Thematische Bibliographien / Education, Evaluation|Education, General|Psychology, Industrial

Auswahl der wissenschaftlichen Literatur zum Thema „Education, Evaluation|Education, General|Psychology, Industrial“

Autor: Grafiati

Veröffentlicht am 14. September 2021

Zuletzt aktualisiert am 1. Februar 2022

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Education, Evaluation|Education, General|Psychology, Industrial" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

Maynard, Douglas C., Peter D. Bachiochi und Ana C. Luna. „An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology“. Teaching of Psychology 29, Nr. 1 (Januar 2002): 39–43. http://dx.doi.org/10.1207/s15328023top2901_10.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.

Махотин und Dmitriy Makhotin. „Technological Literacy of Students As a Result of General Education“. Profession-Oriented School 3, Nr. 2 (17.04.2015): 8–15. http://dx.doi.org/10.12737/10978.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

With introduction and implementation of competency approach in education researchers have been giving insufficient attention to other categories of evaluation of education, «literacy» in particular. The author in the article analyzes the domestic and foreign research on this issue and offers a new understanding of literacy — technological literacy, which corresponds to the results of general education in accordance with the requirements of the modern post-industrial society.

Et al., Yedi Purwanto. „Moderate Islamic Character Education In 4.0 Industrial Era“. Psychology and Education Journal 58, Nr. 1 (20.01.2021): 5356–64. http://dx.doi.org/10.17762/pae.v58i1.1793.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Character education build the moral of students based on ethics and national culture that has been internalized and becomes a special trait of the Indonesian nation. Through Islamic education, moderate character values will embrace human activities, both in the vertical or horizontal connection. This study aims to find out about the character education and the outcome, implemented at the Indonesia University of Education. Methodology of research are used quantitative and qualitative factor and participated by general mandatory courses (GMC) higher education students and graduates. The results indicated that Islamic character education have an important role to develop character of students.

Ryan, Timothy J. „Industrial hygiene laboratory for distance education. Part 2: Course evaluation“. Chemical Health and Safety 9, Nr. 5 (September 2002): 13–16. http://dx.doi.org/10.1016/s1074-9098(02)00348-9.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Marsono, Bella Cornelia Tjiptady, Yoto,. „Model For Development Of Students 'Capability In Industry Practices In Era 4.0“. Psychology and Education Journal 58, Nr. 1 (01.01.2021): 3268–75. http://dx.doi.org/10.17762/pae.v58i1.1266.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Vocational education in the industrial revolution era 4.0 needs to get support from various parties in order to have a major contribution in economic development. The problem faced at this time is the weak ability of human resources, especially in creativity and innovation capability. One solution that can be done by vocational education is the presence of industrial practices. This paper presents a model for developing learners' capabilities through industrial practices that begin with planning from preparation, implementation, and evaluation. The purpose of this paper is to describe the implementation of industrial practice models. Through this model, institutions can use them to improve the capabilities of program students in the 4.0 era.

Barojas, Jorge. „Technology Efficiency Education“. Industry and Higher Education 13, Nr. 4 (August 1999): 257–66. http://dx.doi.org/10.1177/095042229901300406.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The concept of a culture of technology efficiency is considered in the context of a plan designed to prepare engineers who teach technicians. The conditions essential to the development of such a culture have been established and tested in terms of goals, cognitive tools and operational factors, and these are discussed and analysed in this paper. These factors were applied to a joint programme undertaken in Mexico by the Department of Education of the National Commission for Energy Efficiency and the General Direction of Technological and Industrial Education under the Ministry of Education. After describing this programme and assessing the results, the author concludes with more general remarks concerning the planning, development and evaluation of educational projects in the context of technology efficiency.

Stansbury, Jessica A., und David R. Earnest. „Meaningful Gamification in an Industrial/Organizational Psychology Course“. Teaching of Psychology 44, Nr. 1 (15.11.2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

Wann, Daniel L. „Developing Fantasy Organizations in Industrial/Organizational Psychology Courses“. Teaching of Psychology 21, Nr. 3 (Oktober 1994): 177–79. http://dx.doi.org/10.1177/009862839402100315.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Students in an undergraduate industrial/organizational psychology class were asked to develop fantasy organizations and apply lecture material to them. Student evaluations indicated that the exercise was informative and enjoyable.

