Добірка наукової літератури з теми "Work-training programmes"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Work-training programmes".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Work-training programmes"
1
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.
Повний текст джерелаАнотація:
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.
2
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.
Повний текст джерелаАнотація:
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.
3
Alsop, Auldeen, and Christine Vigars. "Shared Learning, Joint Training or Dual Qualification in Occupational Therapy and Social Work: A Feasibility Study." British Journal of Occupational Therapy 61, no. 4 (April 1998): 146–52. http://dx.doi.org/10.1177/030802269806100401.
Повний текст джерелаАнотація:
A small-scale research project was undertaken to explore the feasibility of shared learning, joint training or dual qualification for occupational therapists and social workers in their professional qualifying programmes. A two-stage process examined the curricular requirements of the two professions and the working practices of occupational therapists and social workers in selected authorities. Similarities were found in both curriculum content and working practices, suggesting that a partly shared curriculum between the two professions at qualifying level was both feasible and desirable. However, structural differences in the two professional programmes could place restrictions on the development of joint programmes. Professional expectations and expressed concerns indicated that a dual qualifying programme was not a desirable option at this time.
4
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.
Повний текст джерелаАнотація:
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.
5
Huber, Martin, Michael Lechner, Conny Wunsch, and Thomas Walter. "Do German Welfare-to-Work Programmes Reduce Welfare Dependency and Increase Employment?" German Economic Review 12, no. 2 (May 1, 2011): 182–204. http://dx.doi.org/10.1111/j.1468-0475.2010.00515.x.
Повний текст джерелаАнотація:
Abstract During the last decade, many Western economies reformed their welfare systems with the aim of activating welfare recipients by increasing welfare-to-work programmes (WTWP) and job-search enforcement. We evaluate the short-term effects of three important German WTWP implemented after a major reform in January 2005 (‘Hartz IV’), namely short training, further training with a planned duration of up to three months and public workfare programmes (‘One-Euro-Jobs’). Our analysis is based on a combination of a large-scale survey and administrative data that is rich with respect to individual, household, agency level and regional information. We use this richness of the data to base the econometric evaluation on a selection-on-observables approach. We find that short-term training programmes, on average, increase their participants’ employment perspectives. There is also considerable effect heterogeneity across different subgroups of participants that could be exploited to improve the allocation of welfare recipients to the specific programmes and thus increase overall programme effectiveness.
6
Köpsén, Johanna. "The Work of Programme Managers in State-Funded Employer-Driven Swedish Higher VET." International Journal for Research in Vocational Education and Training 9, no. 2 (June 15, 2022): 195–215. http://dx.doi.org/10.13152/ijrvet.9.2.3.
Повний текст джерелаАнотація:
Context: Swedish Higher Vocational Education (HVE) is organised as state-funded programmes provisioned by both public and private education providers in close relation to employers. In HVE programme managers have responsibilities like those that often are vested in vocational teachers. They are responsible both for the day-to-day work of provision and the continuous development of the programme and its syllabi. This article presents a study investigating the work of programme managers, focusing on their work with creating and updating syllabi and on their work organising the students' training. Methods: Five programme managers responsible for five diverse HVE programmes have been interviewed and the syllabi of these programmes have been examined. The analysis is based on a Bernsteinian theoretical perspective focusing on recontextualisation of knowledge for pedagogic discourse by different stakeholders as agents who have different basis for their actions. The study first establishes what knowledge make up the programmes to inform the understanding of what training the programme managers are tasked with organising, then examines how the programme managers take part in selecting knowledge for course syllabi, and how they organise the teaching of these syllabi in in their programmes. Findings: The knowledge that has been recontextualised for pedagogic discourse in the studied programmes is most often vocationally specific or context bound in relation to a particular occupational field. The syllabi are related to clearly defined jobs. The findings highlight how practice thus in several ways may be difficult for programme managers without work experience in the relevant occupational field or knowledge in relation to it. Not only in the work of forming and updating curricula, but also as they must be able to navigate the relevant sector of business and industry to engage appropriate employers for collaborations and to hire teaching staff. Conclusion: The findings presented in this article show that local autonomy allows for major differences regarding knowledge in syllabi and the organisation of learning between programmes within the same nationally organised VET system. This is salient even with a small number of programmes having been studied. This strongly support the importance of examining what happens in autonomous local contexts of VET provision and asking who has influence over publicly funded education in this sort of contexts, and on what these stakeholders base their actions.
7
Apeah-Kubi, Diane. "Supervising fast track social work students on placement: examining the experiences of trainee practice educators." Journal of Practice Teaching and Learning 17, no. 3 (January 24, 2021): 47–63. http://dx.doi.org/10.1921/jpts.v17i3.1472.
Повний текст джерелаАнотація:
The last decade has seen the introduction of fast track (FT) social work training programmes as an alternative to 2-year postgraduate courses: Step Up to Social Work began in 2010, joined by Frontline in 2014 and finally Think Ahead, a mental health-focussed social work training programme, in 2016. With the popularity of these courses (Skills for Care analysis of HESA data, 2018), and the uncertainty around the continuation of bursaries, X University validated its own FT social work programme in 2017.
While there have been evaluations of the impact of the aforementioned FT training programmes, there is nothing publicly available examining the experiences of the practice educators who assess these students. Using end-of-placement feedback data from a sample of 14 trainee practice educators, this article will discuss their experience of assessing FT students, including how the students performed on placement and the educators’ views of their own training programme.
Some educators noted a physical and emotional impact on students and a struggle with some to engage in reflective practice. Comments regarding the fast pace of both the FT and practice education programme were also made. Recommendations for the training and support of practice educators supervising FT students will be identified and discussed.
Keywords: fast track, social work education, practice educator, placement
8
Cameron, Sarah, Joanna Stace, Thomas Christodoulides, and Faye McLean. "Making it work: How clinical psychology services contribute to training in low intensity CBT for secondary care staff." Clinical Psychology Forum 1, no. 302 (February 2018): 19–26. http://dx.doi.org/10.53841/bpscpf.2018.1.302.19.
