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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.
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Kumar, N., and A. Govindarajan. "Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India." Restaurant Business 118, no. 4 (April 15, 2019): 84–90. http://dx.doi.org/10.26643/rb.v118i4.7646.
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.
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Shrestha, Rajendra Bahadur. "Initiations of Employer Engagement in Training Delivery of TVET Programmes." Journal of Training and Development 6, no. 01 (December 28, 2021): 12–20. http://dx.doi.org/10.3126/jtd.v6i01.41769.
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.
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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.
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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.
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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
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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’.
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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.
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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.
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Jones, K., and J. Lund. "Medical Students' Views on the Impact of The EWTR on Surgical Training." Bulletin of the Royal College of Surgeons of England 92, no. 8 (September 1, 2010): 1–3. http://dx.doi.org/10.1308/147363510x525468.
Повний текст джерелаАнотація:
The introduction of the European Working Time Regulations (EWTR) in August 2009 heralded a newera of surgical training. The traditional apprenticeship form of training will be finally and completely replaced by shift work, supplemented with modern educational aids including simulators and e-learning programmes such as the Surgical Training Education Programme® (STEP®)
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Sreedevi, S. V., and K. Tamizhjyothi. "Assessing Training Needs and Evaluation of Employee Development Programmes." Asian Journal of Managerial Science 6, no. 2 (November 5, 2017): 81–83. http://dx.doi.org/10.51983/ajms-2017.6.2.1235.
Повний текст джерелаАнотація:
Assessing the training needs and evaluation of employee development programs has been made to know the needs for training and management development programme for the employees in the organizations. The problem or work taken up is to find some measures and suggestions for improving the training and management development programmes in the organization. The training needs of the executives of links Industries Limited, Chennai has been taken as the main problem. Primary and secondary data has collected for the study from various sources. Primary data are collected through questionnaire and personal interview. Secondary data are collected from earlier studies, company profile, annual report and from the company websites. The samples were collected through questionnaire with open ended, multiple choice questions and ranking questions. The tools used for analyzing the data were percentage analysis and graphs. The major findings are training is essential to improve the employees performance, training is essential during promotion, computer training should be of working knowledge level, employees prefer internet based training programme. Majority of the respondents agrees that training programmes improves quality of working life and morale. Skills acquired by the employees helps them to solve problems and take better decisions. The research is concluded that the management should consider the above findings and arrange training and management development programmes to every employees periodically. Training must be given to all employees to update their knowledge and skills.
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Yang, Hui, Colin JX Tan, Doreen AH Lau, Winston EH Lim, Kiang Hiong Tay, and Pin Lin Kei. "Competency-based Radiology Residency: A Survey of Expectations from Singapore’s Perspective." Annals of the Academy of Medicine, Singapore 44, no. 3 (March 15, 2015): 98–108. http://dx.doi.org/10.47102/annals-acadmedsg.v44n3p98.
Повний текст джерелаАнотація:
In response to the demands of an ageing nation, the postgraduate medical education in Singapore is currently in the early stage of transition into the American-styled residency programme. This study assessed the expectations of both radiology trainees and faculty on their ideal clinical learning environment (CLE) which facilitates the programme development. A modified 23-item questionnaire was administered to both trainees and faculty at a local training hospital. All items were scored according to their envisioned level of importance and categorised into 5 main CLE domains—supervision, formal training programme, work-based learning, social atmosphere and workload. ‘Supervision’ was identified as the most important domain of the CLE by both trainees and faculty, followed by ‘formal training programmes’, ‘work-based learning’ and ‘social atmosphere’. ‘Workload’ was rated as the least important domain. For all domains, the reported expectation between both trainees and faculty respondents did not differ significantly. Intragroup comparison also showed no significant difference within each group of respondents. This study has provided valuable insights on both respondents’ expectations on their ideal CLE that can best train competency in future radiologists. Various approaches to address these concerns were also discussed. The similarities in findings between ours and previous studies suggest that the ‘supervision’, ‘formal training programmes’ and ‘work-based learning’ domains are crucial for the success of a postgraduate medical training and should be emphasised in future curriculum. ‘Workload’ remains a challenge in postgraduate medical training, but attempts to address this will have an impact in future radiology training. Key words: Apprenticeship, Clinical learning environment, Curriculum, Radiologists, Training programme
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Apter, Brian J. B. "Do computerised training programmes designed to improve working memory work?" Educational Psychology in Practice 28, no. 3 (September 2012): 257–72. http://dx.doi.org/10.1080/02667363.2012.712915.
Повний текст джерела
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King, Desmond S., and Hugh Ward. "Working for Benefits: Rational Choice and the Rise of Work—Welfare Programmes." Political Studies 40, no. 3 (September 1992): 479–95. http://dx.doi.org/10.1111/j.1467-9248.1992.tb00704.x.
Повний текст джерелаАнотація:
This paper develops a rational-choice explanation for the adoption of deterrent work–welfare programmes by recent governments in Britain and the US. Such programmes require the recipients of welfare or unemployment benefits to participate in a training programme or work activity in exchange for receiving their benefits and reflect a New Right (in contrast to a social democratic) conception of social citizenship. Governments design such policies to generate a partial separating equilibrium under which some claimants identified by the state as undeserving are discouraged from seeking benefits. These programmes are intended to overcome problems of free-riding and false claiming viewed, by the New Right, as inherent in state-administered benefit systems.
