Готові списки джерел за темами / Curriculum planning

Добірка наукової літератури з теми "Curriculum planning"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 3 березня 2023

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Статті в журналах з теми "Curriculum planning":

Leinster, Sam. "Curriculum planning." Lancet 362, no. 9385 (August 2003): 750. http://dx.doi.org/10.1016/s0140-6736(03)14222-5.

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Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (January 1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.

Balding, John. "Planning the curriculum." Health Education Journal 45, no. 1 (March 1986): 25–27. http://dx.doi.org/10.1177/001789698604500106.

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Harper, Betty J., and Lisa R. Lattuca. "Tightening Curricular Connections: CQI and Effective Curriculum Planning." Research in Higher Education 51, no. 6 (February 4, 2010): 505–27. http://dx.doi.org/10.1007/s11162-010-9167-2.

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Lister, T. A. J., and R. J. Cameron. "Curriculum Management (Part 1): Planning Curriculum Objectives." Educational Psychology in Practice 2, no. 1 (April 1986): 6–14. http://dx.doi.org/10.1080/0266736860020103.

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Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (October 1, 2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.

Burge, S. M. "Curriculum planning in dermatology." Clinical and Experimental Dermatology 29, no. 1 (January 2004): 100–104. http://dx.doi.org/10.1111/j.1365-2230.2004.01426.x.

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HARDEN, R. M. "Approaches to curriculum planning." Medical Education 20, no. 5 (September 1986): 458–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01193.x.

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Tooey, Mary Joan. "Planning an Internet Curriculum." Medical Reference Services Quarterly 14, no. 2 (June 7, 1995): 85–89. http://dx.doi.org/10.1300/j115v14n02_09.

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Carden, Nigel. "Planning National Curriculum Science." British Journal of Special Education 18, no. 3 (September 1991): 93–95. http://dx.doi.org/10.1111/bjsp.1991.18.3.93.

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Дисертації з теми "Curriculum planning":

Regular, Melvin M. "A theoretical model of curriculum planning." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5776.

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Broderick, Jane Tingle, and Seong Bock Hong. "Planning Inquiry Based Early Childhood Curriculum." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.

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Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.

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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.

Reid, Mark Joseph. "Curriculum deliberations of a teacher planning group /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008428.

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Larney, Dennis Patrick. "A curriculum guide for teaching business planning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2722.

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The purpose of the project is two-fold. First, to design a curriculum guideline for career and technical educators to teach the elements of business planning to a new population of graduates that need the material to manage their vocation successfully. Secondly, it can be used as a very practical way of integrating academic and occupational training program.

Cheng, Sze-chiu. "The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.

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Vijayakumar, Rajarajan. "Automating curriculum management tasks /." Connect to unofficial online version of: Automating curriculum management tasks, 2006. http://minds.wisconsin.edu/bitstream/1793/18743/1/VijayakumarRaj.pdf.

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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.

Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.

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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

Kanjee, A., Y. Sayed, and D. Rodriguez. "Curriculum planning and reform in sub-Saharan Africa." SouthernAfrican Review of Education, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001173.

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Using exemplars from selected countries in sub-Saharan Africa, this article considers trends in curriculum reform and the related policy challenges. Particular attention is paid to aspects of the curriculum that affect quality. These include aims and objectives, moves towards outcomes-based education, new areas of concentration in response to social changes, the balance between subject-disciplinary- and learning-area-based approaches, the challenges of effective pedagogy, the move towards assessment for learning, curricular interventions that affect inclusion and equity positively, and the centrality of teachers in improving learning.

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Книги з теми "Curriculum planning":

Denis, Lawton, ed. School curriculum planning. London: Hodder and Stoughton, 1986.

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Lee, Shelley A. Planning curriculum in science. Madison, Wis: Wisconsin Dept. of Public Instruction, 2002.

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Council, Northern Ireland Curriculum. Planning for the Northern Ireland curriculum. Belfast (Stranmillis College, Belfast BT9 5DY): NICC, 1990.