Wann, Daniel L. „Developing fantasy organizations in industrial/organizational psychology courses“. Teaching of Psychology 21, Nr. 3 (Oktober 1994): 177–79. http://dx.doi.org/10.1207/s15328023top2103_14.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Shultz, Kenneth S., und Janet L. Kottke. „The Master's Thesis in Applied Psychology Training“. Teaching of Psychology 23, Nr. 3 (Oktober 1996): 166–68. http://dx.doi.org/10.1177/009862839602300307.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Many master's programs in industrial and organizational psychology do not require a thesis. We argue that the master's thesis serves several critical pedagogical purposes and is more relevant to applied psychology than many students and faculty realize. Suggestions are made on how to tie the thesis to several critical competencies required of psychologists in applied industrial settings.

Mehr Quellen

Dissertationen zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

Flansburg, Jill D. „Task Comparison Between Career Counselors and Vocational Evaluators| What's the Difference?“ University of South Florida, 2013.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kaya, Ozlem. „Inclusion and burnout examining general education teachers' experiences in Turkey /“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319885.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3107. Adviser: Genevieve Manset Williamson.

Laplante, Joëlle. „Quand le coeur n'y est plus: le désengagement psychologique au travail et dans le milieu scolaire“. Thesis, University of Ottawa (Canada), 2011. http://hdl.handle.net/10393/30159.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Tous ne sont pas égaux dans la société. Lorsque les individus reconnaissent leur situation de désavantage et en sont insatisfaits, un sentiment que les auteurs ont qualifié de privation relative, certains choisissent de réagir à leur situation désavantageuse ouvertement et d'autres optent plutôt pour des réactions silencieuses. Dans les quatre études présentées, nous focalisons sur un type précis de réaction souterraine en réponse à la privation relative, soit le désengagement psychologique. Cette stratégie qui, selon les hypothèses de départ, protège l'estime de soi, peut s'effectuer par le biais de deux mécanismes : le discredit du feedback et des évaluations et la dévaluation du domaine dans son ensemble. Les quatre études presentées dans cette thèse portaient principalement sur les antécédents et les conséquences du désengagement psychologique. La première étude, réalisée par questionnaire auprès d'un groupe d'employées de bureau (N = 154) avait pour but de déterminer si le recours aux mécanismes de désengagement psychologique diffère selon le type de comparaisons (sociales ou temporelles) donnant lieu à la privation relative. Les résultats de la modélisation par équations structurales font état d'une certaine stabilité au niveau de l'adoption des mécanismes de désengagement suite aux sentiments de privation relative. En revanche, la deuxième étude, menée auprès d'éducatrices et d'aides enseignantes (N = 106), démontre qu'être un laissé-pour-compte dans son milieu professionnel, mesure par la privation relative intragroupe, peut entraîner une baisse de l'identification au groupe et renforcer de façon indirecte le retrait non plus psychologique, mais effectif du domaine. La troisième étude, une méta-analyse recensant les réponses de 4351 participants (30 échantillons distincts), infirme l'hypothèse de l'effet protecteur du désengagement psychologique sur l'estime de soi : il a été démontré que le discrédit et la dévaluation blessent. De plus, plusieurs modérateurs ont été évalués afin d'expliquer la variance observée au niveau des résultats d'études antérieures. Les résultats indiquent, par exemple, que les blessures infligées par le discrédit et la dévaluation dans le milieu scolaire sont moins graves que celles dans le milieu de travail. Dans la foulée de cette méta-analyse, la quatrième étude a été menée par questionnaire auprès d'un groupe d'étudiants francophones en situation minoritaire (N = 107), afin d'évaluer l'apport de facilitateurs du désengagement psychologique. Il a été démontré que les étudiants dont l'estime de soi est liée à l'approbation des autres répondent davantage à la privation relative par le discrédit ; de plus, les résultats suggèrent que ce recours au discrédit suscite une plus forte baisse de l'estime de soi lorsque l'étudiant n'attribue pas de sens ou de signification psychologique à la poursuite des études. En somme, les quatre études ont permis de démontrer que 1) le désengagement psychologique peut être provoqué par les privations relatives sociale, temporelle et intragroupe ; 2) le recours au désengagement psychologique peut être provoqué par un traitement différentiel relié à des stigmas non visibles, comme le groupe professionnel et la langue ; 3) certains facteurs peuvent modérer le recours au désengagement psychologique ; 4) la séquence d'adoption des mécanismes de désengagement est plutôt stable mais l'identification au groupe mené plus directement à la dévaluation du domaine ; et 5) les mécanismes de désengagement psychologique ont un effet néfaste sur l'estime de soi ; 6) certains facteurs peuvent rendre l'un ou l'autre de ces mécanismes plus dommageable à l'estime de soi.