Повний текст джерелаАнотація:
This paper details how psychological services contributed to the design and delivery of a low intensity cognitive behavioural therapy (CBT) training programme. We have summarised the key issues within this project and offered suggestions for how psychological services might make training programmes ‘work’.
9
Kumbhar, S. I., and Chandrasen M. Jagtap. "IMPACT ASSESSMENT OF TRAINING AND EDUCATION PROGRAMMES ON THE WORKERS QUALITY OF WORK LIFE AND QUALITY OF LIFE." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 47 (October 1, 2021): 11485–94. http://dx.doi.org/10.21922/srjhsel.v9i47.7688.
Повний текст джерелаАнотація:
Training and education of workers is the act of increasing the knowledge and work skills for performing a particular job. Training and education programmes help to create positive mindset among workers towards work, organization and society as a whole. Through the training workers learn new habits, refined skills and increase knowledge during the training programmes that helps them in improving their quality of life and quality of work life. Through the present study, an attempt has been made to highlight the factors that have positively impacted due to training and education programmes. The study also focused on the positive impacts of training and education programmes on their work performance. The study also highlighted the changes feelings of the workers towards their job after going through the training sessions, and various benefits that they have achieved due to attending training and education programmes.
10
Mockevičienė, Daiva, and Ilona Dobrovolskytė. "Evaluation of work capacity of vocational school students of decorator’s speciality with Ergos II." Social welfare : interdisciplinary approach 3, no. 1 (June 29, 2012): 149–56. http://dx.doi.org/10.15388/sw.2012.28213.
Повний текст джерелаАнотація:
The aim of the research – to evaluate the change in work capacity in students of the speciality of decorator applying vocational rehabilitation programmes. The students of the vocational training study programme of the decorator in the vocational training centre (N=10) participated in the research. In performing the present research the method of linear experiment has been chosen. The respondents were evaluated with ERGOSII Work Simulator. Individual rehabilitation programme for training work capacity was created for every respondent and performed for three month time period. After three months the re-evaluation was performed.
Дисертації з теми "Work-training programmes"
1
Coles, Mike. "The nature of scientific work : a study of how science is used in work settings and the implications for education and training programmes." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006607/.
Повний текст джерелаАнотація:
This thesis explores the work of scientists and shows how a description of the main characteristics of scientific work can be constructed. This description forms the basis of a critical appraisal of how scientific education and training could develop to better match the needs of those who wish to pursue a career in science. In the early chapters authoritative reports on science, technology and mathematics in the context of work are analysed to create an overview of how scientists work, of their role within the UK economy and of the knowledge and skills which charactense their expertise. The main part of the research study is the creation of an evidence base which includes data from interview, work observation and documents. Scientists from 28 organisations contributed information and opinion, these people covered the main domains of science. The organisations included both public and private and ranged from small departments to research units in multi-national companies. The data is summarised under headings which have a bearing on the education and training of scientists. Particular attention is given to scientific explanatoiy concepts, concepts concerned with planning experiments, practical skills and analytical skills. The research has revealed the critical importance of a range of non-scientific skills. A commentary on the views of working scientists on aspects of scientific education and training is given and a preliminary match and mismatch analysis of work practice and general educational provision is sununarised. The thesis covers ground which is poorly researched therefore some theoretical constructions have been developed to aid research of this kind. The research shows how the analysis of practice has potential for modemising educational provision, leading to more efficient use of resources and bringing greater relevance to educational courses.
2
Jones, Holly. "Exploration of predictors, moderators and mediators of change in parent skills training programmes for externalising behaviour problems in children : who benefits most and how do they work?" Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/28690.
Повний текст джерелаАнотація:
Background: A key driver for early years strategies is the reduction of oppositional and defiant behaviour in childhood to prevent a negative life course of poor educational attainment and criminality. Despite a robust evidence base, manualised parent skills training programmes (PT) for externalising behaviour problems are only effective for approximately two-thirds of families. A limited number of variables that account for variance in outcome have been discovered. Finding further predictor, moderator and mediator variables will explain who benefits most, and how change occurs. This will ensure that families receive the most appropriate treatments for their profile of needs, and services deliver the available interventions in an efficient and effective way. Objectives: A systematic review of the literature was conducted to explore progress in this area since two key meta-analyses published in 2006. A primary study was carried out to examine whether parent attachment style, parenting self-efficacy and dysfunctional parental attributions predict, moderate or mediate the levels of externalising child behaviour problems reported by parents attending the Incredible Years PT. Methods: Studies exploring variables influencing outcome in child behaviour following attendance at a manualised, evidence-based PT group for parents of children and adolescents aged 0-18 years were sought. Psychinfo, Medline, ERIC and Embase databases were searched for articles published between August 2004 and March 2013 with keywords ‘parent’, ‘child’, ‘training’, ‘indirect effects’ and ‘oppositional behaviour’ or related terms. 2853 articles were retrieved, from which 12 studies fulfilled criteria. Study quality was appraised and co-rated. A pre-post, within subjects design was conducted with 79 parents attending the Incredible Years PT delivered in a Child and Adolescent Mental Health Service. Participants completed a battery of pre-treatment questionnaires measuring attachment style, attributions, self-efficacy and child behaviour. 52 parents completed the same battery post-treatment, and missing data was carried forward in an intent to treat analysis. Data was analysed using multiple regression techniques, and mediation and moderated mediation analyses. Results: The recent evidence base is populated by secondary analyses of intervention RCTs, and less robust non RCTs. The selection of maternal mood, parenting stress, parenting style and child demographics dominate, and the exploration of unique variables is limited. Significant findings are mixed and add no new variables to our understanding. Significant changes in parenting self-efficacy and dysfunctional attributions were found post-treatment, and attachment style remained stable. A main treatment effect size of d=.3 was estimated, and a significant number of children fell below sub-clinical levels of problem behaviour (n=13, 15.7%). Baseline child-responsible attributions and self-efficacy accounted for up to 40% of the variance in baseline child behaviour. Attachment style did not contribute significantly to the model, but moderated parent-causal attributions. Post-treatment, attachment avoidance had a moderating effect on self-efficacy and child-responsible attributions, and a significant direct effect on outcome. The indirect effect of parental-attributions on child behaviour through self-efficacy was moderated by attachment avoidance which reduced the number of significant paths. Conclusions: The call for PT studies delivered with fidelity in real world settings has been recognised, and more sophisticated statistical models of mediation are being adopted. There remains an exhaustive list of novel potential variables that future research needs to select and explore in primary research designs. An evidence based PT is achieving statistically and clinically significant results for children referred for problem behaviour. Dysfunctional parent attributions and self-efficacy are predictors of both pre- and post-treatment levels of child behaviour, which could be screened for in the referral process. The evidence for a direct and indirect role of attachment style on parent training outcomes adds a new candidate variable to the literature that warrants further exploration.