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Council, Northern Ireland Curriculum. Planning for the Northern Ireland curriculum. Belfast: Northern Ireland Curriculum Council, 1990.

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Uraneck, Madeline. Planning curriculum in international education. Madison, Wis: Wisconsin Dept. of Public Instruction, 2002.

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Grunow, Jodean E. Planning curriculum in mathematics. Madison, Wis: Wisconsin Dept. of Public Instruction, 2001.

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Brady, Laurie. Curriculum construction. 4th ed. Frenchs Forest, N.S.W: Pearson Australia, 2010.

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Hedges, Elaine. Getting started: Planning curriculum transformation. Baltimore, MD: National Center for Curriculum Transformation Resources on Women, 1997.

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Dodigovic, Marina, and María Pilar Agustín-Llach, eds. Vocabulary in Curriculum Planning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1.

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Kelly, A. V. Knowledge and curriculum planning. London: Harper & Row, 1986.

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Частини книг з теми "Curriculum planning":

Unwin, Brian. "Curriculum planning." In School for the Community, 47–66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347231-5.

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Murray, Denise E., and MaryAnn Christison. "Planning Curriculum." In What English Language Teachers Need To Know Volume II, 3–22. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-2.

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Macalister, John, and I. S. P. Nation. "Planning an In-Service Course." In Language Curriculum Design, 209–22. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-13.

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Dodigovic, Marina, and María Pilar Agustín-Llach. "Introduction to Vocabulary-Based Needs Analysis." In Vocabulary in Curriculum Planning, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_1.

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Canga Alonso, Andrés. "Fostering the Teaching of Cultural Vocabulary in EFL Contexts." In Vocabulary in Curriculum Planning, 183–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_10.

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Jeaco, Stephen. "DIY Needs Analysis and Specific Text Types: Using The Prime Machine to Explore Vocabulary in Readymade and Homemade English Corpora." In Vocabulary in Curriculum Planning, 199–223. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_11.

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Milton, James, and Thomaï Alexiou. "Vocabulary Size Assessment: Assessing the Vocabulary Needs of Learners in Relation to Their CEFR Goals." In Vocabulary in Curriculum Planning, 9–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_2.

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Amin, Mohammad Asif. "The Comparison of Receptive and Productive Vocabulary Size of Afghan Tertiary Students." In Vocabulary in Curriculum Planning, 29–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_3.

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Wei, Xuerong. "How Does Vocabulary Knowledge Relate to Reading Comprehension?" In Vocabulary in Curriculum Planning, 57–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_4.

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Dodigovic, Marina, Rubina Gasparyan, Syuzanna Torosyan, and Mary Alik Karamanoukian. "Vocabulary Size and Strategies of English Learners in Armenia: What the Research Says." In Vocabulary in Curriculum Planning, 77–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_5.

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Тези доповідей конференцій з теми "Curriculum planning":

Clark, Philip. "Contingency planning and strategies." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940969.

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Vuong, Jimmy. "Disaster recovery planning." In INFOSECCD '15: Information Security Curriculum Development Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2885990.2886006.

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Rudeseal, Andrew. "Contingency planning management for small to medium digital media producers." In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047472.

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Reid, Randall Craig, and Sherwood Lane Lambert. "Using contingency planning model to mitigate the impact of the inevitable disaster at the class level." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670748.

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Dziabenko, Olga, and Javier Garcia Zubia. "Planning and designing remote experiment for school curriculum." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096076.

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Zhou, Dongxu, Ruiqing Jia, and Haifeng Yao. "Robotic Arm Motion Planning Based on Curriculum Reinforcement Learning." In 2021 6th International Conference on Control and Robotics Engineering (ICCRE). IEEE, 2021. http://dx.doi.org/10.1109/iccre51898.2021.9435700.