Riley, Mike. „Developing a model for the application of post-occupancy evaluation (POE) as a facilities performance enhancement tool in the higher education sector“. Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/6192/.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Post-occupancy evaluation provides a mechanism for systematically evaluating facilities performance. However, the effectiveness of existing models within HE is subject to question with few institutions fully embracing its application. The research sought to establish the extent to which POE models are utilised and the degree to which they satisfy the needs of HE in England and Wales. The outcome of the work was to propose a POE model that addresses the needs of Higher Education institutions. The research found that development of POE models has been driven by numerous factors resulting in creation of sophisticated POE frame-works. However the extent to which they are considered effective is limited. Earlier work focuses on the identification of factors that influence user satisfaction and development of complex quantitative models. Users of such models seek to learn lessons from projects to improve the design and delivery of facilities and enhance their performance in use. However, the extent to which existing POE models facilitate this is subject to question. The study adopted a mixed methods approach to establish whether existing models reflected the factors influencing user satisfaction in the specific context of HE. It revealed that physical and internal environmental factors influenced user satisfaction in varying patterns with varying results in differing situations. The perception of quality consistently correlated with users' overall perceptions of satisfaction with buildings. The term 'quality' is a made up of several discrete factors; further work could be developed to allow these to be fully defined. The research concluded that a single POE model would be inappropriate and a frame-work is proposed based on a balanced scorecard, reflecting four performance dimensions tailored to the context of HE and allowing linkage of POE to strategic institutional plans. The project liberated contribution to theoretical knowledge and professional practice. It established that within HE the concept of a consistent set of factors correlating with overall satisfaction is flawed. It went further to identify the construct of 'quality' as a key factor influencing satisfaction and established user satisfaction is a construct that is time related. It also found that application of POE is inconsistent across the HE sector in terms of purpose and extent of connectivity to institutional objectives. These findings indicated that adoption of a standardised POE model within HE is unlikely to liberate consistent, useful data to enhance building and facilities performance. The adoption of the proposed approach offers a vehicle cost effective development of tailored POE solutions.

Ryan-Gonzalez, Clark. „Do Military Personnel Feel Excluded and Ignored in Post-Secondary Education“. UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/458.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The present study was conducted to investigate whether returning veterans feel ostracized (excluded and ignored) and if they experience its immediate negative impact (reflexive pain response and thwarted basic needs) on university campuses. Additionally, this study was designed to investigate veteran students’ feelings of perceived burdensomeness, and three caveats of student engagement: student faculty engagement, community-based activities, and transformational learning opportunities. Participants in the study were 118 civilian and veteran students at the University of North Florida. All data were collected through a world wide web surveying program that allowed each participant to respond on computers from any location. Both veteran and civilian participants recorded the interactions and feelings they recalled experiencing in the classroom during the month prior to participating in the study. The surveys administered were the Needs Threat Scale, the Numeric Rating Scale (NRS-11), the Wong Baker Faces Pain Rating Scale, the Interpersonal Needs Questionnaire (INQ), the Student Faculty Engagement (SFE) scale, the Community Based Activities (CBA) scale, and the Transformational Opportunity (TLO) scale along with a demographics questionnaire. Results show that participants in the veteran group reported greater thwarted belongingness than civilian students. Military service was also associated with less engagement in CBAs and TLOs. The association with less engagement in CBAs explained the impact of militarily service on thwarted belongingness.