3
Rogers, Gayla. "In search of quality and competence : practice teaching/field instruction in social work education : a study of training programmes for practice teachers in the United Kingdom and field instructors in Canada." Thesis, University of Newcastle Upon Tyne, 1995. http://hdl.handle.net/10443/308.
Повний текст джерелаАнотація:
An integral feature of education for the social work profession in the United Kingdom and in Canada is preparation for practice. This requires a curriculum design that combines classroom instruction with supervised social work practice opportunities. Throughout the historical development of the profession of social work on both sides of the Atlantic, practice learning and practice teaching have been an essential element in the education and training of social workers. This element relies, in part, on social service providers who offer students practice placements within their agencies, and, in part, on experienced social work practitioners who provide an environment whereby students, under their tutelage, can acquire the requisite practice knowledge, skills and professional identity for the social work profession. Social workers who take on the role of practice teacher provide a major contribution to the professional preparation of social work practitioners and have a profound influence on students' professional development. Pivotal to the success of a student's practice learning experience is the ability of his/her practice teacher to direct and facilitate the educational process. To do this competently requires from practice teachers an understanding of the complexities of learning and teaching adults in a social work setting. Thus, to acquire competence in the role of practice teacher, the skills of an adult educator need to be included in his/her repertoire of professional knowledge and practice abilities. As competent practice teachers are salient to preparing students for professional social work practice in the United Kingdom and Canada, a quality practice teaching programme includes training for practice teachers. This research has investigated how practice teacher training is conceptualised and delivered by inquiring into the extent, structure, content and process of existing training courses for practice teachers and by incorporating the perceptions of practice teachers about their experience on training programmes in each country. This study has examined the existing knowledge and practice base with reference to models, methods and meanings of practice teacher training from theoretical, empirical and practical perspectives. It has considered the perspectives of course directors of the Central Council for Education and Training in Social Work (CCETSW) approved practice teacher courses in the United Kingdom and field directors of Canadian Association of Schools of Social Work (CASSW) accredited schools of social work in Canada; and practice teachers / field instructors in each country who have shared their training as they were experiencing it. The findings describe the current state of training for practice teachers in each country. They present a full picture of what training programmes look like and what they contain, who participates in training and what is expected of the participants as a result of training. Cases of training programmes in each country were studied to obtain the view of practice teachers who were engaged in a training process. A description of the training experience at its beginning set the scene for analysing and understanding participants' perceptions and opinions, thoughts and feelings at the end of the course and approximately six months later. Both descriptions, the national scene and the case studies, were a precursor to uncovering the principles and theories informing the practice of preparing practice teachers. Also identified were critical issues and assumptions located in the historical, social, political and cultural contexts in which social work practice and social work education are embedded and which need to be confronted if the profession of social work is to meet the challenges of the 21st century. This research has endeavoured to search for elements of quality and competence in practice teaching that can inform the preparation of practice teachers and thereby contribute to improvements in the practice of practice teaching and the education of social workers. It suggests that training for practice teaching must be reconstructed by shifting paradigms and reasserting the importance of collaborative learning. It is argued that practice teaching has a distinct and distinguishable body of knowledge and skills which has been generated through research, built from experience, and drawn from related disciplines. It can be articulated, transmitted and made accessible to practice teachers and field instructors, through carefully designed and delivered courses.
4
Bergler, Hans Ulrich. "Work Related Effects of an Awareness Training Programme: An investigation into training transfer and applicable criterion measures." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7547.
Повний текст джерелаАнотація:
This study investigated predictors for training transfer and their relationship with work related effectiveness measures of the group based awareness training The More To Life Weekend. The purposes of the study were to: (1) establish and test predictors for effective training transfer, (2) identify and test constructs for work-related effectiveness, and (3) provide direction for the design of an evaluation study. This study was conducted with past participants of the training, in a cross-sectional design using self-report surveys, and data was analysed using regression analyses. Instruments for measuring controlled and autonomous motivation to attend the training, the perceived utility of the training, utilisation of post-training support opportunities and the degree of on-going practice were developed for the study. The results indicate that perceived training utility is an important predictor for transfer. Controlled motivation to attend the training is showing the expected nil-relationship, while autonomous motivation is showing a relationship with transfer without reaching statistical significance. The results confirm a significant positive relationship between on-going practice of the trained techniques with positive psychological capital, whereas the relationship with a one-dimensional measure of mindful attention awareness did not reach levels of statistical significance. Utilisation of post-training support and on-going practice were confirmed as mediators between perceived training utility and the effectiveness measures of mindful awareness and positive psychological capital. Recommendations are made for using a multi-dimensional measurement of mindful awareness and the design of a future evaluation study on this training programme.
5
Ganivet-Rapicault, Aline. "Désynchronisation en alternance et herméneutique de l’expérience : une recherche-action-sensibilisation à l’écoute du temps vécu par les jeunes de Maisons Familiales Rurales." Electronic Thesis or Diss., Rennes 2, 2023. http://www.theses.fr/2023REN20025.