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Patel, Yaksh, J. K. Patel, and Nikita Thakor. "Determinants of KVK scientists about ability to organize training programme." Gujarat Journal of Extension Education 34, no. 2 (December 25, 2022): 51–54. http://dx.doi.org/10.56572/gjoee.2022.34.2.0012.
Повний текст джерелаАнотація:
This present study entitled “Determinants of KVK scientists about ability to organize training programme” was conducted in 2022 in four states of India viz., Gujarat, Maharashtra, Rajasthan and Goa with a sample size of 240 KVK scientists. The ex-post facto research design was used for the research study. Krishi Vigyan Kendra is an institutional project of Indian Council of Agricultural Research (ICAR) for testing, training and transfer of agricultural technologies for the benefit of farmers, farm women and rural youths. The scientist working in KVKs performs two main functions namely research and extension activities. Organize training to update the extension personnel and vocational training is the main mandates of KVK. Owing to the importance of training programs in KVKs for the agriculture development of districts. It was, therefore felt necessary to analyze the KVK scientists’ ability to organize training programme. The action of individual KVK scientist is governed by personal, economic, social, communicational and psychological factors involved in situation. KVK scientists’ shows different level of ability to organize training programmes. Thus, it may be stated that the ability to organize training programmes differs with such characteristics. Hence, considering the importance of these characteristics and review of past research studies, an attempt has been made in this investigation to ascertain the relationship if any, between profile of KVK scientists and their ability to organize training programme. The result concluded that vast majority of scientists had very high to high level of ability to organize training programme. The result also revealed that out of eighteen independent variables nine variables viz. knowledge about ICT, achievement motivation, attitude towards extension work, professionalism, job satisfaction, job involvement, level of exposure to new farming idea, empathy and planning orientation were found to be positive and highly significantly correlated while native place had positive and significant and education had negative and significant correlation with ability to organize training programmes. Influence of different indicators was not alike in determination of ability to organize training programmes.
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Tantam, Digby. "Training psychiatrists for work in the East of Africa." Psychiatric Bulletin 14, no. 7 (July 1990): 406–9. http://dx.doi.org/10.1192/pb.14.7.406.
Повний текст джерелаАнотація:
There is growing interest in this country in developing training programmes suitable for overseas psychiatrists. The motive is partly one of self-interest. The implementation of current Government policy means that many departments will look to overseas visitors to fill their registrar positions in excess of their career registrar allocation.
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Qhogwana, Sibulelo, Nokulunga Shabalala, and Sarah Uren. "Professional psychology training in the COVID-19 era: Reflections on Challenges, Actions, and Lessons." Scholarship of Teaching and Learning in the South 7, no. 2 (August 29, 2023): 132–41. http://dx.doi.org/10.36615/sotls.v7i2.354.
Повний текст джерелаАнотація:
Professional training programmes were, and continue to be, challenged by the implications of Covid-19. Psychology training programmes in South Africa rely on experiential learning as a cornerstone for developing minimum competencies. Covid-19 restrictions meant that teaching and learning, supervision, and work-integrated learning required reconsideration, shifts and upskilling of trainees and trainers. This was particularly important given the emphasis and value of Experiential Learning Theory in training psychologists. This paper uses collaborative autoethnography to reflect on the challenges, lessons, and future recommendations for the navigation of professional training in psychology in the Covid-19 era and beyond. The key reflections highlight the necessity for hybrid learning contexts in circumstances such as Covid-19. Leadership guidance and students’ voices are invaluable assets that could facilitate a comprehensive and inclusive training programme during unprecedented times.
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Mittal, V., J. Binkadakatti, and K. Sathyanarayana. "Role of capacity building, extension and services in tasar sector." Journal of Environmental Biology 44, no. 3(SI) (June 3, 2023): 524–32. http://dx.doi.org/10.22438/jeb/44/3(si)/jeb-15.
Повний текст джерелаАнотація:
Aim: To train manpower for disseminating the technologies to the grassroots level stakeholders and facilitate to replicate the successful model of sericulture practice developed in tasar sector. Methodology: Central Tasar Research and Training Institute (CTRTI), Ranchi organizes different training programmes for the benefit of various stakeholders of the industry. These programmes are tailor-made to meet the specific needs of each sector and of immense help in updating the knowledge and skills of the extension personnel and sericulturists, through Field Day, Farmers Day, Technology Demonstration, Awareness Programme, Group Discussion and Farmers Meet / Krishi Mela, etc., which are the major platforms of ECPs providing technical support and transfer of technologies developed by CTRTI. Results: For the purpose, different training programmes were organized in last five years (2017-2022) from time to time by CTRTI and approximately 6753 persons were trained in different subsectors of sericulture through training programmes like: Structured Training Course (PGDS-Vanya Silk), Farmers Skill Training, Exposure visit for Technology Awareness, Technology Orientation Programme for the frontline officers / officials of DOS/NGO/ Lead farmers /student / project work on microbiology/biotechnology, etc., Seri Resource Centre (SRC),Competency Enhancement Training Programme (CETP), Training under Post Cocoon Sector, Lab-to-land demonstration, Establishment of BIOTECH-KISAN Hub. Skilling the farmers involving KVKs for expansion of tasar through training of the KVK Scientists under ICAR & nurtured Community Resource Persons (CRPs) under aegis of Producer Institutions. Interpretation: With the new developments taking place in the field of sericulture, the training and development activity is considered as a necessity by all forward-looking organizations both national and international for updating the knowledge and skill, and hence training needs will continue to perpetuate at all levels of silk industry world wide. To achieve the potential productivity levels, strategies are suggested for a viable effective extension system in the country in general and orthwest region, in particular. Key words: Alternate extension organizations, Capacity building and training and silk production, Extension, Productivity potential, Tasar culture
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Alderson, Derek. "Clinical Fellowships in Surgery." Bulletin of the Royal College of Surgeons of England 92, no. 10 (November 1, 2010): 340–41. http://dx.doi.org/10.1308/147363510x535629.