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Henderson, M. "Curriculum development: Meeting industry needs for transmission expansion planning." In 2012 IEEE Power & Energy Society General Meeting. New Energy Horizons - Opportunities and Challenges. IEEE, 2012. http://dx.doi.org/10.1109/pesgm.2012.6345157.

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Ghenghea, Voichita alexandra. "A NEW APPROCH IN CURRICULUM PLANNING FOR ENGINEERING STUDENTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-246.

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Анотація:

With respect to the changing profile of the engineer in a globalized world, the author believes that teaching specialized languages at technical universities completes the study of future engineers and opens them doors to an international career. Students should be made aware of their responsibility towards ensuring the effectiveness of knowledge transfer among laymen/endusers, who often have difficulty in understanding specialized texts. Therefore, an update of curriculum planning, made possible by the inclusion of a new course offer like Technical Documentation at the University ,,Politehnica" of Bucharest, is a timely requirement for technical universities in Romania, if we envisage a revised profile of the engineering qualification in the global labour market. The author proceeds first to an empirical analysis of texts chosen: German and Romanian documentation, user manuals for electrical appliances, which are instructional texts placed at the interface between technology, marketing and public. They are considered from the viewpoint of intelligibility of discourse and from an intercultural perspective as well. The results confirm the working assumption that documentation should correspond to certain quality standards. The author then describes various individual tasks students solve online in the German languge class, related on the one hand to websites of different companies and on the other hand to documentation of appliances these companies produce. Websites and user manuals are evaluated by students according to two checklists which enable them to differentiate between general vs. particular/intercultural features. Step by step they become aware of the way how knowledge transfer among endusers is performed and which are the means of improving it. In the long run both content and language skills are improved and they may constitute the premisses of a successful start as an engineer.

Feng, Dieqiao, Carla Gomes, and Bart Selman. "Solving Hard AI Planning Instances Using Curriculum-Driven Deep Reinforcement Learning." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/304.

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Despite significant progress in general AI planning, certain domains remain out of reach of current AI planning systems. Sokoban is a PSPACE-complete planning task and represents one of the hardest domains for current AI planners. Even domain-specific specialized search methods fail quickly due to the exponential search complexity on hard instances. Our approach based on deep reinforcement learning augmented with a curriculum-driven method is the first one to solve hard instances within one day of training while other modern solvers cannot solve these instances within any reasonable time limit. In contrast to prior efforts, which use carefully handcrafted pruning techniques, our approach automatically uncovers domain structure. Our results reveal that deep RL provides a promising framework for solving previously unsolved AI planning problems, provided a proper training curriculum can be devised.

Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.

Звіти організацій з теми "Curriculum planning":

Weigand, Lynn. Trail Planning Community Service Curriculum. Portland State University Library, December 2010. http://dx.doi.org/10.15760/trec.6.

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Williams, Kristine, Tia Claridge, and Alexandria Carroll. Multimodal Transportation Planning Curriculum for Urban Planning Programs. Portland State University Library, May 2016. http://dx.doi.org/10.15760/trec.128.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.

Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.

Feltovich, Paul J., and Richard L. Coulson. Conceptual Knowledge Foundations for Naval Medical Training: A Scheme for Directed Curricular Planning and Instructional Design. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada249987.

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Family planning/reproductive health training manual: For private sector physicians. Population Council, 2018. http://dx.doi.org/10.31899/sbsr2018.1003.

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This guide is part of a curriculum developed and used to help ensure the availability and further improve the quality of family planning and reproductive health (FP/RH) services delivered to Egyptian youth. The private sector physician training curriculum is designed for as a 5-day training course which provides up-to-date information on various FP/RH topics that are especially important for young people such as pre-marital counseling, postponing first births and birth spacing. It addresses certain topics that aren’t covered during traditional trainings for private sector physicians such as counselling, infection control and how to address myths regarding FP/RH that are rampant in Egyptian communities. The methods available in the private sector are detailed in this curriculum as well as a practical how-to guide for one-day field visits to clinics which takes place on Day 4 of the curriculum.

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.