Повний текст джерелаАнотація:
Il est parfois difficile, pour un moniteur en Maisons Familiales Rurales, de comprendre ce que vivent les jeunes en formation par alternance, les difficultés que ces derniers rencontrent et leurs conséquences sur leur formation. Après 15 années d’expérience en tant que monitrice, la praticienne-chercheuse auteure de cette thèse a conduit cette recherche dans le but de comprendre en quoi et comment les phénomènes vécus par les jeunes, et en particulier les « phénomènes de désynchronisation », sont constitutifs de leurs processus d'apprentissage et de développement ; l’un des objectifs secondaires de cette thèse était de transformer les pratiques d’accompagnement. Partant à l’origine des notions de rapport au temps, de rythme, de synchronicité et de construction de soi, la visée praxéologique de cette recherche a orienté le cadre vers une recherche-action-sensibilisation, sous un angle épistémologique à la croisée entre praxéologie, phénoménologie et herméneutique. Douze « entretiens de narration » d’anciens élèves et de jeunes en formation ont été recueillis, retranscrits et analysés puis complétés par la mise en place d’un dispositif d’utilisation en classe d’outils biographiques (« arbres de vie »), avec la participation de deux moniteurs. Les résultats ont contribué à rendre intelligibles les phénomènes de désynchronisation vécus en formation grâce à des caractéristiques liées au rapport au temps, à soi et aux autres, et ont permis de mettre en discussion plusieurs notions : la synchronicité et la notion de « bon moment », le lien entre confiance, estime de soi et construction de l’expérience, l’enjeu de l’accompagnement en Maisons Familiales Rurales ; de même, les questions d’engagement et de disponibilité des accompagnants ont été soulevéesFor an trainer in the Maisons Familiales Rurales (vocational training centres in rural areas), it is difficult to understand the experiences of young people involved in work-study training, the difficulties they encounter and the impact on their learning and their curriculum. The practitioner-researcher who wrote this thesis has 15 years of experience as an trainer. Her research aims to understand how and why the phenomena experienced by young people, called “desynchronisation”, are part of their learning and development processes. A secondary aim is to transform support practices of trainers. Initially linked with the notions of relationship to time, rhythm, synchronicity and self-construction, the praxeological framework of this research is based on an action research method, in an epistemological perspective crossing praxeology, phenomenology and hermeneutics. Twelve narrative interviews with former students and young people involved in these programmes were conducted, transcribed and analysed. This work was complemented by a “life tree” biographical tool in the classroom, with the support of two trainers. The results of the research shed light on the phenomena of desynchronisation experienced in training programmes, based on characteristics related to the relationship to time, to oneself and to others. They also enabled a discussion on several notions: synchronicity and the question of the “right time”, the link between confidence, self-esteem and the construction of experience, but also the challenge of commitment in the accompaniment
6
Calitz, Maria-Lina Lusitano. "A social work training programme for caregivers of infants in San Bernardino County, California." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09222005-152848.
Повний текст джерела
7
Ramberg, Inga-Lill. "Promoting suicide prevention : an evaluation of a programme for training trainers in psychiatric clinical work /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-649-9/.
Повний текст джерела
8
Hofmeyr, Anke. "The nature of Employee Assistance Programme training practices within work organisations in the Western Cape." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53410.
Повний текст джерелаАнотація:
Training in general is receiving more attention in the new evolving work environment and companies invest a lot of time, money and effort into training activities. The aim of this research study was to explore the nature of Employee Assistance Programme (EAP) training practices within companies in the Western Cape.
In order to obtain the goal of the study the following objectives were formulated:
? To explore the content of EAP related training currently being presented at companies in the Western Cape.
? To explore if the current EAP related training is meeting the goals as set out by the Standards Committee of EAPA-SA.
? To explore the most beneficial EAP related training presented at companies in the Western Cape.
? To explore the current challenges that companies in the Western Cape experience regarding EAP related training of employees.
? To make recommendations regarding EAP related training practices in order to improve training practices and to proactively address training challenges.
Against this background the study was guided by the following research question:
? What is the nature of EAP related training practices in companies in the Western Cape?
A qualitative research approach was adopted for the purpose of this study. It was applicable because the goal was to seek a better understanding of a complex situation and to explore and to use observations to build theory from the ground up. By gathering meaningful information such as the perceptions, experiences and opinions of key role players in relation to the phenomenon of EAP related training practices in companies, the researcher explored and described the current practices and challenges.
The researcher utilised an applied research approach, since it sought to understand and alleviate a demanding problem in practice (EAP related training) and provided policymakers with well-grounded guides for remedial action. As the study was grounded in the collective case study design, the researcher chose a number of cases (companies) to make comparisons between cases (companies) and concepts to extend and validate theories.
The researcher purposely selected information-rich participants who provided the information needed. By using non-probability, purposive sampling the researcher purposively selected a subset of four companies in the Western Cape and studied them to make estimations and predictions about the larger population. Within the four selected companies, 13 (two to four in each of the four organisations) participants were purposively selected from which the researcher collected information.
Semi-structured interviewing was used as the most appropriate method of data collection for this study. An interview schedule with some predetermined questions was utilised to guide the interviews and the questions were formulated to be open-ended to generate more in-depth responses. The interviews were conducted by the researcher herself.
The study was also concluded with some useful and relevant recommendations from the employees responses on what programmes are currently being presented, the most beneficial programmes and how to ensure more effective EAP related training practices. One of the crucial recommendations drawn from the findings of this research study was that to ensure effective training, an assessment of the current state of affairs within companies, should always be completed. Training will be workable if it is grounded on a formal assessment of what is in place and what is needed to meet the specific company s business strategies and objectives. Another recommendation is that formal EAP related supervisory training should be compulsory on an on-going basis. Supervisors should be well-informed and even trained in the skills that the employees are due to be trained in. If managers are well-informed about the benefit of training and the impact thereof it might increase their insight, leading to their buy-in, and it might in addition address the attendance issue.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
9
Eefting, Sander. "To Work or not to Work : An empirical study that focuses on the effects of the largest employment programme of local unemployed workers in Växjö, Sweden." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78312.