Повний текст джерелаАнотація:
A plethora of terms has appeared in recent years to describe posts that lie outside standard training programmes. The term 'clinical fellowship' (CF) is widely used to describe specialised posts undertaken at the end of training, that is, out-of-programme (OOP) experience (with variable degrees of recognition towards a Certificate of Completion of Training (CCT)). It is also often used to designate posts that combine elements of research, teaching and clinical work filled by individuals who wish to take time out from their training programme (often to obtain an additional qualification) or by those who have been unsuccessful in gaining a place within a training programme. The unknown number of such posts seriously jeopardises surgical workforce calculations.
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Mseleku, Zethembe. "Post-University Training for Jobless Market: The Experiences of Graduates in a Work Experience Programme." Academic Journal of Interdisciplinary Studies 11, no. 5 (September 2, 2022): 86. http://dx.doi.org/10.36941/ajis-2022-0127.
Повний текст джерелаАнотація:
South Africa reportedly has one of the highest rates of unemployment in the world. Graduate unemployment parallels the country’s overall unemployment rate, with the youth being the most vulnerable group. Hence, work experience programmes are offered to prepare fresh graduates for the labour market. The purpose of this paper is to explore the experiences of graduates in a work experience programme. This paper adopted a qualitative approach to elicit the experiences of graduates regarding the graduate work experience programme. A total of 30 face-to-face semi-structured interviews were conducted with graduates sampled from the eThekwini municipality’s work experience programme. The results indicate that while graduates participate in a work experience programme to gain skills and work experience needed to secure jobs and for professional registration purposes, they experience numerous challenges in the programme. These challenges include ill-treatment from senior staff members, lack of work resources, and unreasonable workload. It was also evident that graduates were unsatisfied about the work experience programme owing to the poor or lack of mentorship and the irrelevancy of the programme itself. This paper offers important evidence which suggests the need to develop work experience programme policy and monitoring and evaluation systems in order to improve the experiences of graduates in the programme.
Received: 21 April 2022 / Accepted: 20 August 2022 / Published: 2 September 2022
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Ajani, EN, and EA Onwubuya. "Human Factors that Derail Extension Services Delivery in Developing Countries: Implications for Policy." International Journal of Agricultural Research, Innovation and Technology 2, no. 2 (March 1, 2013): 54–57. http://dx.doi.org/10.3329/ijarit.v2i2.14015.
Повний текст джерелаАнотація:
The paper examines human factors derailing extension services delivery in developing countries. Poor management of rewards and incentives; quality of work life; poor assessment system; limited quality of human resource; inadequate extension support training materials; inconsistencies of government programmes; inadequate staff training and poor extension programme evaluation were viewed as major constraints. Considering the role of extension to agricultural development, the paper recommends that efforts should be made by the various stakeholders in agricultural extension services to improve the capability of human resources involved in extension services and highlights the need for government agricultural programmes to be consistent to enable the beneficiaries of such programmes derive the benefits that will boost productivity in agriculture. DOI: http://dx.doi.org/10.3329/ijarit.v2i2.14015 Int. J. Agril. Res. Innov. & Tech. 2 (2): 54-57, December, 2012
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Teiger, Catherine, and Sylvie Montreuil. "The foundations and contributions of ergonomics work analysis in training programmes." Safety Science 23, no. 2-3 (July 1996): 81–95. http://dx.doi.org/10.1016/0925-7535(96)00034-3.
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Idowu, Akintayo Dayo. "Impact of Workers’ Training on Industrial Strikes in Nigeria." International Journal of Learning and Development 2, no. 4 (August 17, 2012): 217. http://dx.doi.org/10.5296/ijld.v2i4.2261.
Повний текст джерелаАнотація:
This study investigated the impact of workers` training programmes on industrial strike reduction among industrial workers in Nigeria. This is for the purpose of ascertaining the relevance of workers` training programmes, as an alternative approach to human capital formation, to industrial strike reduction among industrial workers in Nigeria. A total of 230 respondents were selected for the study using stratified sampling technique to reflect the two strata of public and private organizations. Two sets of questionnaire, with three subscales, titled ‘Workers Training Programmes Scale (WTPS) and Industrial Strike Reduction Scale (CRS) were used for data collection. All the hypothesized research questions were examined using Regression Analysis and t-test statistical methods at 0.05 alpha levels. The finding revealed that workers` training programmes (taken together) had significantly influenced industrial strike reduction among industrial workers. It was also found that only three independent variables (conflict skill, communication skill and interpersonal relations skill training programmes) have significantly influenced industrial strike reduction. However, it was found that management skill and computer skill training programmes were not as significant in influencing industrial strike reduction in selected work organizations. Also, there was no significant difference in the level of female and male workers` participation in workers` training programmes in both public and private organizations selected for the study. Based on the findings of study, it is recommended that workers` training programmes should be given priority by all establishments in order to forestall industrial peace for all levels of workers. Also, training needs of the organization as well as that of workers must be identified before making recommendations for training. This will possibly foster specialization and encourage technical-driven training in work organizations. Key Words: Workers, Training Programmes, Industrial strike reduction, Organizations,Nigeria
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Lingwanda, Mwajuma Ibrahim. "Feasibility of Work-Based Learning Model for Undergraduate Engineering and Technology Programmes in Tanzania." Journal of Learning for Development 10, no. 2 (July 18, 2023): 236–51. http://dx.doi.org/10.56059/jl4d.v10i2.807.