DeShazo, George Newton. „An evaluation of personality-environmental factors related to job satisfaction of secondary school natural science teachers“. W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618426.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The purpose of this study was to examine the relationship among certain personality traits, vocational interests, and demographic factors with job satisfaction among secondary school natural science teachers. Implications for future research and educational practice were explored.;Volunteers teaching secondary school natural science classes in seven Virginia public school districts primarily in the Hampton Rhodes area were subjects for this study. Subjects completed the Myers-Briggs Type Indicator, the Vocational Preference Inventory, The Job Descriptive Index, and a biographical informational questionnaire.;It was hypothesized that (1) there would be a positive correlation between the predominant basic preference, INTJ, and job satisfaction, (2) there would be a positive correlation between congruence of the Holland code IRS and job satisfaction, (3) there would be a positive correlation between differentiation and job satisfaction, and (4) there would be a positive correlation between age, sex, years as natural science teacher, years in present position, total years in education, highest degree earned and job satisfaction.;Hypotheses 1, 2, and 3 were rejected. In hypothesis 4, years in present position and years as natural science teacher were negatively correlated with job satisfaction. Recommendations for further research and future educational practice were made.

Lips-Wiersma, Marjolein Silvia. „The influence of 'spiritual meaning-making' on career choice, transition and experience“. Thesis, University of Auckland, 1999. http://wwwlib.umi.com/dissertations/fullcit/9969054.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The focus of this inquiry is “The influence of ‘spiritual meaning-making’ on career choice, transition and experience”. Over the past decade there has been an increase in interest in the expression of spiritual belief in work. Most of the writing on the topic is based on the premise that individuals and organisations have lost meaning, and that the problem of meaning in work needs to addressed to enhance the ways in which we organise, and to enhance organisational output and personal wellbeing. Whereas the current writing on spirituality and work often suggests that organisations should provide more meaning, this research took a more humble starting point by asking what meanings individuals with spiritual belief are currently attributing to, and discovering in, their work, and by asking how and whether these meanings determine work behaviour. I argue in this thesis that the concept of meaning-making is central to spirituality. I reviewed the psychological literature on meaning and as a result decided to focus the inquiry on three core elements of meaning; purpose, sense-making and coherence. In order to step back from the organisational agenda, and give voice to the authenticity of diverse spiritual beliefs, I chose to use career, rather than organisational theory, as framework for this inquiry. An additional theoretical framework of ‘agency and communion’ was introduced to conceptualise human motivation beyond its current narrow ‘self’ and ‘doing’ oriented definitions. A combination of ‘collaborative human inquiry’ and ‘narrative’ methodology was chosen to elicit subjective career meanings. Fifteen individuals with diverse spiritual beliefs participated in this research. These included a Buddhist, a Quaker, a Catholic, a Bahá'í, and a Mormon, as well as those not currently affiliated with an organized religion. The findings show that spiritual belief strongly determines career choice, transition and experience. It was found that research participants, in spite of their diverse beliefs, shared four purposes: ‘developing and becoming self’, ‘union with others’, ‘expressing self’ and ‘serving others’. When these purposes can be expressed fully, the workplace is experienced to be aligned with spiritual belief, and individuals are contributing fully, especially when diversity of spiritual expressions is acknowledged at the same time. Career transitions are made through an ongoing sense-making process as a result of which the individual may decide that the four purposes are no longer in balance and action is required in order to continue to live meaningfully. This sensemaking is a result of ongoing interaction between the individual and his or her work environment. Coherence is a result of the transrational element of spirituality, when the individual feels his or her work is still aligned with a bigger (divine) plan. This is assessed on an ongoing basis through prayer, asking ‘was this meant to be’ and reframing difficulties and setbacks as opportunities for learning and development. I suggest that it may not be wise to seek collective enactment of the trans-rational as it has no firm basis for collective organisational decision-making. It cannot seek collective expression due to the diversity of beliefs of organisational members. However I strongly suggest that an organisation that wants to align itself with the spiritual beliefs of its members, ensures that the four purposes of ‘developing and becoming self’, ‘union with others’, ‘expressing self’ and ‘serving others’ can be fully enacted in the organisation, keeping in mind that spirituality expresses itself in process as well as outcome.
Subscription resource available via Digital Dissertations only.