Повний текст джерелаАнотація:
Employment programmes, or on-the-job training programmes, are designed to increase the likelihood of unemployed workers receiving work opportunities by providing actual work experience. Whether the unemployed workers lack human resources, obtained a degree in a foreign country or simply need a boost towards obtaining a new job, these programmes give workers the opportunity to execute tasks at organised firms and therefore strengthen their connection to the labour market. The focus of this paper is towards a unique programme, called Arbetspraktik. This specific programme is designed with the intention to increase the labour market outcomes of unemployed workers. Geographically, Växjö has been selected as the main priority. The local focus is due to two reasons; firstly, the internship at the Swedish Employment Service in Växjö provided local support, insight and experience and therefore estimating local effects matched the purpose of the internship. The result of this thesis may also be used as informative research for the Swedish Employment Service where I performed my internship. Secondly, according to previous work, specific regions within a country are not looked at on a high frequency in Sweden and therefore focusing on regional effects could be beneficial to already existing studies. Previous research shows that the evaluation of these programmes has been done in many countries. Data for this study is obtained through the Swedish Employment Service. With the use of Matching and Propensity Scores, the findings claim that participants in Arbetspraktik have a 28.3% higher probability of receiving better outcomes than the controlled counterpart in Växjö. The interviews, despite having low observations, indicate that positive outcomes for trainees are a possibility and may be connected to the outcomes of the model. For example, trainees are shown to become more independent and productivity across trainees increases over time. Lastly, the interviews claim that trainees perform the same tasks as full-time workers, which is discussed to be a positive thing. Self-critique and tips for future research are presented at the end.
10
Amuenje, Florentia. "The impact of diversity training on employee attitudes and behaviour with regard to diversity in work organisations: an analysis of a diversity-training programme in a Namibian work organisation." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002433.
Повний текст джерелаАнотація:
Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.
Книги з теми "Work-training programmes"
1
Cewtec, ed. Directory of work based training for adult programmes. Birkenhead: Cewtec, 2000.
Знайти повний текст джерела
2
C, Rist Ray, ed. Finding work: Cross national perspectives on employment and training. London: Falmer Press, 1986.
Знайти повний текст джерела
3
Central Council for Education and Training in Social Work., ed. The Mental health dimension in social work: Guidance for DipSW programmes. London: CCETSW, 1994.
Знайти повний текст джерела
4
Central Council for Education and Training in Social Work., ed. The PQ directory: A guide to PQ consortia and accredited programmes of post qualifying education and training in social work. 3rd ed. London: CCETWSW, 1997.
Знайти повний текст джерела
5
Central Council for Education and Training in Social Work., ed. The PQ directory: A guide to PQ consortia and accredited programmes of post qualifying education and training in social work. 2nd ed. London: CCETWSW, 1996.
Знайти повний текст джерела
6
Central Council for Education and Training in Social Work., ed. The PQ directory: A guide to PQ consortia and accredited programmes of post qualifying education and training in social work. 4th ed. London: CCETWSW, 1998.
Знайти повний текст джерела
7
Central Council for Education and Training in Social Work. The PQ directory: A UK guide to PQ consortia and accredited programmes of post qualifying education and training in social work. 5th ed. London: CCETSW, 2000.
Знайти повний текст джерела
8
Leone, Sierra, International Labour Organisation, and United Nations Population Fund, eds. Report on the regional seminar/workshop on "integration of population and human resources concepts into agricultural training programmes" for agricultural extension officers: Held in Makali 13th-17th February 1989. Freetown: National Population Commission, 1989.
Знайти повний текст джерела
9
David, Leigh. A practical approach to group training. London: Kogan Page, 1991.
Знайти повний текст джерела
10
Leigh, David. A practical approach to group training. London: Kogan Page in association with the Institute of Training and Development, 1992.
Знайти повний текст джерелаЧастини книг з теми "Work-training programmes"
1
Longnecker, Nancy, and Mzamose Gondwe. "Graduate Degree Programmes in Science Communication: Educating and Training Science Communicators to Work with Communities." In Communicating Science to the Public, 141–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9097-0_9.
Повний текст джерела
2
Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.
Повний текст джерелаАнотація:
Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
3
Kaushik, Archana. "Orientation programme to fieldwork." In Fieldwork Training in Social Work, 43–57. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-2.
Повний текст джерела
4
Hanhimäki, Eija. "Moral Professionalism in the Context of Educational Leadership." In Leadership in Educational Contexts in Finland, 201–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_10.
Повний текст джерелаАнотація:
AbstractThis chapter aims to investigate moral professionalism in the context of educational leadership. Many researchers have investigated school administration ethics and ethical educational leadership based on case studies. However, the moral, ethical and nonrational aspects have been omitted from the discussion, even if they are present in school policies and practices. This chapter includes an analysis of data gathered as narratives in a study of educational leaders and teachers (N = 82) who participated in two educational leadership training programmes from 2019 to 2021 at one Finnish university. Based on the results, the kinds of ethical dilemmas the educational leaders encountered and how they worked as moral professionals were identified. The results showed that the main parties, in both ethically easy and ethically difficult dilemmas, were staff members. In the ethically easy dilemmas, the main theme concerning staff was interactions and conflicts; in the ethically difficult dilemmas, it was work arrangements. The most frequently mentioned principles and values in the ethical dilemmas were fairness, justice, equality, the child’s interest and well-being.
5
Bilfulco, Lavinia, Valerie Egdell, Ronald McQuaid, Thierry Berthet, Véronique Simon, Raffaele Monteleone, Carlotta Mozzana, et al. "Capabilities for Voice, Work and Education: Critical Analysis of Programmes for Disadvantaged Young People in Europe." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 201–357. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11436-1_11.
Повний текст джерела
6
Stalder, Barbara E., Marlise Kammermann, Iris Michel, and Marie-Theres Schönbächler. "Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme." In Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.