Повний текст джерелаАнотація:
This study proposes a new approach to teaching-learning in engineering and technology programmes at the undergraduate level in Tanzania, and evaluates its feasibility. The rationale was to improve flexibility in learning by providing learners with alternative programmes to choose from. A conceptual model was introduced showing how the work-based approach can be implemented in training diploma holders to acquire bachelor’s degrees. A survey type of study with a mix of open- and closed-ended questions issued to a sample of 150 finalist students was conducted. The sampled population was all finalyear diploma students pursuing engineering and technology programmes at Mbeya University of Science and Technology in Tanzania. A stratified random sampling approach was followed to obtain the sample. More than 93% of the respondents supported the establishment of work-based programmes. This study, therefore, recommends, amongst other things, that Tanzanian learning institutions should set a pilot programme to test the effectiveness and practicability of this model.
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Engelbrecht, Mardine, John Spencer, and Andre van der Bijl. "Relevance for work in the Western Cape tourism industry of the National Certificate Vocational in tourism education at TVET colleges." Industry and Higher Education 31, no. 5 (September 8, 2017): 328–34. http://dx.doi.org/10.1177/0950422217724050.
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This article investigates the relevance of the National Certificate Vocational (NCV) tourism programme for the South African tourism industry in terms of skills needed by tourism students to work in the tourism industry after graduating. The NCV programmes were introduced in 2007 at public Further Education and Training Colleges (now Technical, Vocational Education and Training Colleges), with the phasing out of certain national technical education (NATED) Report 191 programmes, known as N-Programmes. Research was conducted in the form of an empirical questionnaire survey. A mixed methods approach, using a quantitative and qualitative methodology, was employed to gather relevant data. The results suggest that NCV tourism students are employable in small, medium-sized and microenterprises once they graduate, but that graduates need more experience and practical knowledge to be employable in the wider tourism labour market. The results indicate that more relevant NCV tourism curricula are needed to make the qualification of greater applicability to the South African tourism industry.
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Zormanová, Lucie. "Factors influencing the choice of a pedagogy study programme among Czech students in blended learning." EDUKACJA 2019, no. 2 (June 30, 2019): 76–84. http://dx.doi.org/10.24131/3724.190207.
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The choice of a field of study is influenced by many factors. This text focuses on the personal preferences and social determinants of choosing a study programme in the field of teaching. Based on selected factors (prestige of the profession, social importance of the profession, interest in working with children, etc.), the motives of the students are surveyed.The work follows the research of Prof. Marta Klímová, D.Sc. from 1973, who conducted studies among students of teacher training programmes. In the current research, parts of Prof. Klímová’s questionnaire are used, but they have been updated to reflect the changed conditions in education and the political-economic system. The studied group consisted of students of the first year of the Bachelor’s degree in Teacher Training for Kindergarten and Teacher Training for the First Level of Primary School who attend the Warsaw Management University in Karviná in a blended learning programme1 . The presented study shows that students of the blended learning programmes in Primary School Teacher Training and Kindergarten Teacher Training are motivated to study to increase their professional qualifications and to pursue their interest in teaching and working with children. An important factor that positively influenced the results of the research in terms of the interest in teaching and working with children was certainly the fact that 55% of respondents had previously worked in the field of education, often for several years. The research survey showed that these respondents liked their job, and therefore decided to expand their qualifications.
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Wendelen, Elisabeth. "Training Programs: Towards Transformation of Work Situation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–728. http://dx.doi.org/10.1177/154193120004401278.
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This paper discusses an experience of training in ergonomic work analysis (EWA). Two ergonomists of the National Institute for Research on Working Conditions (INRCT, in French) trained a group of employees in the Brussels plant of a multinational company. This training took place after having checked about fifty VDU (video display unit) workplaces. None of these 50 VDU users was aware of the possibilities of adjusting his or her specific workplace. The manager and the union decided to train one or two persons in each department, to enable them to answer minor questions of their unit's employees relating to adjusting their own workplace. It was agreed that more difficult problems raised by the employees would be transferred to external experts. The paper seeks to analyse the impact of this experience on the VDU workers: are they able to change their working conditions? What exactly did change? To conclude, some conditions necessary for the success of such training programmes are highlighted.
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Blandul, Valentin. "Teachers’ perspectives on developing their teaching career by attending non-formal training programmes." Global Journal of Guidance and Counseling in Schools: Current Perspectives 12, no. 1 (April 30, 2022): 70–81. http://dx.doi.org/10.18844/gjgc.v12i1.5426.
