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Journal articles on the topic 'Capacity building programme'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Pollack, Todd M., Vo Thi Tuyet Nhung, Dang Thi Nhat Vinh, Duong Thi Hao, Le Thi Thu Trang, Pham Anh Duc, Nguyen Van Kinh, et al. "Building HIV healthcare worker capacity through telehealth in Vietnam." BMJ Global Health 5, no. 4 (April 2020): e002166. http://dx.doi.org/10.1136/bmjgh-2019-002166.

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Development of a robust technical assistance system is an essential component of a sustainable HIV response. Vietnam’s National HIV Program is transitioning from a largely donor-funded programme to one primarily supported by domestic resources. Telehealth interventions are increasingly being used for training, mentoring and expert consultation in high-resource settings and hold significant potential for use as a tool to build HIV health worker capacity in low and middle-income countries. We designed, implemented and scaled up a novel HIV telehealth programme for Vietnam, with the goal of building a sustainable training model to support the country’s HIV workforce needs. Over a 4-year period, HIV telehealth programmes were initiated in 17 public institutions with participation of nearly 700 clinical sites across 62 of the 63 provinces in the country. The telehealth programme was used to deliver certificate training courses, provide clinical mentoring and case-based learning, support programme implementation, provide coaching in quality improvement and disseminate new guidelines and policies. Programme evaluation demonstrated improved health worker self-reported competence in HIV care and treatment and high satisfaction among the programme participants. Lessons learnt from Vietnam’s experience with telehealth can inform country programmes looking to develop a sustainable approach to HIV technical assistance and health worker capacity building.
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Mukoza, Stella Kyobula, and Suki Goodman. "Building Leadership Capacity." Industry and Higher Education 27, no. 2 (April 2013): 129–37. http://dx.doi.org/10.5367/ihe.2013.0147.

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Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show that the programme conforms to established best practice and, given the pressure on universities to offer specialized training, may serve as a model for other higher education institutions in South Africa and elsewhere.
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Willmore, Peter. "COSPAR's programme of capacity-building workshops." Advances in Space Research 34, no. 10 (2004): 2170–73. http://dx.doi.org/10.1016/j.asr.2002.12.002.

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4

Ranagattimath, Anand, and Ramesh R. Naik. "Capacity Building for Library Professionals: A Study." International Journal of Emerging Research in Management and Technology 6, no. 8 (June 25, 2018): 146. http://dx.doi.org/10.23956/ijermt.v6i8.131.

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The present study aims to find out need for capacity building which includes requirement of skills, support of electronic infrastructure (hardware/software related content) and relevant training programmes in the university setup. The study also concentrates on the attitudes of library professionals towards ICT applications and capacity building. The outcome of the study shows that capacity building programme is very much needed in the university libraries as the existing skills of the library professionals is deprived. The libraries have got minimum basic infrastructure, majority of the training programmes are undergone by the professionals or after the completion of the education and got the jobbut having positive attitude towards ICT applications.
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Bradley, Fiona. "Building capacity through the IFLA Building Strong Library Associations programme." IFLA Journal 36, no. 4 (December 2010): 332–34. http://dx.doi.org/10.1177/0340035210388248.

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Douven, W., M. L. Mul, B. Fernández-Álvarez, S. Lam Hung, N. Bakker, G. Radosevich, and P. van der Zaag. "Enhancing capacities of riparian professionals to address and resolve transboundary issues in international river basins: experiences from the Lower Mekong River Basin." Hydrology and Earth System Sciences 16, no. 9 (September 7, 2012): 3183–97. http://dx.doi.org/10.5194/hess-16-3183-2012.

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Abstract. This paper analyses the design and impact of capacity building programmes aimed at enhancing capacities of riparian professionals to address and resolve transboundary issues in international river basins. The case study is a programme developed by the Mekong River Commission (MRC). A post-training evaluation was applied to assess its impact in terms of individual capacity enhancement and change (use and application of knowledge, factors hampering application, and change in function and opportunities within the organisation). The design of the Capacity Building Programme of the MRC Flood Management and Mitigation Programme required a well balanced range of subjects (such as IWRM (integrated water resources management), model and decision support systems, and international water law). The post-training evaluation, 6 months after the last training workshop, showed an increase in familiarity with the topics for all 37 respondents, with the highest increase for the respondents with few years of working experience and from training and education institutions. The relevance of the subjects taught was highlighted by 95% of the respondents, and 78% of the participants had already used some of the acquired knowledge in their job. The respondents indicated that they did not have sufficient opportunities to apply all knowledge. The phased implementation and training of lecturers during the training workshops had a good impact, directly through increasing involvement in facilitation and delivery of the capacity building programme and through the use of the knowledge gained in short courses and development of curricula at their institute. For these types of capacity building programmes, a few recommendations can be made. The selection of participants is crucial for the application of the learned knowledge in their work. The integrative nature of transboundary water issues calls for a capacity building programme addressing a wide range of subjects, which can be understood by a wide range of professionals from different sectors. Training methods should also address this integrative nature through, e.g. roleplays and case studies. A successful capacity building programme needs to address the three levels of capacity building (enabling environment, organisations, and individual staff) and involve national and regional training and education institutes.
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7

