Development Studies, June 2024. http://dx.doi.org/10.19088/clarissa.2024.028.

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Report of the CLARISSA Nepal Action Research Group 4. As the first step of systemic action research, the CLARISSA programme in Nepal collected 400 life stories of children and young people engaged in the worst forms of child labour (WFCL) within Kathmandu Valley. Life stories collected were from children and young people either engaged in the Adult Entertainment Sector or living in selected neighbourhoods. Among the 400 stories collected, 50 were collected by children and 350 were collected by CLARISSA (adult) researchers. These stories were then collectively analysed by children and young people in a series of four workshops, to identify core themes (issues) for subsequent engagement through Participatory Action Research. Action Research Groups (ARGs) were then established to work on these issues. These were subsequently validated by children working in the AES. The location that is the subject of this report was selected for an ARG as it is a major entry point for buses from different parts of Nepal. The issue for this ARG was ‘Children re-entered in WFCL despite participating in training and skills-oriented programmes provided by non-governmental non-profit organisations’.

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Amenya, Donvan. Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.128.

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This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.

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

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

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Schuch, Klaus. Patterns of Geographical Mobility of Researchers from Six Western Balkan Countries in Regional and European Mobility Based Training Programmes. Fteval - Austrian Platform for Research and Technology Policy Evaluation, July 2021. http://dx.doi.org/10.22163/fteval.2021.516.

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The aim of this paper is to analyse the mobility of researchers from the six Western Balkan Countries, Albania, Bosnia and Herzego-vina, Kosovo*1, Montenegro, North Macedonia, and Serbia (abbr. WB6) within structured regional and European mobility programmes. We want to identify geographical patterns with a view on mobility-based training from the WB6 region to the EU, but also within the WB6 region. The following structured regional European programmes provide the basis for this comparative analysis • CEEPUS • ERASMUS + • Marie Skłodowska-Curie Actions (MSCA) • COST

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Gilbert, Alan. Housing in Latin America. Inter-American Development Bank, August 2001. http://dx.doi.org/10.18235/0012212.

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INDES provides training programmes for public officials in Latin America and the Caribbean .Its current courses currently emphasize strategies for poverty reduction and the provision of social services, particularly education and health. INDES is considering extending its programme to include discussion of a current orphan of social policy, housing and shelter. This poses three questions. First, why is housing deserving of inclusion in its training course? Second, what are the interesting intellectual questions being raised in the housing field? And, finally, if a housing component were to be included in the course, what should be included in it? Answering those questions is the main purpose of the paper.

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Sharif, Mariam, Rasha Ahmed, Diane Duclos, and Jennifer Palmer. Strengthening Health Information Surveillance: Implementing Community-Based Surveillance in Sudan. Institute of Development Studies, May 2023. http://dx.doi.org/10.19088/sshap.2023.011.

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This case study explores the 2018–22 implementation of a national community-based surveillance (CBS) programme in Sudan. The programme was designed to meet critical needs of the existing health surveillance system. It aimed to empower communities to detect and contain public health threats, improve relations between communities and their local health system, and involve villages in rural areas. Federal, state, and locality (district) staff attended CBS workshops before recruiting and training community volunteers. Over 8,000 volunteers across 11 states were recruited. The volunteers alerted staff to priority syndromes for communicable diseases as well as local events with public health implications (e.g., natural disasters, conflict-induced displacement, food insecurity). Lessons learnt can be used to increase understanding of large-scale CBS programmes and to identify opportunities to strengthen new and existing programmes. For more social science guidance on CBS, see our companion: Key Considerations: Community-Based Surveillance in Public Health.

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Pepper, Susan E., and Katherine M. Bachner. International Conference on Human Resource Development for Nuclear Power Programmes: Strategies for Education and Training, Networking and Knowledge Management. Office of Scientific and Technical Information (OSTI), June 2014. http://dx.doi.org/10.2172/1148882.

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