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There are many opportunities for professors to attend different training programmes. Some of them could be included in formal education and some of them in non-formal education. Therefore, in the present paper, we analyse the impact of the aforementioned non-formal continuous training programme on teachers’ evolution and what is their personality profile which can motivate them to be involved in this activity. In this sense, we conducted a longitudinal case study on an NGO in Romania which provides continuous training programmes. The results proved that those professors who are interested in this method of professional development are strongly and intrinsically motivated in didactic careers and are ready to sacrifice a lot of personal energy and resources to improve their professional and personal skills necessary in their work with students. Keywords: Teaching career, continuous professional training, personal and professional development, socio-professional profile, teachers personality;
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Otto, Ann-Kathrin, Juliane Pietschmann, Luisa-Marie Appelles, Michael Bebenek, Laura L. Bischoff, Claudia Hildebrand, Bettina Johnen, et al. "Physical activity and health promotion for nursing staff in elderly care: a study protocol for a randomised controlled trial." BMJ Open 10, no. 10 (October 2020): e038202. http://dx.doi.org/10.1136/bmjopen-2020-038202.
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IntroductionNursing staff is burdened by high workload and stress. Furthermore, heavy lifting, as well as transferring nursing home residents, cause lumbar tissue damage and back pain. Exercise intervention studies to reduce work-related problems are rare and the evidence for efficacy of studies among nurses is limited. Studies including targeted analysis of requirements are necessary to generate effective recommendations and tailored interventions for health promotion programmes. The purpose of this multicentred intervention study is to identify work-related problems, to implement health promotion programmes and to evaluate their effectiveness.Methods and analysisA randomised controlled trial will be conducted, including a total of 48 nursing home facilities in eight regions of Germany with an estimated sample size of 700 nurses. Standardised ergonomics and posture training (10 weeks, once a week for 20–30 min) and subsequently, back-fitness training (12 weeks, once a week for 45–60 min) will be administered. Following the implementation of standardised health promotion programmes, further demand-oriented interventions can be implemented. The perceived exposure to work-related demands, work-related pain in different parts of the body, health-related quality of life, perceived stress, work-related patterns of behaviour and experience, presentism behaviour, work environment as well as general needs and barriers to health promotion, will be assessed at baseline (pre-test), at 10 weeks (post-test, after ergonomics training), at 22 weeks (post-test, after back-fitness training) and at 34 weeks of the programme (follow-up).Ethics and disseminationThe study was reviewed and approved by the local ethics committee of the University of Hamburg (AZ: 2018_168). The results of the study will be published in open-access and international journals. Furthermore, the results will be presented in the participating nursing homes and at national and international conferences.Trial registration numberDRKS.de (DRKS00015241).
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Tønder, Anna Hagen, and Tove Mogstad Aspøy. "When Work Comes First: Young Adults in Vocational Education and Training in Norway." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 270–88. http://dx.doi.org/10.13152/ijrvet.4.3.5.
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Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.
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Abernethy, Bruce, and Joanne M. Wood. "Do generalized visual training programmes for sport really work? An experimental investigation." Journal of Sports Sciences 19, no. 3 (January 2001): 203–22. http://dx.doi.org/10.1080/026404101750095376.
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Zascerinska, Jelena. "TVET TEACHER TRAINING IN SOUTH AFRICA: LITERATURE REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 295–304. http://dx.doi.org/10.17770/sie2022vol1.6816.
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In the light of the annually increasing TVET learners’ enrolment numbers,TVET lecturers are central in TVET institutions. However, TVET teachers’ training in South Africa is under-explored.The research aim is to analyse literature on TVET teachers’ training in South Africa underpinning the elaboration of directions of further research. Literature review served as the research method was implemented in November-December 2021. The obtained data were structured in accordance with the previously established criteria. Summarising content analysis was performed. The conclusion is that the research done in the field of TVET lecturers’ training programmes in South Africa is fragmentedly presented to the scientific community. The structuring content analysis allows finding that the research in the field of TVET lecturers’ training programmes does not address TVET lecturers’ digital skills despite their impact on human being everyday life in the light of COVID-19 pandemic. Another finding is the entrepreneurship education is not embedded into TVET lecturers’ training programmes, too. Future work will include the implementation of empirical studies in the field of the analysis of TVET training programmes in South Africa. The novelty of the research is reflected in the directions of further work.
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Thabet, Abdel Aziz, and Panos Vostanis. "Visit to the Gaza Community Mental Health Programme: training in child mental health." Psychiatric Bulletin 23, no. 5 (May 1999): 300–302. http://dx.doi.org/10.1192/pb.23.5.300.
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The high prevalence of post-traumatic and other psychiatric disorders in children and adults who have experienced violence and war-related traumas are well documented by research (Thabet & Vostanis, 1998, 1999). So far, there has been less systematic evaluation of treatment interventions or training programmes for staff working with traumatised individuals in war zones. Training initiatives have recently been described in countries such as Rwanda (Brandon, 1998). This paper describes the work of a community mental health programme in the Gaza strip, particularly through a visit by P. V. to work with the child mental health care staff.
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Rozenštoka, Sandra, and Andrejs Ērglis. "Exercise, Chronotropic and Inotropic Capacity in Athletes with Different Training Programmes." Proceedings of the Latvian Academy of Sciences. Section B. Natural, Exact, and Applied Sciences. 74, no. 1 (February 1, 2020): 18–24. http://dx.doi.org/10.2478/prolas-2020-0004.