Douven, W., M. L. Mul, B. F. Álvarez, L. H. Son, N. Bakker, G. Radosevich, and P. van der Zaag. "Enhancing capacities of riparian professionals to address and resolve transboundary issues in international river basins: experiences from the Lower Mekong River Basin." Hydrology and Earth System Sciences Discussions 9, no. 3 (March 26, 2012): 3813–49. http://dx.doi.org/10.5194/hessd-9-3813-2012.

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Abstract. This paper analyses the design and impact of capacity building programmes aimed at enhancing capacities of riparian professionals to address and resolve transboundary issues in international river basins. Case study is a programme developed by the Mekong River Commission (MRC). A post training evaluation was applied to assess its impact in terms of individual capacity enhancement and change (use and application of knowledge, factors hampering application, and change in function and opportunities within their organisation). The design of the Capacity Building Programme of the MRC Flood Management and Mitigation Programme showed a well balanced range of subjects (such as IWRM, models and decision support systems and international water law) which are required for such an integrated topic. The post training evaluation, 6 months after the last training workshop, showed the increase in familiarity of the topics for all 37 respondents, with highest increase for the respondents with few years of working experience and from training and educational institutions. The relevance of the subjects taught is shown by the fact that 95% of the respondents indicated they saw the relevance of the subjects and 78% had already used some knowledge acquired in their job. The respondents also indicated that they did not have sufficient opportunities to apply all knowledge acquired. The phased implementation and training of lecturers during the training workshops, had a good impact, directly through increasing involvement in facilitation and delivery of the capacity building programme and through the use of the knowledge gained in short courses and development of curricula at their training institute. For these types of capacity building programmes, a few recommendations can be made. The selection of participants is crucial for the application of the learned knowledge in their work. The integrative nature of transboundary water issues calls for a capacity building programme addressing a wide range of subjects, which can be understood by a wide range of professionals from different sectors. Training modalities should also address this integrative nature such as roleplays and case studies. A successful capacity building programme needs to address the three levels of capacity building (enabling environment, organisations, and individual staff) and involve national and regional training and education institutes.
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8

Kumar, N., and A. Govindarajan. "Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India." Restaurant Business 118, no. 4 (April 15, 2019): 84–90. http://dx.doi.org/10.26643/rb.v118i4.7645.

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Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.
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Kumar, N., and A. Govindarajan. "Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India." Restaurant Business 118, no. 4 (April 15, 2019): 84–90. http://dx.doi.org/10.26643/rb.v118i4.7646.

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Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.
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10

Arnaud, Keith A., and A. Peter Willmore. "The COSPAR Capacity-Building Workshop Programme, 2000–2007." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 285–88. http://dx.doi.org/10.1017/s1743921307007168.

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AbstractThe Committee on Space Research (COSPAR) Capacity-Building Programme introduces astronomers in the developing world to the rich resource of space research online archives. The programme consists of a series of regional workshops which each bring together about 30 developing world astronomers with around 8 teaching faculty for lectures and hands-on projects. Five workshops have been held so far with another two planned for next year and a budget which enables on average one workshop each year. Proposals for future workshops are encouraged.
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11

Hartvelt, Frank. "Capacity Building Programme for Sustainable Water Sector Development." International Journal of Water Resources Development 12, no. 4 (December 1996): 407–12. http://dx.doi.org/10.1080/07900629650015.

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12

Hoffmeister, Onno, Barbara D’Andrea Adrian, Mark Assaf, Nour Barnat, Dominique Chantrel, Tomasz Kulaga, and Markie Muryawan. "Trade statistics capacity building beyond borders." Statistical Journal of the IAOS 37, no. 3 (September 1, 2021): 997–1007. http://dx.doi.org/10.3233/sji-210854.