Повний текст джерелаАнотація:
AbstractTo support refugees and temporarily admitted persons in their endeavour to access vocational education and training, the Swiss federal government and the cantons have launched the pre-apprenticeship to support integration PAI. Based on a multi-source mixed-method design with 432 participants and 184 employers, we describe the PAI programme and explore participants’ learning environments at the workplace and school, their individual characteristics, and their social environment. We investigate factors contributing to participants’ successful transition to regular apprenticeships by comparing participants who could secure an apprenticeship at the end of the PAI with those who did not. Results show that participants appreciated the learning in the workplace and school and felt well-supported by teachers and in-company trainers. They were highly motivated and had good performances, which the employers also confirmed. Those having secured an apprenticeship found their work more interesting, engaged more in learning, and had better learning outcomes than those with an uncertain pathway. We conclude that the PAI programme is a valuable means to foster the integration of refugees and temporarily admitted persons in vocational education and training and highlight factors contributing to the programme’s success.
7
Mardinawaty, Selva, Yeni Absah, and Isfenti Sadalia. "The Influence of Training Program and Work Environment on Employee Performance Through Work Satisfaction as a Mediating Variable." In Proceedings of the 19th International Symposium on Management (INSYMA 2022), 655–63. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_82.
Повний текст джерелаАнотація:
AbstractThis study aims to investigate the effect of a training program and work environment on employee performance through work satisfaction. The research methodology used was descriptive quantitative with a path analysis approach to answer the research hypothesis. The research population was 78 employees of a company engaged in Information Technology in Medan, Indonesia. The study results show that training programs and work environments directly affect employee performance and job satisfaction can mediate the relationship between the training program and work environment on employee performance.
8
Carli, Marta, and Ornella Pantano. "A Community of Learners on Laboratory Work. Design and Implementation of a Teacher Training Programme." In Teaching-Learning Contemporary Physics, 171–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78720-2_12.
Повний текст джерела
9
Hoare, Steve, Philip Hazell, Polly Kwan, Karen Sarmiento, and Bianca Lino. "Training and Education." In Longer-Term Psychiatric Inpatient Care for Adolescents, 169–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1950-3_19.
Повний текст джерелаАнотація:
AbstractThe Walker Unit has two principal educational functions; workforce development to increase the knowledge and skillset of clinicians, and supervised placement for students from a range of health disciplines. New appointees have access to an Introduction to CAMHS programme funded by the state government. The health service also provides orientation which incorporates mandatory training. In-house, the Walker Unit provides regular in-services to staff, and funds fortnightly supervision from an external provider. Advanced trainees in child and adolescent psychiatry and basic trainees in general psychiatry work in the unit. On observational placement are students from medicine, nursing, psychology, social work, and occupational therapy. Attention is given to preparing students for the intense nature of the programme and the clinical environment.
10
Fook, Jan. "A Set of Training Programs Designed to Foster a Critically Reflective Work Environment in Social Care." In Practicing Critical Reflection in Social Care Organisations, 20–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429351501-2.
Повний текст джерелаТези доповідей конференцій з теми "Work-training programmes"
1
González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.
Повний текст джерелаАнотація:
This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
2
Rybnicek, Robert, Alfred Gutschelhofer, Sabine Bergner, Alexander Seidenberger, and Remo Taferner. "Fostering entrepreneurship in an international university collaboration." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5492.
Повний текст джерелаАнотація:
The European Union is taking action on enhancing entrepreneurship in Europe and recommends appropriate entrepreneurship training in schools and higher education institutions. Due to the globalization of businesses it seems to be appropriate to realize an international perspective on entrepreneurial issues and to develop international programmes for young entrepreneurs. In this case study, we examined an international university collaboration between two universities, one in Austria and one in the United States. The programme’s goals include the establishment of an international network for students and an awareness of the students of different cultural dimensions and entrepreneurial mindsets. Our findings show how this programme enables the students to work on their professional and behavioural skills, how these students work practice-oriented under the guidelines of experts from different entrepreneurial mindsets and how they become aware of cultural differences. Besides other aspects, it seems to be advantageous for international entrepreneurship programmes to remain open and flexible during the whole process and to offer a programme that allows students to integrate participation into their regular studies. Furthermore, it seems beneficial that students can tailor the programme to meet their specific needs.
3
Mountford, Nicola, Gemma Watts, Luis Fernandez Luque, Ioanna Chouvarda, Threase Kessie, and Tara Cusack. "An Interdisciplinary 4th Level Education Model:Connected Health." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5485.
Повний текст джерелаАнотація:
This paper responds to the need for interdisciplinary approaches to fourth level education that better reflect the complexity of the world in which we work and conduct research. We discuss this need in technology-enabled healthcare, Connected Health. We propose a model for fourth level interdisciplinary education and discuss its trial application in two European structured PhD programmes in the Connected Health research arena. We suggest broader learning objectives for the emerging fourth level graduate, methods for incorporating multiple disciplinary inputs and perspectives into deep disciplinary PhD training, intersectoral approaches to ensure employability and impact, and innovative training methods and structures to facilitate interdisciplinary and intersectoral learning. We give some examples of innovative training modules used within the pilot programmes. Finally we discuss six core elements of a truly interdisciplinary programme at fourth level - exposure to different environments, joint supervision, a genuine role for the non academic sector, career development training and planning, the development of a sustainable network beyond the life of the programme, and data openess.
4
Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.
Повний текст джерелаАнотація:
This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
5
Corlaci, Ionut, and Mihaela Puiu. "THE WAYS FOR IMPROVING THE USE OF VISUAL FEEDBACK BY E-PROGRAMMES IN MEN'S ARTISTIC GYMNASTICS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-225.
Повний текст джерелаАнотація:
An important element for improving technical performances in sport is the access of coaches and athletes to objective information regarding the form and content of specific movements. In artistic gymnastics, the organisation and regulation of motor behaviour, necessary to improve the perceptual motor skills, are based mainly on proprioceptive information. Hypothesis: We want to highlight through this research the fact that by using visual feedback we can shorten or improve time for learning elements, combinations of elements, but also create attractive exercises in high performance training. However, an important role is played by visual information in the awareness of spatial characteristics of movements and bodily sensations correctly associated with the phases that compose the technical structures. In this paper we intend to introduce a training method, successfully applied on learning, correcting and perfecting the art of men's artistic gymnastics, based on visual feedback. For this method we used a modern technical system that enables the recording, storage and playback of actions executed by athletes as a video image. Visual information was provided to athletes and coaches in different ways. Thus, they tracked and analysed both their own technical execution of the structures made in the same exercise as well as different training and execution models made by elite gymnasts compared to their own executions. Improving the attractiveness of work on training apparatus in conjunction with desire for self-improvement and reporting their evolutions to the top values of the world order represent the aim of this research. The results found a shorter learning time or correcting technical elements with greater stability executions correct them after the consolidation phase.