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AbstractAmateur sport has significant influence on peoples’ physical activity and affects the prevalence of non-communicable diseases. The population of competing amateur athletes has not been sufficiently studied, and there is a huge gap between functional results of untrained individuals and professional athletes. The aim of the study was to evaluate the exercise capacity and chrono-tropic, inotropic capacity in amateur athletes with different training programmes, as assessed by cardiopulmonary exercise testing. In a longitudinal prospective study, 600 amateur athletes who performed high dynamic load sports, according to the Mitchell Classification of Sports, were assessed. The individuals underwent standard maximum cardiopulmonary exercise testing on the ISO certified Master screen CPX system. The exercise capacity was dependent on the training programme organisation, regularity and duration, but it was not dependent on age. During maximum work-rate, the functional parameters of the cardiorespiratory system and inotropic capacity were significantly dependent on duration of the training programme. Chronotropic and inotropic capacity, as well as cardiorespiratory adaptation were significantly higher for competing amateur athletes of both genders than for untrained individuals. The study showed that amateur athletes with a training programme 300 minutes per week had higher exercise capacity, which was based on the individually suitable training programme, and higher aerobic and anaerobic capacity. Regular pre-competition medical assessment of amateur athletes can be used to objectively evaluate their health condition, adaptation, cardiac risk and make changes in the athletes’ training programme.
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Pejatović, Aleksandra. "Centri za kontinuirano obrazovanje odraslih - bliski susret obrazovanja i rada." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 51–60. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.51.
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Since the end of 2003, five regional training centers for adults (RTC) have been created through Secondary Vocational Education Reform programs in Serbia. The centres were projected as ''specialized training and organisational units for vocational education and training of adults''. In fulfilling their primary role, they follow and respect concepts and approaches such as: concept of social partnership in professional training of adults; doing business according to labour market principles; in planning and programming they use results of analysis of the skills needed in the labour market and the analysis of traning needs in companies; their offer is created according to needs; in creating training programmes they use modular approach based on training outcomes, etc. Up to date, the RTCs have realised a number of traning courses for different adult target groups.
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Waterson, Jan, and Kate Morris. "Training in ‘Social’ Work: Exploring Issues of Involving Users in Teaching on Social Work Degree Programmes." Social Work Education 24, no. 6 (September 2005): 653–75. http://dx.doi.org/10.1080/02615470500185093.
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Oxley, Celia. "Work and Work Programmes for Clients with Mental Health Problems." British Journal of Occupational Therapy 58, no. 11 (November 1995): 465–68. http://dx.doi.org/10.1177/030802269505801106.
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Work may be defined in a number of ways and cover a variety of activities. As well as paid work, it can cover such activities as hobbies, housework, voluntary work and do-it-yourself. It is an important factor in promoting mental health. Meaningful work may actually reduce a client's psychiatric symptoms. A work rehabilitation programme needs to cater not only for those able to progress to open employment but also for those needing supported or sheltered employment. Consequently, the programme should Include a thorough work skills assessment, work adjustment and work skills training, sheltered employment and transitional/supported employment leading, finally, for those who are able, to open employment.
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Skyba, Kateryna. "Key Methodological Aspects of Translators’ Training in Ukraine and in the USA." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 52–56. http://dx.doi.org/10.1515/rpp-2015-0065.
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Abstract The diversity of international relations in the globalized world has influenced the role of a translator that is becoming more and more important. Translators’ training institutions today are to work out and to implement the best teaching methodology taking into consideration the new challenges of modern multinational and multicultural society. The thorough research of the experience in training translators and interpreters in the USA may help to find out new perspective methodological approaches to teaching and learning. This article reviews the variety of translator training programmes in Ukraine and in the USA and presents the analysis of the innovative teaching approaches that are currently popular in the education community. There exist different kinds of translators’ training degree programmes: short and long, full-time and part-time in Ukraine and in the USA. American universities and colleges provide not only academic programmes but also specific certificate programmes in translation and interpretation. The peculiarity of Ukrainian translators’ training programmes is that all these programmes are fully integrated into the university system. The approaches applied in the process of translators’ training in the American system of education are mostly new and oriented on the professional skills building. The following teaching approaches are currently used in the translators’ training process: profession-based, learner-centred, social constructivist and interdisciplinary. A social constructivist approach is more likely to be applied to translators’ training process in Ukraine under the modern conditions.
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Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.
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Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.
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Vooijs, Marloes, Daniël Bossen, Jan L. Hoving, Haije Wind, and Monique H. W. Frings-Dresen. "How to facilitate guideline use? A bottom-up qualitative approach developing a training programme for professionals involved in work participation of people with a chronic disease." Work 70, no. 2 (October 26, 2021): 603–14. http://dx.doi.org/10.3233/wor-213596.
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BACKGROUND: A guideline for occupational health professionals (OHPs) is developed which provides them with knowledge and skills to optimize their guidance to people with a chronic disease. OBJECTIVE: Developing a training programme to acquire and apply knowledge and skills provided by the guideline, through a bottom-up approach. METHODS: First, OHPs training needs were explored using focus groups. Second, learning objectives were formulated by the researchers. Third, experts in the field of education were interviewed to explore relevant training activities. Fourth, researchers integrated all the results into a training programme. RESULTS: Based on the training needs identified, we formulated 17 learning objectives, e.g. being able to name influential factors and effective interventions, increase the individual client’s role, and increase communication with a professionals to enhance work participation of people with a chronic disease. The training activities identified by experts for OHPs to acquire and apply knowledge and skills were: a case study, role play, discussion of best practices and interviewing stakeholders. These were all performed in plenary sessions or small groups. CONCLUSIONS: Training needs, -activities and learning objectives were integrated into a six-hour training programme. This bottom-up approach can serve as input for others developing training programmes to transfer knowledge and skills to OHPs.