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We report on five years of capacity building designed to improve the skills of producers and users of international trade statistics all over the world, with a particular focus on developing countries. This training programme is a joint activity between UNCTAD, UNSD and WTO, based on an innovative (Blended Learning) approach, combining e-learning and face-to-face workshops. It is adapted to local needs, uses the pool of experts working at international organisations, and ensures continuous review and enhancement of the applied methods and tools. The results reviewed in this paper confirm that the program has reached the target population. Furthermore, it has global coverage and is gender-balanced. During the five years since the programme has begun, participation in the courses has increased considerably; success rates have risen from 72% to 79% and satisfaction rates from 77% to 88%. Plans for the future include delivering training in additional languages, increasing interactivity, and adding new components addressing specific training needs.
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Coryell, Joellen, Misty Sailors, Roxanna Nelson, and Oleksandra Sehin. "Capacity building at mid-programme: an international education development programme in Malawi." Development in Practice 26, no. 3 (April 2, 2016): 272–84. http://dx.doi.org/10.1080/09614524.2016.1150416.

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Keogh, Brian, Louise Daly, Danika Sharek, Jan De Vries, Edward McCann, and Agnes Higgins. "Sexual health promotion programme: Participants’ perspectives on capacity building." Health Education Journal 75, no. 1 (December 28, 2014): 47–60. http://dx.doi.org/10.1177/0017896914563320.

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Kennedy Hussein, Mustafa. "Capacity building challenges in Malawi's local government reform programme." Development Southern Africa 23, no. 3 (September 2006): 371–83. http://dx.doi.org/10.1080/03768350600843135.

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Atkin, J. Myron, Paul Black, Leon Lederman, Masakata Ogawa, Glenda Prime, and Léonie J. Rennie. "FORUM: The ICSU Programme on Capacity Building in Science." Studies in Science Education 31, no. 1 (January 1998): 71–91. http://dx.doi.org/10.1080/03057269808560113.

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Phillips-Howard, K. D. "Basis for reclamation policy, programme analysis and capacity building." Land Use Policy 10, no. 2 (April 1993): 173–74. http://dx.doi.org/10.1016/0264-8377(93)90007-w.

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18

Willmore, Peter. "COSPAR’s programme of Capacity-Building Workshops – An up-date." Advances in Space Research 38, no. 10 (January 2006): 2285–89. http://dx.doi.org/10.1016/j.asr.2005.08.048.

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19

O'Rafferty, Simon, Hannah Curtis, and Frank O'Connor. "Mainstreaming sustainability in design education – a capacity building framework." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 169–87. http://dx.doi.org/10.1108/ijshe-05-2012-0044.

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Purpose – The purpose of the paper is to advance the understanding of the role design education plays in sustainable development. It presents a capacity building framework that can be accommodated in various levels of design curriculum development. The framework allows for a macro-view on the key clusters of competencies for ecodesign while allowing for alignment with quantitative and qualitative approaches to evaluation and assessment. The proposed framework does not intend to be universally prescriptive, and it should provide a context for the development bespoke educational programmes and activities. Design/methodology/approach – The research utilises a variety of data sources and methods to provide answers to the research questions. Empirical data were collected through the course of a two-year programme of capacity building with design educators in Wales. This two-year programme incorporated a series of workshops and scoping discussions with teaching staff. Additional data were collected through a literature review and best practice scanning. Thus, the research did not follow a linear process. Instead, it was performed according to an iterative process, evolved by interaction between a theoretical foundation (capacity building, ecodesign education) and empirical material (workshops, literature review). Findings – Design education may need to situate itself away from the traditional art or engineering setting to facilitate greater interdisciplinary learning. This repositioning of design education will allow for multidisciplinary relationships with other schools and communities such as social science, business or planning. There will be a role for the promotion of international design institutes that provide a more concentrated experience of the value of design and design education. Research limitations/implications – This paper sought to explore the context of capacity for sustainable development as it relates to design education. It briefly highlighted some gaps in the literature on capacity building for ecodesign education along with proposing a conceptual framework of key competencies. The intention is to initiate a discussion on the means by which these can be integrated into mainstream design education, lifelong learning and entrepreneurship training. Originality/value – There is no similar framework presented in the literature. Much of the research originates from original research conducted with four universities in a unique programme of capacity building. The paper provides the basis for deeper insights into the interdisciplinary perspectives required. This is something the authors hope to report on this year.
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PEREZ, A., and E. A. LEON. "ProgRESSVet: A capacity-building programme based on the PVS Pathway." Bulletin de l'OIE 2017, no. 3 (January 1, 2017): 33–35. http://dx.doi.org/10.20506/bull.2017.3.2697.

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Paterson, Stuart, and Robyn Dalzen. "Conservation Leadership Programme: 30 years of building capacity for conservation." Oryx 49, no. 3 (July 2015): 389–90. http://dx.doi.org/10.1017/s0030605315000617.

