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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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Arun Kumar, G. S., M. S. Nain, Rashmi Singh, N. V. Kumbhare, Rajender Parsad, and Shiv Kumar. "Training Effectiveness of Skill Development Training Programmes among the Aspirational Districts of Karnataka." Indian Journal of Extension Education 57, no. 4 (2021): 67–70. http://dx.doi.org/10.48165/ijee.2021.57415.
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Aspirational districts programme was launched by GOI in 2018 to raise the living standards of citizens by focusing on five major thematical areas viz. health and nutrition, education, agriculture and water resources, financial inclusion and skill development and basic infrastructure in the poor performing 115 districts of the country. The problem of unemployment and poverty in rural areas can be tackled by inculcating the desirable skills and develops entrepreneurial ability. The study was focused on assessing the effectiveness of skill development training programmes in two aspirational districts (Raichur and Yadgir) of Karnataka. Primary data was collected from 120 trainees including 30 farmers and 30 agricultural labours from each district trained under various skill training institutes. The independent variables like number of training programmes attended, learning motivation, innovativeness, motivation to transfer learning, self-efficacy and achievement motivation were positive and significantly affecting the training effectiveness. The overall effectiveness of training was found to be 51 per cent which came under medium effectiveness category. Among the different aspects of training programme ‘coverage’ was found to be more effective. But trainings were least effective in ‘need assessment’ of trainees. A majority of trainees perceived that training improved their knowledge and skills.
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Solon, Florentino S. "Developing a National Training Pyramid." Food and Nutrition Bulletin 18, no. 2 (January 1997): 1–4. http://dx.doi.org/10.1177/156482659701800214.
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The training pyramid is a system with designated levels corresponding to types of training needed for personnel in a national nutrition programme. Each proportional level refers to the type, purpose, and content of training and the category of individuals to be trained. Level III, the upper part of the pyramid, is intended for a few professionals with master's or doctoral degrees who deal with macronutrition issues and the solution of nationwide nutrition problems through policies, programmes, macroplanning, and legislative action. Short-term training periods provide skills in studying and formulating national policies to solve malnutrition problems and translate research results into policies for the benefit of the population. Training at level II is intended to develop the research capability of professionals to undertake studies for use in formulating national policies, plans, and programmes. This level of training provides knowledge and skills in research design, information technology, statistics, identifying research needs, developing research proposals, planning and managing research activities, and comprehensively communicating technical information and results to policy makers, legislators, macroplanners, programme planners, managers, and implementers. Short courses on laboratory procedures, new methods, and use of the latest equipment should be included. Level I, the base of the pyramid, is for training professionals to translate national policies and macroplans, including research findings, into community-based programmes and projects appropriate to the existing political, economic, and socio-cultural situation. This level of training focuses on efficient and effective programme implementation and management.
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Ismail, Ahmad Faisal. "Restructuring Clinical Dental Specialty Examination: A Call for National Standard." Education in Medicine Journal 13, no. 4 (December 30, 2021): 103–5. http://dx.doi.org/10.21315/eimj2021.13.4.8.
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This commentary encompassed present clinical dental specialty training and assessments in Malaysia. Specifically, no uniform examination and assessment are identified within the dental specialty training programmes provided by local dental schools. Candidates who underwent the same specialty programme might be trained and evaluated differently (depending on the institution). Despite the standard Malaysian Qualifications Agency (MQA) guideline for dental specialty training programmes (initially published in 2019), the aforementioned standards were established as a national reference for present and future Malaysian dental specialty programmes with no indication of standardised national dental specialty programme assessments. As such, a national reference for dental specialty assessments under the guidance of dental and MQA authorities is urgently needed to ensure standard quality and competent graduates of the programmes.
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Masta, Karan, and Yasmin Janjhua. "Training Evaluation Models for Farmer Training Programmes." International Journal of Economic Plants 7, no. 3 (August 28, 2020): 115–18. http://dx.doi.org/10.23910/2/2020.0374.
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Training has been an effective means to attain knowledge, skill and abilities adding to human efficiency and effectiveness. Ensuring effective training means knowing whether investment of time, energy and resources are being spent effectively or not. Active play of diverse resources makes it imperative to evaluate the effectiveness of the training. The paper attempts to explain the important models of training evaluation which can be adopted by practitioners for evaluating farmer trainings. These approaches can be used as a base to assess farmer training interventions and also help to revise and design an intervention which is effective and free from impediments.
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Minnig, Mary Catherine, Lauren Hawkinson, Hayley J. Root, Jeffrey Driban, Lindsay J. DiStefano, Leigh Callahan, Kirsten R. Ambrose, Jeffrey T. Spang, and Yvonne M. Golightly. "Barriers and facilitators to the adoption and implementation of evidence-based injury prevention training programmes: a narrative review." BMJ Open Sport & Exercise Medicine 8, no. 3 (September 2022): e001374. http://dx.doi.org/10.1136/bmjsem-2022-001374.