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Schjerve, Inga E., Gjertrud A. Tyldum, Arnt E. Tjønna, Tomas Stølen, Jan P. Loennechen, Harald E. M. Hansen, Per M. Haram, et al. "Both aerobic endurance and strength training programmes improve cardiovascular health in obese adults." Clinical Science 115, no. 9 (October 1, 2008): 283–93. http://dx.doi.org/10.1042/cs20070332.
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Regular exercise training is recognized as a powerful tool to improve work capacity, endothelial function and the cardiovascular risk profile in obesity, but it is unknown which of high-intensity aerobic exercise, moderate-intensity aerobic exercise or strength training is the optimal mode of exercise. In the present study, a total of 40 subjects were randomized to high-intensity interval aerobic training, continuous moderate-intensity aerobic training or maximal strength training programmes for 12 weeks, three times/week. The high-intensity group performed aerobic interval walking/running at 85–95% of maximal heart rate, whereas the moderate-intensity group exercised continuously at 60–70% of maximal heart rate; protocols were isocaloric. The strength training group performed ‘high-intensity’ leg press, abdominal and back strength training. Maximal oxygen uptake and endothelial function improved in all groups; the greatest improvement was observed after high-intensity training, and an equal improvement was observed after moderate-intensity aerobic training and strength training. High-intensity aerobic training and strength training were associated with increased PGC-1α (peroxisome-proliferator-activated receptor γ co-activator 1α) levels and improved Ca2+ transport in the skeletal muscle, whereas only strength training improved antioxidant status. Both strength training and moderate-intensity aerobic training decreased oxidized LDL (low-density lipoprotein) levels. Only aerobic training decreased body weight and diastolic blood pressure. In conclusion, high-intensity aerobic interval training was better than moderate-intensity aerobic training in improving aerobic work capacity and endothelial function. An important contribution towards improved aerobic work capacity, endothelial function and cardiovascular health originates from strength training, which may serve as a substitute when whole-body aerobic exercise is contra-indicated or difficult to perform.
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Smit, Sybil, and Gretha Steenkamp. "The competencies developed in an undergraduate accounting course before SAICA's competency framework was effective: a student's perspective." Journal of Economic and Financial Sciences 8, no. 2 (July 30, 2015): 666–88. http://dx.doi.org/10.4102/jef.v8i2.115.
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SAICA developed a competency framework prescribing competencies a chartered accountant should master before qualifying. These competencies include compulsory, elective and residual skills (this study focused on compulsory skills: accounting and external reporting as well as pervasive skills). SAICA also issued guidance for academic programmes, detailing how competencies should be developed during academic training. Therefore South African universities should evaluate their academic programmes to ensure compliance with the guidance. The objectives of this study were (1) to determine the extent that an academic programme at a university (before the effective date of the guidance) had developed the compulsory skills and (2) to propose changes to the academic programme in underdeveloped areas. It was found that most skills were addressed in the academic programme but certain pervasive skills (leadership, innovation, understanding the environment, teamwork and communication) had not been well developed. Solutions include additional subjects, case studies, group work, and practical examples.
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Reichenberg, Monica, and Girma Berhanu. "Overcoming language barriers to citizenship: Predictors of adult immigrant satisfaction with language training programme in Sweden." Education, Citizenship and Social Justice 14, no. 3 (November 14, 2018): 279–89. http://dx.doi.org/10.1177/1746197918809575.
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The Scandinavian countries currently face their largest ever wave of immigration. The immigration wave increases the need for immigrants to learn the host language to be able to participate in work life and become a citizen of the host country. Yet, the language training programmes – ‘Swedish for Immigrants’ in Sweden have come under great criticism for inefficiency. But now, surveys have been carried out with the adult immigrants taking part in the language training programmes. Consequently, the purpose of the present study is to identify predictors of adult immigrant students’ attitudes towards language learning at the training programmes in Sweden. Using survey data collected from adult immigrants participating in the language training programmes, we conduct a series of ordinary least squares regressions. We report that the majority of immigrant students are satisfied with the language programmes. Our findings indicate that satisfaction seems to be due to variables such as level of education, age at arrival, and language exposure through social networks but not to socioeconomic status or sex.
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Woods, V., and G. David. "Eyestrain and Musculoskeletal Disorders among Video Coders." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 30 (July 2000): 5–573. http://dx.doi.org/10.1177/154193120004403048.
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A study was conducted for a trade union in the UK to identify the extent of eyestrain and musculoskeletal problems among video coders and to investigate the main causes of these problems at work. A questionnaire study indicated high levels of musculoskeletal pain and discomfort and eyestrain among coders. Problems concerning work organisation (e.g. poor job control), posture (e.g. excessive neck flexion), provision of suitable equipment and furniture (e.g. broken chairs), software (e.g. slow speed), training (e.g. insufficient programmes) and environmental concerns (e.g. variable temperature and airflow) were highlighted during the workplace assessments at two mail centres. Recommendations for risk reduction were made in the following areas: training programme design, system development, selection and provision of equipment and furniture, cleaning and maintenance, environmental issues, work organisation and reduction of health risks.