Gardner, Angelette. „Characteristics of Faculty Evaluation Formats for Promotion, Tenure, and Annual Review“. TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/19/.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Shearer, Sarah E. „ArchiTECHture: Rebuilding the Traditional University for the 21st Century“. Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1198.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

This senior thesis is an examination of the major complexities and considerations encountered in developing an e-learning program. In light of the changing landscape of higher education resulting from technological advancement, combined with changing pedagogies and financial pressures, traditional institutions are under heightened scrutiny and most in need of innovation. Online learning as been proposed as a solution to many of these issues, but creating a successful program is no small feat. Furthermore, experimental research on specific course designs and delivery often fails upon real-world implementation. Looking through the lens of Design-Base-Implementation Research (DBIR), an emerging research model that seeks to rectify this inefficiency, this thesis will first affirm the crucial need for active leadership throughout the development and implementation process. Analysis will then turn to the most pertinent elements administrators must address, including the motivations and catalysts for innovation, funding, faculty engagement, IT support, course design and project evaluation; in keeping with DBIR methodology, each of these considerations will take different forms and require alternative courses of action based on the unique institutional attributes and circumstances. Finally, the exploration will culminate in reasserting the urgency for innovation in higher education, and concluding that a uniform “solution” will not only be pragmatically impossible but also detrimental to both institutional legacy and student education: a quality and sustainable program necessitates due diligence in acknowledging and working with the distinct characteristics of each institution.

Ragadu, Suzette C., und Suzette C. Minnaar. „Transformation in higher education : receptions of female academics at a distance education institution of higher education“. Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.
Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.

Mehr Quellen

Bücher zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

Basarab, David J. The training evaluation process: A practical approach to evaluating corporate training programs. Boston: Kluwer Academic, 1992.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Peterson, Nadene. The role of work in people's lives: Applied career counseling and vocational psychology. 2. Aufl. Belmont, CA: Thomson/Brooks/Cole, 2005.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Peterson, Nadene. The role of work in people's lives: Applied career counseling and vocational psychology. Australia: Wadsworth Pub. Co., 2000.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Bednyĭ, G. Z. The Russian theory of activity: Current applications to design and learning. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Chelimsky, Eleanor. Older Americans Act: Eldercare partnerships generate few additional funds for public services : statement of Eleanor Chelimsky, Assistant Comptroller General, Program Evaluation and Methodology Division, before the Subcommittee on Human Resources, Committee on Education and Labor, House of Representatives. [Washington, D.C.]: The Office, 1993.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A limited-scope review of the South Carolina State Department of Education. Columbia, SC: The Council, 1996.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Harold, Groneman Chris. General industrial education and technology. 7. Aufl. New York: McGraw-Hill, 1986.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Education and safety issues at the South Carolina School for the Deaf and the Blind. Columbia, S.C: Legislative Audit Council, 2003.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Reece, Barry L. Effective human relations: Interpersonal and organizational applications. Mason, OH: South-Western Cengage Learning, 2010.

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Buchteile zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

Reischmann, J. „Facilitating Adults’ Learning by Coaching: Development and Evaluation of an Andragogical Model of Continuing Vocational Education within Industrial Companies“. In Recent Research in Psychology, 19–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84256-6_2.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Clegg, Joshua W., Joseph A. Ostenson und Bradford J. Wiggins. „Manufacturing the Industrial Citizen“. In Cultural Psychology of Education, 219–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96035-7_19.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lane, Suzanne. „Performance assessment in education.“ In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 329–39. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-020.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lavrischeva, Ekaterina, und Alexei Ostrovski. „General Disciplines and Tools for E-Learning Software Engineering“. In ICT in Education, Research, and Industrial Applications, 212–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35737-4_13.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Galikhanov, Mansur, Ljubov’ Ovsienko, Dinara Kulikova, Irina Zimina und Alina Guzhova. „Professional Development of Educators of General and Professional Education Systems in University Complex: Convergent Educational Environment“. In Educating Engineers for Future Industrial Revolutions, 263–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_24.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Fernandes, José, Carolina Feliciana Machado und Luís Amaral. „Methodology Used for Determination of Critical Success Factors in Adopting the New General Data Protection Regulation in Higher Education Institutions“. In Research Methodology in Management and Industrial Engineering, 71–109. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40896-1_4.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Miguélez, Fausto, Jordi Planas und Paulina Benítez. „Digital Revolution and Sociocultural Change“. In Towards a Comparative Analysis of Social Inequalities between Europe and Latin America, 141–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48442-2_5.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