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While there is a multitude of evidence supporting the efficacy of injury prevention training programmes, the literature investigating the implementation of these programmes is, in contrast, rather limited. This narrative review sought to describe the commonly reported barriers and facilitators of the implementation of injury prevention training programmes among athletes in organised sport. We also aimed to identify necessary steps to promote the uptake and sustainable use of these programmes in non-elite athletic communities. We identified 24 publications that discussed implementing evidence-based injury prevention training programmes. Frequently reported barriers to implementation include the perceived time and financial cost of the programme, coaches lacking confidence in their ability to implement it, and the programme including exercises that were difficult or confusing to follow. Frequently reported facilitators to implementation include the coach being aware of programme efficacy, shared motivation to complete the programme from both coaches and athletes, and the ability to easily integrate the programme into practice schedules. The current literature is focused on high-income, high-resource settings. We recommend that future studies focus on understanding the best practices of programme dissemination in culturally and economically diverse regions. Programmes ought to be of no financial burden to the user, be simply adaptable to different sports and individual athletes and be available for use in easily accessible forms, such as in a mobile smartphone application.
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Sutherland, Nigel, Bryn Jones, Sofia Westcamp Aguero, Tristan Melchiori, Karin du Plessis, Igor E. Konstantinov, Michael M. H. Cheung, and Yves d’Udekem. "Home- and hospital-based exercise training programme after Fontan surgery." Cardiology in the Young 28, no. 11 (August 28, 2018): 1299–305. http://dx.doi.org/10.1017/s1047951118001166.
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AbstractBackgroundExercise training has been shown to increase exercise capacity in survivors of Fontan surgery. The geographic distribution of the Fontan population has been a barrier to hospital-based exercise training programmes. The objective of this study was to establish whether a home exercise training programme could achieve similar improvements to a hospital programme.MethodsAdolescents with a Fontan circulation aged 12–19 years were prospectively recruited in a hospital or home exercise training programme. Patients underwent cardiopulmonary exercise testing and completed the Paediatric Quality of Life Inventory at initial assessment and after completion of an 8-week programme. Both groups performed two 1-hour training sessions per week. Patients in the home training programme had their first session in the hospital, and then progressed independently with one phone consult per week and one home visit by a physiotherapist.ResultsIn total, 17 patients, with a mean age of 15±3 years, completed the training programme (six hospital). Characteristics and baseline performance of patients were similar in both groups. Oxygen consumption at anaerobic threshold increased from 19.3±3.8 to 21.6±6.0 ml/kg/minute (p=0.02) and peak oxygen pulse increased from 8.8±2.5 to 9.5±2.7 ml/beat (p=0.049). Total quality of life scale improved from 68 to 74% (p=0.01) and psychosocial health improved from 67 to 74% (p=0.02). No patient experienced training-related complications.ConclusionsExercise training is beneficial and most likely safe after Fontan, resulting in improved exercise capacity and self-reported quality of life. Home exercise training programmes are probably as effective as hospital programmes. Home exercise training programmes should be integrated in the follow-up care of patients undergoing Fontan surgery.
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Konani, Sonal, Simple Jain, and Pragaya Dashora. "SATISFACTION OF TRAINEES REGARDING TRAINING PROGRAMMES ORGANIZED BY CENTRE FOR TRAINING AND EMPOWERMENT OF RURAL WOMEN." Gujarat Journal of Extension Education 37, no. 1 (June 25, 2024): 87–93. http://dx.doi.org/10.56572/gjoee.2024.37.1.0014.
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The present study was undertaken to assess the satisfaction level of the trainees about trainings organized by ‘Centre for Training and Empowerment of Rural Women.’ This study was conducted in five talukas of Banaskantha district. Sixteen villages purposively selected where training programmes were organised. A total of 200 (Skill traninig 100 + Awareness programmes 100) rural women were selected for the study randomly. The findings of the study reveal that majority of the respondents had high satisfaction level and were fully satisfied with all the aspect of trainings except transportation facility. The main constraint faced by the respondents was non-use of projector in off-campus training programmes. It can be concluded that trainings organised by the centre were beneficial to rural women for knowledge and skill enhancement, venture creation and income generation. Rural women were fully satisfied with training programmes organized by the centre and look forward to attend more training programmes.
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Shrestha, Rajendra Bahadur. "Initiations of Employer Engagement in Training Delivery of TVET Programmes." Journal of Training and Development 6, no. 01 (December 28, 2021): 12–20. http://dx.doi.org/10.3126/jtd.v6i01.41769.