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Isabirye, Anthony Kiryagana, and Kholeka Constance Moloi. "Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 12–20. http://dx.doi.org/10.22610/jevr.v7i4(v).1505.
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Abstract: This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological research design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study found that the university introduced an academic training programme to the participants (orientation).The orientation prepared them for practical training (learning). Through learning, they were empowered with skills and competencies (skills acquisition) that enabled them to work (performance) as online teachers. The participants further noted that for a training programme to be successful, it must be long in duration, evaluated and have the support of University management. All the participants learning experiences and concerns were synthesised into a training framework. It was recommended that academic development programmes run for longer durations and should be supported by institutional leadership. An evaluation mechanism should be introduced and adhered to, to ensure achievement of all objectives in every training phase.Keywords: Academic development, Open University, training frame work, Innovative teaching
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Koski, Katja, Kaisa Martikainen, Katja Burakoff, Hannu Vesala, and Kaisa Launonen. "Evaluation of the impact of supervisory support on staff experiences of training." Tizard Learning Disability Review 19, no. 2 (April 1, 2014): 77–84. http://dx.doi.org/10.1108/tldr-03-2013-0023.
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Purpose – This paper aims to evaluate the role of the supervisor's support on the effectiveness of a communication training program targeted at staff members who work with individuals who have profound and multiple learning disabilities. Design/methodology/approach – The aim was to explore which aspects of supervisory support influenced the staff members to participate in the programme and the results for the on-going effects of the training. Findings – Staff members reported a need for more supervisory support to maintain the results of the training and to disseminate the new practices to non-trained staff. Originality/value – Although supervisory support seems to benefit staff members during their participation in training programmes, even careful planning and execution of this support cannot ensure its continuation after the training is finished.
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Hames, Annette, and Chris Rollings. "A group for the parents and carers of children with severe intellectual disabilities and challenging behaviour." Educational and Child Psychology 26, no. 4 (2009): 47–54. http://dx.doi.org/10.53841/bpsecp.2009.26.4.47.
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There is evidence for the effectiveness of parent–training programmes in improving parents’ mental wellbeing and parenting skills and their perceptions of their children’s behaviour. Group-based parent-training programmes are regarded as particularly cost-effective, though need to be supplemented with individualised work for highly-stressed families, and there is little evidence for their long-term effectiveness. There have been no evaluations of such programmes for parents of children with intellectual disabilities. This paper describes the content and long-term evaluation of a group-based parent-training programme for parents and carers of children with severe and complex learning disabilities, presenting with challenging behaviour.The programme uses videotaped modelling of children with their parents and teachers, with feedback from the group facilitators and other parents in the group. Parents often join groups expressing feelings of loneliness and guilt and with little confidence in their parenting skills. A postal evaluation questionnaire to parents who had attended groups over an eight-year period identified that 64 per cent thought that the groups had made a difference to their children’s behaviour and almost 90 per cent thought that the groups had made a difference to them. Most commonly, parents reported that the groups helped them to feel less alone. Inspection of referral rates to the local clinical psychology service indicated that only 31 per cent of parents who attended groups, subsequently required any further individual help with behaviour. It is hypothesised that the groups were particularly popular and effective as they reduced social isolation of carers.
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Cobblah, Mac-Anthony, and TB van der Walt. "Staff training and development programmes and work performance in the university libraries in Ghana." Information Development 33, no. 4 (August 18, 2016): 375–92. http://dx.doi.org/10.1177/0266666916665234.
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This paper investigated the relationship between staff development and job performance of the library staff of five selected universities in Ghana. The paper examined the effectiveness of staff training and development policies, programmes, methods, training needs analysis and the monitoring and evaluation methods of the university libraries in order to establish the effectiveness of staff development initiatives in library and information services. The study adopted survey design and mixed methods approach combining qualitative and quantitative approaches in a single study. Data was largely collected with a questionnaire, while interviews were used to collect data from head librarians and heads of departments. The observation instrument was also used to confirm some information provided by the respondents. The findings of the study established that there is a positive relationship between staff training and development and work performance of library staff in the selected university libraries in Ghana. The results also revealed that even though staff development contributes greatly to effective provision of library and information services, staff training alone did not contribute to staff effectiveness. Staff development must be complemented with other human resource management strategies such as reward, promotion, retooling, etc. The paper makes recommendations on how staff development can help improve upon library staff effectiveness.
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Gutina, G. Y., and I. V. Yemelyanova. "Professionally Oriented Practice in Graduate Students in the Context of Networking between University and School." Psychological-Educational Studies 8, no. 3 (2016): 85–94. http://dx.doi.org/10.17759/psyedu.2016080308.
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The paper describes the experience of organising professionally oriented practice for graduate students in the context of networking. The model of in-depth professionally oriented practice for students of the master’s programme in Psychology and Education was created and approved by the leading Russian pedagogical universities within the project “Developing and approving new modules of basic master’s programme of professional training in Psychology and Education on the basis of networking between educational organisations providing general and higher education programmes implying in-depth professionally oriented student practice”. The model of in-depth practice is constructed on the grounds of activity- and competency-based approaches. Practical training of graduate students focuses on the structure and content of work functions (actions) defined in the professional standard for educational psychologists.