AbstractThe title of this chapter refers to how current developments in technology are not just one further innovation of the industrial era, but will lead to decisive changes in production methods, markets, labour, consumption and, to a considerable extent, personal and social relationships. But these changes will be happening within the economic and political framework of the period prior to digitalisation and will persist in the globalisation of the economy. These pages will focus on what we believe to be key issues: changes to business and work, changes to the education and training of people in general and the active population in particular, and certain activities that will have a profound effect on the way we communicate and relate to each other.No technological innovation, not even this one, exists and acts in isolation from the socio-political framework. Therefore, it is also important to analyse the policies and strategies that might lead the digital economy in one direction or another, towards an increase in inequality or in welfare. Going further, what our analysis does not cover is how the digital revolution could be of great help to curb the climate crisis, with changes in energy production, mobility, construction and protection of the environment, provided there is political will and consequent action.

Ajithkumar, Usha. „A Study of the Problems Faced by Industrial Training Institutes (ITI) in India as Perceived by Different Stakeholders“. In Technical Education and Vocational Training in Developing Nations, 151–76. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1811-2.ch008.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The study focused on the problems faced by students pursuing ITI and the views of school students about ITI. Data was collected by the researcher through questionnaire distributed to students and in-depth interview with the principals of ITI. The themes that emerged from the data were General information about the student, Information about his family, Information about ITI education, Administration and organization, Possibilities and equipments, Teacher's capacity, Curriculum, and Community's perception. The findings highlight lack of infrastructure, inadequate teacher capacity, lack of updated curriculum, lack of awareness about ITI among students from formal schooling. On the basis of the findings the study recommended that the Government needed – Curriculum Enhancement Policies, Increasing Training Capacity, Program Evaluation, and Apprentice Programs; Infrastructure Improvement, Personnel, and Personal and Professional Development.

„Education, psychology and multimedia“. In Computer Science in Industrial Application, 243. CRC Press, 2015. http://dx.doi.org/10.1201/b18568-59.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

„Education, psychology and multimedia“. In Computer Science in Industrial Application, 257–420. CRC Press, 2015. http://dx.doi.org/10.1201/b18568-6.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Fco Javier Martinez-de-Pison-Ascacibar, Ruben Urraca-Valle, Javier Antoñanzas-Torres und Andres Sanz-García. „Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5167.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.

Liu, Shanshan, Xue Zhao und Chen Fang. „Promoting China's higher vocational education quality through general education“. In International Conference on Computational Intelligence and Industrial Engineering. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/ciie140671.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Chumchune, Nutchanat. „Promoting Affective Competency Based on Industrial Psychology for Engineering Teachers“. In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.047.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Linge, Ove Roza Putri R., Fitriah Khoirunnisa und Friska Septiani Silitonga. „Character Education Based on Psychology Perspective in the Industrial Revolution Era 4.0“. In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.63.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Troskova, Marina, und Irena Katane. „Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences“. In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.040.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.