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Engagement of employers in the Technical Vocational Education and Training (TVET) system is needed not only to increase the training capacity but to ensure the TVET is demand-driven, quality oriented, future focused and provides the economy with the skilled workers it needs. Employer engagement in TVET system covers a spectrum of cooperation and involves small participation to build the trust required to develop more robust long-term engagement strategies. Developing engagements with employer and employer’s associations at all levels of the training programmes life cycle facilitate the development of workable solutions for training-to-work transitions. The employer has a crucial role to play in the delivery of training programmes. Engagement of employer is an essential component of overall training programmes and leads to developing responsive labour market skill needs, supporting priority economic sectors, training design and development, training delivery and post training support to develop ongoing dialogue with employer and employer associations. The need to increase the engagement of employers in TVET programmes has been known for many years in the country, however, employer engagement in training delivery of TVET programme is under-explored in Nepal. This article addresses the existing situation, explores issues, and share some practicable initiations of employer engagement in the TVET programme.
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Chakravarty, T. K. "Designing Effective Training Programmes." SEDME (Small Enterprises Development, Management & Extension Journal): A worldwide window on MSME Studies 19, no. 2 (June 1992): 57–75. http://dx.doi.org/10.1177/0970846419920205.
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Kreeger, Karen. "Training programmes with vision." Nature 417, no. 6887 (May 2002): 5. http://dx.doi.org/10.1038/nj6887-05a.
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Erikson, Truls, and Are Gjellan. "Training programmes as incubators." Journal of European Industrial Training 27, no. 1 (February 2003): 36–40. http://dx.doi.org/10.1108/03090590310456519.
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Pritchard, Tricia. "Doubt over training programmes." Early Years Educator 12, no. 4 (August 2010): 6. http://dx.doi.org/10.12968/eyed.2010.12.4.49284.
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Anshuman, Jyotishree, Rupinder Kaur, Vipan kumar Rampal, Shreya Kar, and Badigi Pavan Naik. "Training Impact Assessment: Evaluating PAMETI's Programs for Punjab's Extension Personnel." Asian Journal of Agricultural Extension, Economics & Sociology 42, no. 6 (May 10, 2024): 46–52. http://dx.doi.org/10.9734/ajaees/2024/v42i62461.
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The study was undertaken with the objective of finding the level of effectiveness of the training programmes for extension personnel. The sample consists of trainees from various competency development training programmes organised by Punjab Agricultural Management and Extension Training Institute (PAMETI) in 2017–2018. In total 5 trainings and 24 trainees from each trainings were selected by purposive and random sampling respectively. Thus, a sample of 120 trainees from PAMETI, Ludhiana were taken for the study. Most of the trainees belonged to the high category of ‘applicability and utility’, ‘knowledge, attitude and skill’ and conviction of the training programmes whereas most belonged to medium category of relevance, timeliness and ‘improvement in job performance and satisfaction’ of training programmes. It was found that average training effectiveness index is highest for applicability and utility of the training programmes whereas lowest for job performance and satisfaction. Most of the trainees perceived to lie in the medium category of the overall training effectiveness index followed by high and low category.
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Casalone, Giorgia, and Eliana Baici. "Education, Off-the-Job Vocational Training, and Early Employment Outcomes: Evidence from Italy." Merits 3, no. 2 (May 22, 2023): 390–404. http://dx.doi.org/10.3390/merits3020022.
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Education and training are primary sources of individual human capital. We explored the relationship between education and off-the-job vocational training and the impact of training programmes on youth employment in Italy. We focused on three outcomes: employment probability, use of formal/informal job search channels, and skill matching. We identified programme effects by comparing the outcomes of treatment and control groups using propensity score matching with a robustness check to assess the potential bias due to unobservable characteristics. Individuals with vocational high school degrees are more likely to participate in vocational training programmes, but in southern regions, individuals with technical or generalist high school degrees also attend vocational training programmes. Vocational training programmes have positive effects on youth employment outcomes, reduce the use of informal job search channels, and improve skill matching, especially in the centre-northern regions.
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Goh, Kai Ru, and Cathy Andrew. "Promoting safety awareness and protection skills for people with disabilities: a literature review." Journal of Adult Protection 23, no. 4 (May 18, 2021): 225–37. http://dx.doi.org/10.1108/jap-11-2020-0049.
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Purpose High prevalence of violence against persons with disabilities (PwDs) has prompted a steady growth of training aimed at equipping PwDs with personal safety skills. This paper aims to examine the efficacy of safety trainings for PwDs. Design/methodology/approach A search of relevant electronic databases was conducted to shortlist peer-reviewed literature on empirically evaluated safety trainings for PwDs, between January 2010 and August 2020 with the defined inclusion criteria. Findings Six safety programmes were reviewed. Data analysis revealed key themes related to programme modifications for accessibility; fit of intervention to disability type; PwDs’ learning needs; and the context of disability abuse in designing intervention pathways. Originality/value PwDs can benefit from and contribute to safety training, if programmes are adequately modified to support their learning and participation. Future studies can target disability abuse by known persons; different disability groups; and generate longitudinal data to strengthen validity of programme efficacy.