6
Mocofan, Muguras daniel, and Daiana Huber. "TRAINING TEACHERS TO USE MOBILE (HAND HELD) TECHNOLOGIES WITHIN MAINSTREAM SCHOOL EDUCATION IN ROMANIA." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-036.
Повний текст джерелаАнотація:
Hand-held technologies are becoming commonplace within everyday lives but can also be used for powerful learning experiences inside the classroom and outside of the traditional education environment. We start training of teachers to embed mobile technologies within mainstream learning in and out of the classroom by providing training on hand-held devices for both teacher trainees and existing teachers. Our MLEARN programme challenge the teachers to think creatively about mobile learning and will develop their confidence to try new ideas within the whole school curriculum. Research suggests that there has been under investment in training for teachers in ICT generally, and that in a world where young people are avid and constant users of some new technology and much social media, teachers who are confident in the use of hand-held technology will be able to respond quickly to change and to channel the interest and IT skills of young people into education. Our vision recognises technologies are becoming commonplace within everyday lives but can also be used for powerful learning experiences in and outside of the traditional education environment. Our aim is to embed mobile technologies (handhelds) within mainstream learning in and out of the classroom by integrating training on mlearning within initial teacher training and in service training/continuous professional development programmes to challenge teachers to think creatively about mobile learning and develop their confidence to try new ideas within the whole school curriculum. New technological developments have the power to transform society, the way we learn, work, play, communicate and interact. Teachers are crucial change makers in this process, and it is important to see how they interact with new technological environments (mobile/handheld technologies) in both their engagement and delivery practices. Evidence from recent research shows the lack of investment in teacher training which would empower them to utilise these technologies.
7
Stihi, Ludmila. "Integrating new forms of specialist training into the education system to ensure business sustainability." In Conferinta stiintifica internationala "Strategii si politici de management in economia contemporana", editia VII. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/icspm2022.30.
Повний текст джерелаАнотація:
This article reflects the issue of making the process of training specialists in educational institutions more efficient in line with the real needs of the labour market. The low degree of integration of specialists into the labour market on the one hand, and the acute shortage of qualified specialists on the other, point to the existence of significant challenges in the process of training them, influenced both by poor collaboration between education and business and by the limited range of methods used in the process of training specialists. Multiple studies indicate that business representatives are increasingly interested in the development of relevant transversal competences, including "green" ones, in future specialists, which would allow a high degree of flexibility and adaptability in conditions of dynamic changes in technologies and work processes. In conclusion, educational institutions are challenged to diversify training methods and tools so as to ensure the development of the required competences at the required level. Significant support in this regard is provided to educational institutions through various programmes and projects funded by Moldova's development partners.
8
Maček Jerala, Milena, and Melita Ana Maček. "Zaposlenost in zaposljivost višješolskih diplomantov ter njihovo zadovoljstvo s študijem." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.47.
Повний текст джерелаАнотація:
The aim of this paper is to look at the employment and employability of graduates of higher vocational education programmes. In the theoretical part, we use a descriptive method to explain the basic concepts. In the empirical part, we collected and presented data from official records on vacancies and registered unemployment in the fields of Horticulture, Nature Conservation, Rural and Landscape Management and Food and Nutrition. The anonymous online survey was carried out among all graduates of the Biotechnical Centre Naklo who graduated by the end of 2021 in all study programmes. We were interested in how many graduates are employed in their profession and the match between the field of work and the level of employment and the qualification of their education. We also wanted to know how satisfied they were with their studies. A large proportion of graduates are employed, but not always in their field of work, and more than a half of them are employed at a lower level than their degree. They are satisfied with their studies, in particular, they highlighted the high proportion of practical training as an advantage.
9
Mutiku, Johannes Kioko, and Hannah Kiaritha. "Increasing the Enrolment of Women and Girls in TVET in Africa through the Women in Technical Education and Development (WITED)." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9725.
Повний текст джерелаАнотація:
This paper is for The PCF10 and on the sub theme “Promoting Equity and Inclusion” at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), Calgary, Canada. The author discusses how the enrollment of women and girls in TVETs in Africa is being increased through ‘’Women in Technical Education and Development (WITED)’’, a program of the Association of Technical Education and Development in Africa (ATUPA) and supported by the Commonwealth of Learning (COL). The paper gives: the background to the WITED program; the objective and strategies applied; revitalizing WITED through COL and ATUPA Women in STEM (CAWS) Project; the intended outcomes of the WITED Program and finally the conclusions. The methodology of this paper is desk research combined with interviews of the “WITED Champions”. The authors extensively examine available documents on WITED. The UN Agenda 2030 for Sustainable Development aims to: “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” by 2030 (SDG target 4.5); and “achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value” (SDG target 8.5). Equality and non-discrimination are also reflected in the UN’s “Leaving no one behind” framework, endorsed by the United Nation System’s Chief Executives Board for Coordination. Women in Technical Education and Training (WITED) is a program which was initiated by Commonwealth Association of Polytechnics in Africa (CAPA), now Association of Technical Universities and Polytechnics in Africa (ATUPA), with the support of the International Labor Organization (ILO) and Commonwealth of Learning (COL) back in 1988. The author seek to evaluate the impact achieved by the programme, the challenges encountered and finally make a call to action by recommending ways by which the programe can reach more girls and women and bring them into TVET programmes.