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Atkin, J. Myron. "Comments on the ICSU Programme on Capacity Building in Science." Studies in Science Education 31, no. 1 (January 1998): 92–96. http://dx.doi.org/10.1080/03057269808560114.

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Westwood, Greta, Alison Richardson, Sue Latter, Jill Macleod Clark, and Mandy Fader. "Building clinical academic leadership capacity: sustainability through partnership." Journal of Research in Nursing 23, no. 4 (January 24, 2018): 346–57. http://dx.doi.org/10.1177/1744987117748348.

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Background A national clinical academic training programme has been developed in England for nurses, midwives and allied health professionals but is insufficient to build a critical mass to have a significant impact on improved patient care. Aim We describe a partnership model led by the University of Southampton and its neighbouring National Health Service partners that has the potential to address this capacity gap. In combination with the Health Education England/National Institute of Health Research Integrated Clinical Academic programme, we are currently supporting nurses, midwives and allied health professionals at Master’s ( n = 28), Doctoral ( n = 36), Clinical Lecturer ( n = 5) and Senior Clinical Lecturer ( n = 2) levels working across seven National Health Service organisations, and three nurses hold jointly funded Clinical Professor posts. Results Key to the success of our partnership model is the strength of the strategic relationship developed at all levels across and within the clinical organisations involved, from board to ward. We are supporting nurses, midwives and allied health professionals to climb, in parallel, both clinical and academic career ladders. We are creating clinical academic leaders who are driving their disciplines forward, impacting on improved health outcomes and patient benefit. Conclusions We have demonstrated that our partnership model is sustainable and could enable doctoral capacity to be built at scale.
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Pearson, Pauline. "Working with communities to improve health: The Building Community Capacity programme." Journal of Health Visiting 1, no. 12 (December 2013): 704–9. http://dx.doi.org/10.12968/johv.2013.1.12.704.

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Oghenevwogaga Adogbeji, Benson. "Report of the Nigeria Education Trust Fund ICT Capacity Building Programme." Library Hi Tech News 21, no. 10 (December 2004): 18–21. http://dx.doi.org/10.1108/07419050410577569.

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Griffin, Richard, Christine Blunt, and Vicky Souster. "Building capacity and capability in primary care: a nurse development programme." Primary Health Care 21, no. 3 (April 5, 2011): 25–29. http://dx.doi.org/10.7748/phc2011.04.21.3.25.c8429.

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Fitzpatrick, Tal, and Julie Molloy. "The role of NGOs in building sustainable community resilience." International Journal of Disaster Resilience in the Built Environment 5, no. 3 (September 2, 2014): 292–304. http://dx.doi.org/10.1108/ijdrbe-01-2014-0008.

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Purpose – This case study aims to explore the findings and documented impacts of Volunteering Qld’s “Step Up” programme which is the largest community resilience building programme led by a non-government organisation (NGO) in Australia. Design/methodology/approach – It will describe the programme design and systems that support this type of qualitative work using evidence-based data collected by the project coordinators over the duration of the programme and contextualising these within a broader resilience framework. Findings – This case study will demonstrate and advocate for the need to create stronger partnerships and more significant opportunities for the sector to engage in resilience-building activities. Research limitations/implications – The scope of this project was limited by organisational capacity to conduct research into its own programme, as it was being delivered and with limited resourcing. There is a significant need for further research into the work of NGOs in the emergency management and disaster resilience and the impacts of these programmes on communities. Practical implications – The practical implications of this case study is a recognition that there are inherent challenges for disaster management agencies trying to engage communities in dialogue around planning risk-informed response and recovery plans for disasters. Social implications – However, NGOs are ideally placed to work in and with the communities which they service, to educate and support them at all stages of disaster management. Originality/value – This is a unique first-hand account of the experience of a NGO delivering community resilience programme in Australia and provides an important insight for practitioners and researchers alike.
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Owen, Susanne M. "Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support." Journal of Adult and Continuing Education 26, no. 2 (December 4, 2019): 221–41. http://dx.doi.org/10.1177/1477971419892639.