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Srinivas A, Srinivas A., and A. Sailaja A. Sailaja. "A Review on Impact of Training Programmes Conducted by Different Training Institutes." Paripex - Indian Journal Of Research 2, no. 2 (January 15, 2012): 266–67. http://dx.doi.org/10.15373/22501991/feb2013/96.
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Kaur, Manjot, Sukhdeep Kaur, and Kanwaljit Kaur. "Evaluation and impact assessment of training programmes." AGRICULTURE UPDATE 15, no. 3 (August 15, 2020): 258–64. http://dx.doi.org/10.15740/has/au/15.3/258-264.
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Training is a planned communication process to bring desirable change in the attitude, skill and knowledge of an individual or group. Extensive resources are being utilised for providing training to the individuals in various fields to improve their on-job performance and to make them selfreliant. So, it is essential to monitor and evaluate the success rate of training programme time to time. Monitoring, evaluation and impact assessment are management tools to help track progress and demonstrate the impact of training on its trainees. The main objective of this study was to understand the concept of evaluation and impact assessment. This paper is descriptive in nature. It is concluded that most of training programmes fail to reach their set goals due to lack of proper evaluation, monitoring and impact assessment. But results obtained through evaluation and impact assessment can be used to redesign the programme or training on the basis of the limitations of the programme revealed through these techniques to reach the ultimate goal of the programme.
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Numgaudienė, Ariana, and Birutė Žygaitienė. "Content Analysis of Technology Teacher Training Programmes of Some European Countries." Pedagogika 113, no. 1 (March 5, 2014): 112–22. http://dx.doi.org/10.15823/p.2014.1755.
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The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
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Joshi, R. D., and Tarun V. Sutaria. "ROLE OF CO-OPERATIVE NETWORK FOR THE MANAGEMENT OF BOVINE FEMALE INFERTILITY DISORDERS IN GUJARAT." Animal Reproduction Update 3, no. 2 (May 15, 2023): 18–32. http://dx.doi.org/10.48165/aru.2023.3.2.3.
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The co-operative network in Gujarat, India, has given the livestock sector a new direction for growth. The co-operative sector's dairy husbandry department not only deals with treatment of ill animals but conducts extensive management programmes for infertility. Various programmes like fertility improvement programmes, calf rearing programme, ration balancing programme, productivity enhancement programme, village awareness progress, and training of artificial inseminators are in operation for fertility enhancement. The present review describes the impact of these programmes on fertility based on collected data from various co-operatives of Gujarat.
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Farrington, David P., and Brandon C. Welsh. "Saving Children from a Life of Crime: the Benefits Greatly Outweigh the Costs!" International Annals of Criminology 52, no. 1-2 (2014): 67–92. http://dx.doi.org/10.1017/s0003445200000362.
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SummaryThis article reviews some of the most effective programmes for saving children from a life of crime, and also presents the results of cost-benefit analyses of some of these programmes. The best programmes include general parent education in home visiting programmes, parent management training, pre-school intellectual enrichment programmes, child skills training, Functional Family Therapy, Multidimensional Treatment Foster Care and Multisystemic Therapy. Communities That Care is a useful overarching programme. Most of these programmes have been shown to reduce crime and save money. The time is ripe to establish national agencies in all countries which will advance knowledge about early risk factors (from longitudinal studies) and about effective developmental interventions (from randomized experiments and cost-benefit analyses).
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Ojo Afolabi, Kayode, E. O. Adesanya, S. B. Shuaib, and S. B. Jimoh. "Assessment of in-service training programme attended by secondary school agricultural science teachers in Kwara Central Senatorial District, Nigeria." Journal of Educational Management 10 (November 1, 2019): 71–88. http://dx.doi.org/10.47963/jem.v10i.1202.
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The paper training programmes attended by Agricultural Science Teachers in Secondary School in Kwara Central Senatorial District, Nigeria. Specifically, the study determined the demographic characteristics of the respondents, the in-service training programmes attended by the respondents, the organisers or sponsors of the in-service programme, areas where agricultural science teachers obtained training, constraints to agricultural science teachers’ in-service training programmes and strategies for improving in-service training programmes. The study adopted a descriptive survey research design. One hundred and twenty (120) agricultural science teachers were randomly selected from a population of 200 Agricultural Science teachers in 94 senior secondary schools in the study area. The data collected were analysed using descriptive statistics namely: frequency, percentage and mean. The findings showed that the majority of the respondents were male aged between 29-35 years, had B.Ed. degree and teaching experience between 1—5 years. The in-service programmes attended by agricultural science teachers include seminars and workshops. Ministry of Education, Teaching Service Commission, Ministry of Agriculture and Natural Resources and Universities were major organisers of in-service training programmes. Based on the findings, the study recommended that school administrators and relevant government agencies should provide adequate funding or set aside special fund for periodical training and retraining of agricultural science teachers.