10
Senanayake, S. M. A. H., L. D. I. P. Seneviratne, and K. A. T. O. Ranadewa. "Adaptability of lean concept to reduce plumbing waste in high-rise building construction in Sri Lanka." In World Construction Symposium - 2023. Ceylon Institute of Builders - Sri Lanka, 2023. http://dx.doi.org/10.31705/wcs.2023.6.
Повний текст джерелаАнотація:
The waste generation due to the plumbing work substantially influences the total waste. Waste management is one of the most critical processes to achieve effective and productive construction projects successfully. Lean is a philosophy that is adopted in several sectors to mitigate waste. Thus, this paper intends to identify the adaptability of lean concepts to reduce plumbing waste in high-rise building construction in Sri Lanka. Data collection was done through two Delphi round interviews. The collected data were analysed using manual content analysis. As a result, comprising a total of twenty-seven barriers were identified under five sets of barrier groups for implementing lean concept to reduce plumbing waste in high-rise building construction in Sri Lanka. The strategies to successfully overcome each challenge and barrier were identified. Conducting CPD programmes, training programmes, showing the benefits of lean implementation and providing knowledge about lean through universities and other higher education institutes are the most common strategies to overcome the barriers to lean application. This study paves the path to lean professionals to align their strategy with lean practices by understanding and identifying the major obstacles.
Звіти організацій з теми "Work-training programmes"
1
Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Повний текст джерелаАнотація:
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
2
Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Повний текст джерелаАнотація:
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
3
Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.
Повний текст джерелаАнотація:
As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
4
Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.
Повний текст джерелаАнотація:
The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
5
Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
Повний текст джерелаАнотація:
This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
6
Skalli, Hasna. Local 'Job Counters' at Casal del Infants: Personal support to help vulnerable young people into work. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7925.
Повний текст джерелаАнотація:
After graduating from university, Warda struggled a lot. For a few years, she had to take odd jobs for that had no security, days off or health insurance. Eventually she connected with Youth Participation and Employment (YPE) programme partner Casal Del Infants. With their support, she successfully entered the formal labour market. She was selected by Casal to join a jobs programme, where she was trained for one month as a quality control officer. After completing her training, she obtained a placement in maintenance at an automotive company. This was facilitated through Casal’s ‘Activa Counter’, its employment integration desk. This programme supports internships and helps young people to integrate into the private sector. The programme has gained in popularity over the years and has the potential to help many young people into work.
7
Castro, Carolina Robledo, Piedad Rocio Lerma-Castaño, and Luis Gerardo Pachón-Ospina. Rehabilitation programs based on computational systems: effects in the executive functions in young and middle adulthood: A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0052.
Повний текст джерелаАнотація:
Review question / Objective: To identify empirical studies that measured the feasibility and effect of computer-based executive function stimulation and rehabilitation programs in the young and middle adult population. Background: Reviews that evaluate the effectiveness of computerized cognitive training programs on executive functions in different population groups have shown contradictory results, to a certain extent associated with the methodological characteristics of said studies (Gates et al., 2019; 2020); most of them These reviews have focused on older adults (Ten Brinke et al., 2020; Yoo et al., 2015) with stroke sequelae, and adults with cognitive impairment. These studies have found improvements in general cognitive function in older adults (Ten Brinke et al., 2020); however, the effect on executive functions have not been studied. Only one review was carried out on the average adult (Gates et al., 2019); the authors restricted the search to interventions with more than 12 weeks and only found one article with eligibility criteria. Their work concluded that computerized cognitive training in midlife demonstrated lasting effects on general cognitive function after 12 weeks of training and on memory after 24 weeks of training.
8
Prada, María Fernanda, and Graciana Rucci. Skills for Work in Latin America and the Caribbean: Unlocking Talent for a Sustainable and Equitable Future. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005160.
Повний текст джерелаАнотація:
Skills for work are undoubtedly a transformative force for Latin America and the Caribbean. The developed countries' experience has shown that when a country's labor force responds efficiently to the human capital needs of companies and the economy, labor productivity is boosted leading to higher and sustainable economic growth. Through the TVET Fund, IDB is promoting innovative solutions and demonstrating how skills systems can take advantage of the opportunities presented by the fourth industrial revolution, gender and diversity, ageing, climate change and COVID-19, which will be essential in achieving a sustainable and equitable future in the region. This dossier contains 17 initiatives that show how to unlock talent using, for example, artificial intelligence to guide job retraining, introducing modern courses to offer training in green skills, and training programs to facilitate remote work and meet the increasing demand for digital services globally.
9
Herrin, Alejandro N. Operations research for program planning and management. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1036.
Повний текст джерелаАнотація:
The Family Planning Operations Research and Training Program of the Philippines was established in 1992 to strengthen the nation's capacity to carry out and utilize operations research (OR) for program planning and management. It has sponsored training workshops and funded OR studies on issues of priority to both national and local program managers. The program’s recent activities, culminated in the National Research Utilization Conference held in September 1994, were designed to assist in the institutionalization processes. However, more needs to be done to determine how these processes will actually work in specific national and local government agencies and academic and research institutions, and how to support and sustain the processes that do work. The proposed study is intended to form a basis for determining ways to promote and sustain OR in the Philippines. As stated in this report, the study aims to review the experience of recent research activities with attention to the institutionalization process and identify specific issues to be addressed and concrete steps to be taken in the process both at the national and local levels.
10
Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Improving the content of training future translators in the aspect of studying modern CAT tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3877.
Повний текст джерелаАнотація:
The article deals with the search for improving the content of training for future translators, taking into account the expansion of the use of information technologies in the field of translation. The results of a study of curriculums for translators at the universities of Europe, America and Asia are presented. The use of CAT systems in the work of translation agencies is shown. The presentation of various CAT systems in training programs for translators and their use in the market of translation services is analyzed. It has been established that both university curricula and translation agencies are oriented, as a rule, not to one, but to several CAT systems. The results of a student survey based on their practice in translation agencies are presented. Recommendations have been developed regarding the inclusion of the most common CAT systems in the training program for translators. The expediency of studying not just one, but several CAT systems is substantiated. The necessity of studying both desktop and cloud CAT systems is indicated.