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Using effective models for continuing teacher and school leader education in developing countries is essential for long-term improvement of the education system and student outcomes. Instructional leadership approaches have been used to capacity-build school leaders, improving leader skills in working with teachers on classroom practices and also focusing on ongoing monitoring of student academic progress. Foreign aid frequently supports such initiatives concerned with turning around school systems in developing countries, with local ownership and integration within national frameworks being essential to ensure sustainability. This paper outlines a leadership programme and processes for Kiribati. Early findings and challenges are outlined within the context of instructional leadership models, as well as strategies used to address issues. The programme has relevance for other continuing education programmes in developing countries, especially within foreign aid situations.
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Villacorta Linaza, Rocio, Timothy Garner, and Chantelle Genovezos. "Building supply chain capacity for neglected tropical diseases: experience from the Ascend West and Central Africa programme." Transactions of The Royal Society of Tropical Medicine and Hygiene 115, no. 8 (May 15, 2021): 841–46. http://dx.doi.org/10.1093/trstmh/trab068.

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Abstract The Ascend West and Central Africa programme, funded by the UK Foreign, Commonwealth and Development Office (FCDO) is supporting integrated preventative chemotherapy for up to five neglected tropical diseases (NTDs), including intestinal worms, lymphatic filariasis, river blindness, trachoma and schistosomiasis. The programme is implemented across 13 countries by a consortium of four leading international development partners: Sightsavers, Liverpool School of Tropical Medicine, Schistosomiasis Control Initiative Foundation and Mott Macdonald. This paper presents messages learnt from country assessments that took place prior to the global outbreak of coronavirus disease 2019 (COVID-19). These messages remain relevant post-COVID-19, with greater priority being given to the challenges for national NTD programmes in continuing to deliver mass drug administration (MDA) during the pandemic. Stakeholder coordination from the earliest stages of the pandemic has occurred at two levels: in the first mile with global partners of the NTD Supply Chain Forum and in the last mile with implementing partners in each country. This has been instrumental to manage delayed MDA, including the impact delays have on the shipment of NTD donated drugs and the distribution of stock held in country. The Ascend West and Central Africa programme is supporting countries with the resumption of MDA through a risk assessment and mitigation action (RAMA) process.
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D., Uranta. "Effect of Capacity Building Programme of Development Agencies on Well Being of Beneficiaries in Niger Delta Nigeria." Journal of Sociological Research 4, no. 2 (November 7, 2013): 351. http://dx.doi.org/10.5296/jsr.v4i2.4522.

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The study examined the effect of capacity building programmes of development agencies (NDDC and SPDC) on well being of beneficiaries in the Niger delta, by assessing participant’s income before and after participation and their perception about the effects of the training programme on them using multidimensional criteria such as their educational, health, shelter, skill acquisition and general standard of living needs. A<strong> </strong>sample size of 300 respondents was selected from the 22 capacity development (study) centers chosen from Rivers and Bayelsa state using purposive-cluster and random sampling techniques. The result of the study indicates that there was a nominal positive change of income in favour of the participating youths exposed to the programme, the study concluded that the skills acquisition pogrammes of the development agencies were effective at improving the wellbeing needs of the participants. It was recommended that donors of both programmes SPDC and NDDC should ensure sustainability by creating more study centres with well-equipped facilities for the training; effective supervision, and monitoring. There is need for adequate funding to ensure prompt payment of stipends and starter packs. Apart from this, experts and professionals should be engaged to train this youth.
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Noormahomed, Emilia, and Robert Scooley. "OC 8566 THE UNIVERSIDADE EDUARDO MONDLANE AND UNIVERSITY OF CALIFORNIA SAN DIEGO PARTNERSHIP, A PARADIGM FOR INSTITUTIONAL AND HUMAN RESOURCES CAPACITY BUILDING." BMJ Global Health 4, Suppl 3 (April 2019): A14.1—A14. http://dx.doi.org/10.1136/bmjgh-2019-edc.33.

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BackgroundCollaborations between lower- and middle-income countries (LMICs) and high-income countries (HICs) are often scientifically and structurally driven by the HICs. Here we aim to describe a paradigm shift in collaboration, exemplified by the collaboration between the Universidade Eduardo Mondlane and University of California, San Diego through the Medical Education Partnership Initiative (MEPI), in which the formulation of priorities and administrative infrastructure reside in the LMICs.MethodsWe outline critical features of the MEPI partnership and compare with traditional models of collaboration, key features of success, lessons learned and the way forward.ResultsLMIC programme partners translate broad programme goals and define metrics into priorities tailored to local conditions. Programme funds flow to a LMIC-based leadership group that contracts with HIC-based peers to provide technical and scientific advice and consultation in a reverse funds flow model. Emphasis is placed on strengthening administrative capacity within LMIC institutions and on creating communities of practice with common goals that resulted in expanded collaboration with European, Latin American, and African institutions. A rigorous monitoring and evaluation process modify programme priorities based on evolving opportunities to maximise programme impact.Over five years, more than 63 research projects were designed, 19 of which received external funding and more than 40 manuscripts were published. Mozambican first-authored publications rose from 29% in 2001–2010% to 38% in 2011–2013.Eighteen (18) residents completed internal medicine specialty training between 2010 and 2014. This represents a fourfold increase from over 1991 to 2000. Three (3) Master’s programmes were created at Lurio University and 50 students successfully finished dissertations.ConclusionVesting LMIC partners with the responsibility for programme leadership and building administrative capacity in LMIC institutions substantially enhances programme relevance, impact and sustainability, and facilitates continuing acquisition of research and training funds to support professional development and institutional capacity building.
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Somayaji, Sakarama, and Vimal Khawas. "Capacity Building for Resettlement Management: A Note on the CSD Training Programme." Social Change 36, no. 1 (March 2006): 191–96. http://dx.doi.org/10.1177/004908570603600111.