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ALRAMADHANI, Abdulsalam Hameed. "THE EXTENT TO WHICH THE ONLINE TRAINING IS EFFECTIVE BY USING LIVE STREAMING IN THE GENERAL TRAINING PROGRAMMES FOR THE EMPLOYEES." RIMAK International Journal of Humanities and Social Sciences 04, no. 02 (March 1, 2022): 607–17. http://dx.doi.org/10.47832/2717-8293.16.39.
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Benefiting from the scientific technology is regarded as the most important features of development and modernization in the field of training. This is due to the recognized services and procedures that make training easier for both; the trainer and the trainees. This study aimed to explore the online training by using live streaming. This is through executing face-to-face training programmes and connecting the training with live streaming in order to identify 1) the advantages, and disadvantages, 2) the extent to which there is a difference between this programme, and the online training in general, and most importantly 3) the suggestions of use in the long-term programmes. In this context, this study employed the qualitative descriptive research methodology with the interview as a data collection tool. This tool served the study in providing a better explanation and understanding of the actual reality of the implemented training programmes. The interview tool was designed to gather feedback from 13 trainees who had several participations in both, the face-to-face and online training. The interviews were conducted on face-to-face mode, either in person or via the advanced technology Microsoft Teams. The results showed the existence of several advantages in this type of trainings. However, there are some disadvantages and challenges which, nevertheless, can be dealt with in terms of reducing its side effects. This is through adopting several procedures such as spreading the culture of live streaming use where both, the trainer and the trainees are ready to embrace this type of training. In addition, recording and saving all materials used in the executed training programmes for future reference and linking them to asynchronous programs too based on a specific mechanism. Most importantly, enabling the trainees of the long-term training programmes to choose the most convenient training mode for them, either via face-to-face or online on the basis of specific controlling principles to maintain easy training with the highest quality ever. Key words:
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Donovan, Andrea, and Jeff Donovan. "Mentorship in postgraduate training programmes: views of Canadian programme directors." Medical Education 43, no. 2 (February 2009): 155–58. http://dx.doi.org/10.1111/j.1365-2923.2008.03258.x.
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Kumar, N., and A. Govindarajan. "Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India." Restaurant Business 118, no. 4 (April 15, 2019): 84–90. http://dx.doi.org/10.26643/rb.v118i4.7645.
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Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.
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Kumar, N., and A. Govindarajan. "Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India." Restaurant Business 118, no. 4 (April 15, 2019): 84–90. http://dx.doi.org/10.26643/rb.v118i4.7646.
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Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.
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Zachariah, Rony, Dermot Maher, Abraham Aseffa, Mahnaz Vahedi, Pascal Launois, Mohammed Khogali, Garry Aslanyan, and John C. Reeder. "Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey." F1000Research 9 (June 9, 2020): 583. http://dx.doi.org/10.12688/f1000research.24192.1.
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Background: TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries. Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research. Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.
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Zachariah, Rony, Dermot Maher, Abraham Aseffa, Mahnaz Vahedi, Pascal Launois, Mohammed Khogali, Garry Aslanyan, and John C. Reeder. "Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey." F1000Research 9 (June 29, 2020): 583. http://dx.doi.org/10.12688/f1000research.24192.2.
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Background: TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries. Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research. Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.
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Patel, Yaksh, J. K. Patel, and Nikita Thakor. "Determinants of KVK scientists about ability to organize training programme." Gujarat Journal of Extension Education 34, no. 2 (December 25, 2022): 51–54. http://dx.doi.org/10.56572/gjoee.2022.34.2.0012.
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This present study entitled “Determinants of KVK scientists about ability to organize training programme” was conducted in 2022 in four states of India viz., Gujarat, Maharashtra, Rajasthan and Goa with a sample size of 240 KVK scientists. The ex-post facto research design was used for the research study. Krishi Vigyan Kendra is an institutional project of Indian Council of Agricultural Research (ICAR) for testing, training and transfer of agricultural technologies for the benefit of farmers, farm women and rural youths. The scientist working in KVKs performs two main functions namely research and extension activities. Organize training to update the extension personnel and vocational training is the main mandates of KVK. Owing to the importance of training programs in KVKs for the agriculture development of districts. It was, therefore felt necessary to analyze the KVK scientists’ ability to organize training programme. The action of individual KVK scientist is governed by personal, economic, social, communicational and psychological factors involved in situation. KVK scientists’ shows different level of ability to organize training programmes. Thus, it may be stated that the ability to organize training programmes differs with such characteristics. Hence, considering the importance of these characteristics and review of past research studies, an attempt has been made in this investigation to ascertain the relationship if any, between profile of KVK scientists and their ability to organize training programme. The result concluded that vast majority of scientists had very high to high level of ability to organize training programme. The result also revealed that out of eighteen independent variables nine variables viz. knowledge about ICT, achievement motivation, attitude towards extension work, professionalism, job satisfaction, job involvement, level of exposure to new farming idea, empathy and planning orientation were found to be positive and highly significantly correlated while native place had positive and significant and education had negative and significant correlation with ability to organize training programmes. Influence of different indicators was not alike in determination of ability to organize training programmes.