Andersson, Kjell. „Evaluation of a Model Based Learning Approach for Engineering Design“. In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47276.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

Project-based education in combination with problem-based learning has been very successful, and has contributed to the popularity of engineering design education among students at technical universities. The close connection to industrial problems by the use of industry-connected projects has boosted this popularity still further and to get an insight of future working environments after graduation is very inspiring for the students. The curriculum of the Machine Design capstone course at KTH Department of Machine Design covers the whole process from idea generation to manufacturing and testing a final prototype. A major part of the course consists of project work where students develop a product prototype in close cooperation with an industrial partner or with a research project at the department. This means that a major part of the course uses project-based learning as a teaching strategy. In addition, a model-based design methodology is introduced which enables the students to evaluate and “experience” many different behaviors of the product using digital models in a virtual environment. In this way, students can see that many undesirable concepts and flaws can be avoided even before a prototype is manufactured. This paper evaluates the use and learning outcome of model-based design in a capstone course in the Engineering Design MSc program at KTH Department of Machine Design. The approach has been used during a period of three years and the effect on the students’ learning has been evaluated by a questionnaire after each course. I this paper we compare the results of these questionnaires and discuss implications and general conclusions about this learning approach.

Nutchanat, C. „Promoting Affective Competency Based on Industrial Psychology for Engineering Teachers“. In 2020 7th International Conference on Technical Education (ICTechEd7). IEEE, 2020. http://dx.doi.org/10.1109/icteched749582.2020.9101241.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Huda, Tanzil, Bahtiar und Fitri Amilia. „The Development of General Education in English Education Curriculum in the Industrial Revolution Era 4.0“. In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.142.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Walter, Sonja, und Jeong-Dong Lee. „Human capital depreciation and job tasks“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13078.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

This research aims to investigate the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. We estimate an extended Mincer equation based on Neumann and Weiss’s (1995) model using data from the German Socio-Economic Panel. The results show that human capital gained from higher education levels depreciates at a faster rate than other human capital. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine analytical, non-routine manual, and routine cognitive tasks. These jobs are characterized by more frequent changes in core-skill or technology-skill requirements. The key implication of this research is that education should focus on equipping workers with more general skills in all education levels. With ongoing technological advances, work environments, and with it, skill demands will change, increasing the importance to provide educational and lifelong learning policies to counteract the depreciation of skills. The study contributes by incorporating a task perspective based on the classification used in works on job polarization. This allows a comparison with studies on job obsolescence due to labor-replacing technologies and enables combined education and labor market policies to address the challenges imposed by the Fourth Industrial Revolution.

ZIGANSHIN, Bulat, Renat ABDRAKHMANOV, Ilnar GAYAZIEV und Zufar ZAKIROV. „CLUSTER APPROACH TO AGRICULTURE EDUCATION IN RUSSIA BY THE EXAMPLE OF THE REPUBLIC OF TATARSTANi“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.209.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

In modern conditions of rural development, the most important productive resource of the agrarian company is human capital. Only well-trained, receptive to innovation, adapted to the market economy, the technician can solve problems for the effective implementation of the economic activity of any enterprise. However, in recent years the problem of staffing is both a management and staff machine operators have intensified. Numbers have fallen substantially, increased the load on one specialist. Inadequate salaries and general social problems in rural areas of Russia and Republic of Tatarstan reduce the attractiveness of work for graduates of agricultural education institutions. The main purpose of this research was to develop a new conceptual approach to staffing of agro industrial complex in modern conditions. The subject of the study was the system of training personnel for agriculture of Russia (on the example Republic of Tatarstan). The main methods used in this study are comparative theoretical-methodological research of educational institution and logical analyze agricultural education in Russia. The article discusses and analyzed the positive experience of scientific and educational cluster of agro-industrial complex of Republic of Tatarstan and Kazan State Agrarian University. One of the important conditions to solve some of the problems facing agriculture of Russia today, is the modernization of the agricultural education is associated with the formation of relevant scientific, scientific-educational and scientific-production platform. The progressive development of human potential of the agricultural sector plays an important role in achieving the designated high results as the main carrier of innovative knowledge and skills, without which the introduction of modern methods and technologies in production and management of enterprises of agro-industrial complex is simply impossible. Staffing issues agriculture is of great socio-economic importance and is the most important priorities of the state policy not only at present but in the future. Identified key staffing problems of the agro industrial complex of Russia and Tatarstan. Designed and proposed a new intensive model of development of scientific-educational cluster of agro-industrial complex of Republic of Tatarstan.

Berichte der Organisationen zum Thema "Education, Evaluation|Education, General|Psychology, Industrial":

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

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Annotation:

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