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33

Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui, and Lu Sai Lam. "Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.

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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.
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Harris, Kevin. "Building sport for development practitioners’ capacity for undertaking monitoring and evaluation – reflections on a training programme building capacity in realist evaluation." International Journal of Sport Policy and Politics 10, no. 4 (April 4, 2018): 795–814. http://dx.doi.org/10.1080/19406940.2018.1442870.

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Karimi, Stella Silas, Angeline Sabina Mulwa, and Dorothy Ndunge Kyalo. "Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya." Higher Education Studies 11, no. 2 (April 27, 2021): 186. http://dx.doi.org/10.5539/hes.v11n2p186.

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To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335.Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R2 is 0.456 this is an indicator that R2 was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b&lt;0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects
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Nkomo, JC. "Testing the mitigation manual on trainers." Journal of Energy in Southern Africa 16, no. 2 (May 1, 2005): 38–43. http://dx.doi.org/10.17159/2413-3051/2005/v16i2a3112.

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The Energy Research Centre (ERC), together with the Munasinghe Institute for Development (MIND) in Sri Lanka and the Environment and Development Action (ENDA) in Senegal, are developing training manuals to train trainers under UNITAR’s Climate Change Capacity Development Programme (C3D). The rationale for this is clear. The UNFCCC seeks to strengthen non-Annex 1 countries’ effective participation in the Kyoto Protocol process, and to strengthen existing and/or establish new training and research institutions to ensure sustainability of capacity building programmes. These capacity building initiatives should be country driven, involve stakeholder participation, and address specific needs and conditions of the country. For this reason, the ERC is developing training modules on climate change mitigation. ENDA is developing modules on climate change on vulnerability and adaptation; and MIND on sustainable development.
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K.S., Obaniyi, Fabiyi, E,F., Adewole, M,A., Iyilade, A.O., and Onikoyi, M.P. "The Participation of Rice Farmers In Capacity Building Programmes of Agricultural Development Programme in Kwara State, Nigeria." IOSR Journal of Agriculture and Veterinary Science 7, no. 4 (2014): 49–54. http://dx.doi.org/10.9790/2380-07424954.

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Al Shdaifat, Amjad, and Therese Zink. "Pilot study to build capacity for family medicine with abbreviated, low-cost training programme with minimal impact on patient care for a cohort of 84 general practitioners caring for Palestinian refugees in Jordan." BMJ Open 9, no. 8 (August 2019): e028240. http://dx.doi.org/10.1136/bmjopen-2018-028240.

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PurposeStudies document that primary care improves health outcomes and controls costs. In regions of the world where primary care is underdeveloped, building capacity is essential. Most capacity building programmes are expensive and take physicians away from their clinical settings. We describe a programme created, delivered and evaluated from 2013 to 2014 in Jordan.DesignCohort study.SettingPhysicians providing primary care in the United Nations Relief and Works Agency for Palestine Refugees clinics in Jordan.ParticipantsEighty-four general practitioners (GPs) were invited to participate and completed the training and evaluation. GPs are physicians who have a license to practice medicine after completing medical school and a 1 year hospital-based rotating internship. Although GPs provide care in the ambulatory setting, their hospital-based education provides little preparation for delivering ambulatory primary care.Intervention/ProgrammeThis three-stage programme included needs assessment, didactics and on-the-job coaching. First, the learning needs and baseline knowledge of the trainees were assessed and the findings guided curriculum development. During the second stage, 48 hours of didactics covered topics such as communications skills and disease management. The third stage was delivered one on one in the trainee’s clinical setting for a 4 to 6-hour block. The first, middle and final patient interactions were evaluated.Primary and secondary outcome measuresPreknowledge and postknowledge assessments were compared. The clinical checklist, developed for the programme, assessed eight domains of clinical skills such as communication and history taking on a five-point Likert scale during the patient interaction.ResultsPreknowledge and postknowledge assessments demonstrated significantly improved scores, 46% to 81% (p<0.0001). Trainee’s clinical checklist scores improved over the assessment intervals. Satisfaction with the training was high.ConclusionThis programme is a potential model for building primary care capacity at low cost and with little impact on patient care that addresses both knowledge and clinical skills on the job.
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Warwick-Booth, Louise, Jane South, Gianfranco Giuntoli, Karina Kinsella, and Judy White. "‘Small project, big difference’: capacity building through a national volunteering fund: an evaluation of the Department of Health’s Health and Social Care Volunteering Fund." Voluntary Sector Review 11, no. 1 (March 1, 2020): 21–40. http://dx.doi.org/10.1332/204080520x15786512944458.