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EID, NOURA M. S. "Childhood Obesity and the Basis for Child Nutrition Programmes in Kindergartens of Saudi Arabia." Current Research in Nutrition and Food Science Journal 7, no. 1 (April 18, 2019): 41–51. http://dx.doi.org/10.12944/crnfsj.7.1.05.
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Childhood obesity is increasing in the Middle East and across the globe, due to several environmental factors found in schools and at home. Therefore, implementing Child Nutrition Programmes in schools is essential to deliver nutrition education, school meals, and training to children, teachers and caregivers. We have designed a qualitative study on focus groups using interview-based questionnaires, which was applied to48 kindergartens, 20 parents, two bookstores and 12 global nutrition consulting companies. SPSS 21 was used to analyse the frequency and percentages of the data. This study focused on the barriers and factors that will contribute to the successful implementation of Child Nutrition Programmes in the kinder gardens of Saudi Arabia. Furthermore, the respondents showed positive attitudes towards developing child nutrition programmes with the following activities: nutrition education for children, training/workshops for teachers and parents and meal planning for healthy meals at home. According to global consulting companies, the greatest obstacles to the delivery of nutrition programmes to educational institutions are lack of awareness, cost coverage and high resistance and reluctance. Parent pressure, marketing uniqueness and awareness generation should be addressed prior to the programme’s implementation to facilitate programme appreciation and parental acknowledgement. Finally, support from the government and non-government organisations will facilitate the successful implementation of the Child Nutrition Programmes thereby reducing the incidence of childhood obesity in the kinder gardens of Saudi Arabia.
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Atsu, Anthony Mawutor, and Rebecca Lartekai Lartey. "ENHANCING PARTICIPATION OF GIRLS IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET): THE CASE OF TAMALE TECHNICAL UNIVERSITY." EPH - International Journal of Educational Research 2, no. 1 (January 9, 2018): 1–5. http://dx.doi.org/10.53555/ephijer.v2i1.16.
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Most people opined that Technical Education is the preserve for boys only, but that should not be the case. Over the years, most of the engineering programmes such as Automobile, Building and Construction, Carpentry and Joinery, Mechanical, Electrical, Welding and others are termed as male dominated programmes, which should not also be the case. Hardly does one see girls enrolling in these programmes. Most of the time one can find one or two girls in such a class, and in most cases, these girls perform excellently, which shows that when encouraged, more girls would like to offer engineering programmes. The purpose of this paper was to find out what is preventing girls from enrolling in the engineering programmes and what can be done to encourage them to enroll in such programmes. 100 questionnaires were distributed to girls not enrolled in engineering programmes. Also, ten girls in the engineering programmes were interviewed as well as visits to the classrooms to get first-hand information on girls’ performance. The study revealed that, cultural and public perception about the programme for girls is preventing most girls in enrolling in the engineering programmes. It is recommended that there should be continuous sensitization for girls, about TVET programmes. There should also be a quota system in place to cater for girls’ intake into engineering programme as affirmative action.
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Dar, Iqbal, and Sangeeta Gupta. "EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.
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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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Ijeh, Cyril Iloba, John Metonwanu Dosa, and Toluwalope Patience Akinwole. "Staff training and development of librarians in academic libraries in Ondo State, Nigeria." Journal of Library Services and Technologies 6, no. 1 (2024): 96–106. http://dx.doi.org/10.47524/jlst.v6i1.97.
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This study explored staff training and development among librarians in academic libraries in Ondo State. The population of this study consisted of sixty one (61) librarians. The entire population was used as sample for the study because it was manageable.. The instrument for data collection was structured questionnaire. The professional staff are used for the study. Frequency and percentages were used to analyze the data collected. Findings revealed that all the librarians have participated in formal education as well as continuing education programmes followed by ICT training in the library since commencement of work in the libraries; that all of them have positive attitude to training and development programmes while financial constraint, denial of promotion after completion of staff development programme among others are the prevalent factors affecting training and development programmes among the staff. The study concluded that that the librarians have participated in various training and programmes since they began working in the libraries and recommended that the management of the institutions and libraries should make funds available to staff for training and development and well as promote those that have acquired additional qualifications through professional development programmes.
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Sreedevi, S. V., and K. Tamizhjyothi. "Assessing Training Needs and Evaluation of Employee Development Programmes." Asian Journal of Managerial Science 6, no. 2 (November 5, 2017): 81–83. http://dx.doi.org/10.51983/ajms-2017.6.2.1235.
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Assessing the training needs and evaluation of employee development programs has been made to know the needs for training and management development programme for the employees in the organizations. The problem or work taken up is to find some measures and suggestions for improving the training and management development programmes in the organization. The training needs of the executives of links Industries Limited, Chennai has been taken as the main problem. Primary and secondary data has collected for the study from various sources. Primary data are collected through questionnaire and personal interview. Secondary data are collected from earlier studies, company profile, annual report and from the company websites. The samples were collected through questionnaire with open ended, multiple choice questions and ranking questions. The tools used for analyzing the data were percentage analysis and graphs. The major findings are training is essential to improve the employees performance, training is essential during promotion, computer training should be of working knowledge level, employees prefer internet based training programme. Majority of the respondents agrees that training programmes improves quality of working life and morale. Skills acquired by the employees helps them to solve problems and take better decisions. The research is concluded that the management should consider the above findings and arrange training and management development programmes to every employees periodically. Training must be given to all employees to update their knowledge and skills.
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Afolabi, Kayode Qjo. "Assessment of In-Service Training Programme Attended by Secondary School Agricultural Science Teachers in Kwara Central Senatorial District, Nigeria." Journal of Educational Management 10, no. 1 (November 1, 2019): 71–88. http://dx.doi.org/10.47963/jem.v10i.1422.
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The paper examined the in-service training programmes attended by Agricultural Science Teachers in Secondary School in Kwara Central Senatorial District, Nigeria. Specifically, the study determined the demographic characteristics of the respondents, the in-service training programmes attended by the respondents, the organisers or sponsors of the in-service programme, areas where agricultural science teachers obtained training, constraints to agricultural science teachers ’ in-service training programmes and strategies for improving in-service training programmes. The study adopted a descriptive survey research design. One hundred and twenty (120) agricultural science teachers were randomly selected from a population of 200 Agricultural Science teachers in 94 senior secondary schools in the study area. The data collected were analysed using descriptive statistics namely: frequency, percentage and mean. The findings showed that the majority of the respondents were male aged between 29-35 years, had B.Ed. degree and teaching experience between 1—5 years. The in-service programmes attended by agricultural science teachers include seminars and workshops. Ministry of Education, Teaching Service Commission, Ministry of Agriculture and Natural Resources and Universities were major organisers of in-service training programmes. Based on the findings, the study recommended that school administrators and relevant government agencies should provide adequate funding or set aside special fund for periodical training and retraining of agricultural science teachers.
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Shi, Jianwei, Qingfeng Du, Xin Gong, Chunhua Chi, Jiaoling Huang, Wenya Yu, Rui Liu, et al. "Is training policy for general practitioners in China charting the right path forward? a mixed methods analysis." BMJ Open 10, no. 9 (September 2020): e038173. http://dx.doi.org/10.1136/bmjopen-2020-038173.
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ObjectivesSince 2010, the Chinese government has gradually increased its investment in the training of general practitioners (GPs) to support their role as ‘gatekeepers’ in the healthcare system. However, this training is still organised from the perspective of specialist care. We aimed to assess the appropriateness of the principal GP admission training programme curricula in China, including Residents Training for GPs (RTGP), Residents Training for Assistant GPs (RTAGP) and Training for Specialists with General Practice interest (TSGP).SettingThe study focussed on GP training programmes in Shanghai, China.ParticipantsData on disease competences developed in three GP clinical training programmes (RTGP, RTAGP and TSGP) were derived from official programme training manuals. Data on the proportion of outpatient visits for each disease were taken from the Shanghai community healthcare centres grassroots outpatient database.Primary and secondary outcome measuresWe first conducted a quantitative analysis by comparing the structure of current training curricula with actual outpatient utilisation patterns across all community healthcare institutions in Shanghai from 2014 to 2018. Qualitative analysis was then conducted to evaluate GP training programmes based on Donabedian’s model.ResultsQuantitative analysis showed that the distribution of diseases for which competences were taught did not match the composition of outpatient visits in community healthcare institutions. Concerns identified through qualitative analysis included teachers who were mostly specialists, lack of equipment for differential diagnosis in community healthcare institutions, insufficient teaching of referral standards and GP training in large hospitals that consistently neglected communication skills.ConclusionsThe establishment and implementation of admission training programmes for GPs in China lacks a focus on general practice training and may be improved by adopting an evidence-based general perspective aligned with the medical needs of the community.
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Goodman, Suki, and Joha Louw-Potgieter. "A Best Practice Model for the Design, Implementation and Evaluation of Social Context Training for Judicial Officers." African Journal of Legal Studies 5, no. 2 (2012): 181–97. http://dx.doi.org/10.1163/17087384-12342004.