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This article reports the findings of a mixed-methods evaluation study on the impact of a national fund to support volunteering as a mechanism to achieve health and social goals, within the Health and Social Care Volunteering Fund (HSCVF) programme, established by the formerly named Department of Health (now the Department of Health and Social Care). The article adds understanding of the mechanisms through which government organisations can build voluntary, community and social enterprise (VCSE) organisational capacity to support volunteers. First, the programme increased capacity via resource mobilisation to enhance volunteer recruitment; second, it strengthened VCSE organisations through partnerships/linkages/networking; and finally, it supported learning and skills development. The HSCVF impacted on both volunteering projects and host organisations to produce a range of positive outcomes that were particularly marked in smaller organisations: ‘small project, big difference’. Successful community capacity building can result from programmes such as HSCVF, with this article contributing to the evidence base by detailing the processes through which this occurred.
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Sharma, Jyoti, Homayoun Ludin, Monika Chauhan, and Sanjay Zodpey. "Public health nutrition in Afghanistan-policies, strategies and capacity-building: current scenario and initiatives." Eastern Mediterranean Health Journal 27, no. 7 (July 29, 2021): 728–37. http://dx.doi.org/10.26719/emhj.21.043.

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Background: Afghanistan is grappling with high burden of malnutrition in women and children and a rising burden of noncommunicable diseases. Aims: A narrative review was conducted with the aim of mapping current nutrition policies and capacity development initiatives to assess policy and the institutional environment and identify gaps and opportunities. Methods: A comprehensive, broad based search was conducted, including databases and websites and policy and programme documents. Results: The policy focuses on multisectoral efforts to address nutrition challenges; however; implementation of nutrition-specific and nutrition-sensitive interventions is not delivered uniformly at the community level due to continued conflic situations and geographic inaccessibility, lack of availability of trained human resources and weak institutions. There is limited evidence on the effectiveness of nutrition programmes in Afghanistan. Limited policy provisions are available to address nutrition issues due to the rising burden of noncommunicable diseases, urbanization and changing dietary patterns. The shortage of skilled nutritional professionals is a critical issue. Lack of institutional capacity, educational standards and accreditation mechanism poses major challenges. Ongoing training programmes are fragmented and fail to meet the requirements of a professional nutrition workforce. Conclusion: The findings highlight that well-structured policies and strategies focusing on maternal and child nutrition provide an enabling policy environment to scale up nutrition interventions. Evidence on the implementation of programmes is needed to aid policy recommendations. The lack of an institutional mechanism for professional nutrition education highlights the great need for action in Afghanistan for public health nutrition and education.
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Butterworth, Tony, Kate Jones, and Simone Jordan. "Building capacity and capability in patient safety, innovation and service improvement: an English case study." Journal of Research in Nursing 16, no. 3 (May 2011): 243–51. http://dx.doi.org/10.1177/1744987111406008.

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It is clear that for at least the next decade, funding for many health systems across the world will be challenged by serious uncertainties in country economies. In facing these challenges nurses have to respond positively to innovations in the delivery of care, increases in productivity and the eradication of errors that result in harm to patients. In committing to supporting this necessary change, quality improvement and innovation programmes are now available from national, not-for-profit organisations, such as the Health Foundation (UK) and the Institute for Health Improvement (USA) and the National Health Service Institute for Innovation an Improvement (UK) that specifically address these important issues. Although the targets for these programmes are often health care systems at the macro level, the role of nurses in understanding and delivering innovative practices at a more micro level is vital. Evidence is now available that demonstrates the outputs of such programmes and the impact from making consequent changes to nursing practice. Education programmes and research activity by nurses can also take advantage of this activity and begin to ask questions that focus on those subject areas, as well as adding positive value to people who use health care services. This paper briefly describes background developments during the last decade, offers one example of innovation programme content, describes the results of introducing patient safety, quality improvement and innovation into education curricula and suggests potential areas for future research by clinical academic nurse researchers.
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Adaobi J., Obiadi, Nwankwo Frank O., and Ezeokafor Uche R. "Agricultural Development Programme (ADP) Capacity Building and Cassava Farmers Productivity in Anambra State." Business and Management Research 8, no. 4 (January 31, 2020): 43. http://dx.doi.org/10.5430/bmr.v8n4p43.