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Abstract Continual professional development for judicial officers through judicial education programmes has become a common feature in many countries throughout the world. The growing need for these kinds of programmes, specifically in transitioning democracies, is relatively well-documented. One core component of this kind of training deals with social context-related issues. Research has shown that even in societies where equality is enshrined in the constitution or mandated through legislation, unequal treatment before the law persists, hence the motivation for social context training for members of the judiciary. There is limited information in the public domain about these kinds of judicial training programmes and their effectiveness or efficiencies. This article presents a best practice model for designing, implementing and evaluating social context training for judicial officers. The aim is to provide a useful framework for programme designers for the development of future programmes of this kind.
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Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (July 20, 2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.
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This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees.
In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes.
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Skytt, Bernice, Birgitta Ljunggren, Maria Engström, and Marianne Carlsson. "Different development programmes – does it make a difference?" Leadership in Health Services 24, no. 1 (February 8, 2011): 29–50. http://dx.doi.org/10.1108/17511871111102517.
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PurposeThe purpose of this paper is to examine whether two groups of first‐line nurse managers perceived improvements in skills and knowledge regarding interpersonal skills and group management, achievement orientation, and organizational view and political savvy after participation in two different development programmes, compared to participants in a comparison group. Further, to understand the first‐line nurse managers' expectations for and experiences of the programme as well as its strengths and weaknesses.Design/methodology/approachA total of 13 first‐line nurse managers participated in a training programme, 14 in a self‐development programme, and 14 in a comparison group. Group interviews were used to describe the managers' expectations for and experiences of the programmes, the Leadership and Management Inventory were used to assess the impact of the programmes.FindingsThe results of the interviews showed that the programmes met many of the participants' expectations. Participants perceived significant improvements – in organizational knowledge following the training programme and in achievement orientation following the self‐development programme.Research limitations/implicationsParticipation in the groups was not based on random assignment.Practical implicationsDifferent development programmes focussing on different issues can increase flexibility and decrease costs, as managers can apply to programmes suited to their development needs.Originality/valueMixed methods have been used in this study: qualitative methods to describe the participants' experiences of the programmes, and quantitative methods to describe the impact of two different leadership programmes and to contrast these results with a comparison group.
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Bedford, Denise A. D. "Knowledge Management Education and Training in Academic Institutions in 2012." Journal of Information & Knowledge Management 12, no. 04 (December 2013): 1350029. http://dx.doi.org/10.1142/s0219649213500299.
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The academic discipline of Knowledge Management is maturing. The maturity of knowledge management scholarship has been considered as well as its curricular coverage and alignment with the needs of business. This research suggests that a mature academic discipline is grounded on a mature academic programme. The research defines five dimensions of a mature academic discipline, including: (1) curriculum design; (2) nature and coverage of research programmes; (3) faculty credentials and status; (4) academic programme administration; and (5) programme goals. Maturity factors are identified for each of the five dimensions. In 2012, an open public survey was conducted to determine the level of maturity of academic programmes in knowledge management. The survey results suggest that while there is notable maturity in curriculum design, the remaining four dimensions — research, faculty credentials, programme administration and programme goals — are immature. The research suggests that additional focus be given to these maturity factors in terms of standards. The research further suggests that an annual survey is needed to track progress towards a mature academic discipline.
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Sivera, Francisca, Sofia Ramiro, Nada Cikes, Maxime Dougados, Laure Gossec, Tore K. Kvien, Ingrid E. Lundberg, et al. "Differences and similarities in rheumatology specialty training programmes across European countries." Annals of the Rheumatic Diseases 74, no. 6 (March 6, 2015): 1183–87. http://dx.doi.org/10.1136/annrheumdis-2014-206791.
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ObjectivesTo analyse the similarities and discrepancies between the official rheumatology specialty training programmes across Europe.MethodsA steering committee defined the main aspects of training to be assessed. In 2013, the rheumatology official training programmes were reviewed for each of the European League Against Rheumatism (EULAR) countries and two local physicians independently extracted data on the structure of training, included competencies and assessments performed. Analyses were descriptive.Results41 of the 45 EULAR countries currently provide specialist training in rheumatology; in the remaining four rheumatologists are trained abroad. 36 (88%) had a single national curriculum, one country had two national curricula and four had only local or university-specific curricula. The mean length of training programmes in rheumatology was 45 (SD 19) months, ranging between 3 and 72 months. General internal medicine training was mandatory in 40 (98%) countries, and was performed prior to and/or during the rheumatology training programme (mean length: 33 (19) months). 33 (80%) countries had a formal final examination.ConclusionsMost European countries provide training in rheumatology, but the length, structure, contents and assessments of these training programmes are quite heterogeneous. In order to promote excellence in standards of care and to support physicians’ mobility, a certain degree of harmonisation should be encouraged.