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This study was necessitated as a result of the low productivity of cassava farmers in Anambra State. The study set out to examine the effect of Agricultural Development Program (ADP) capacity building on cassava farmers’ productivity in Anambra State. The work was anchored on Cobb-Douglas production model. Descriptive survey research design was adopted for the study. The population of this study comprised of all the ADP cassava farmers and non-ADP cassava farmers in Otuocha and Onitsha Agricultural Zone. With membership strength of three hundred and sixty (360) ADP Cassava farmers and one hundred and sixty (160) non-ADP cassava farmers, making up a total of five hundred and twenty (520) respondents. Structured and unstructured questionnaires were used for data collection and the analysis was done with Analysis of Variance (ANOVA) at 5% level of significance. From the analysis showed that there is a significant difference in the output of ADPCFs and non ADPCFs in Anambra State (F =13.209 and p-value < .05). Based on the findings, the study concluded that belonging to ADP was responsible for the differences in output observed in the study. Sequel to this, it was recommended that cassava farmers in the state that are yet to key into ADP needs to do so in order to learn from the various level of capacity development programs organized by the body.
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Steinberg, Florian, and Liliana Miranda Sara. "The Peru Urban Management Education Programme (PEGUP) — linking capacity building with local realities." Habitat International 24, no. 4 (December 2000): 417–31. http://dx.doi.org/10.1016/s0197-3975(00)00007-2.

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Pindani, Disher Gladiator. "Capacity Building for Effective Governance: Some Thoughts on the Malawi Parliamentary Training Programme." Teaching Public Administration 19, no. 2 (September 1999): 22–32. http://dx.doi.org/10.1177/014473949901900202.

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Wright, S., P. Cloonan, K. Leonhardy, and G. Wright. "An international programme in nursing and midwifery: building capacity for the new millennium." International Nursing Review 52, no. 1 (March 2005): 18–23. http://dx.doi.org/10.1111/j.1466-7657.2004.00250.x.

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Thornicroft, G., and M. Semrau. "Mental health capacity building in low and middle income countries: the Emerald Programme." Epidemiology and Psychiatric Sciences 27, no. 1 (January 11, 2018): 1–2. http://dx.doi.org/10.1017/s2045796017000592.

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Bali, Azad Singh, and M. Ramesh. "Governing healthcare in India: a policy capacity perspective." International Review of Administrative Sciences 87, no. 2 (April 9, 2021): 275–93. http://dx.doi.org/10.1177/00208523211001499.

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After decades of neglect, in 2008, the Indian government launched a national health insurance programme to address the needs of the bulk of the population that could not afford healthcare. This was followed by the launch of another national programme in 2018 that further expanded insurance coverage. These schemes envision a large single-payer, insurance-based system covering about 110 million families. The central objective of this article is to assess the government’s capacity to implement these ambitious programmes. We employ the policy capacity framework developed by Wu et al. to examine the types of capacities needed to achieve desired objectives in the health sector. The central argument of the article is that there are critical capacity deficits, especially along operational dimensions. Our conclusions are generalisable to other middle-income countries currently in the process of implementing similar prospective-payment health policy reforms. Points for practitioners This article highlights the need for governments to prioritise the capacity for implementing health policy reforms. Efforts to achieve and sustain universal healthcare are contingent not only on appropriate policy design, mobilising required resources and building political support, but also on overcoming capacity deficits in implementation. The framework presented in this article serves as a useful tool for governments to diagnose strengths and weaknesses in the specific types of capacities (analytical, operational, and political) needed for universal health coverage.
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Srivastava, Dhananjay. "Cascade Model of Field Epidemiology Training Programme (FETP)." Journal of Health Management 20, no. 2 (April 9, 2018): 144–50. http://dx.doi.org/10.1177/0972063418763650.

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India has the responsibility to interpret and initiate appropriate public health action and notify those events that are of public health emergencies of international concern (PHEIC) as a signatory to International Health Regulation (IHR) (2005) and Global Health Security Agenda (GHSA). The aim of the human resource goal of GHSA is to ensure adequate numbers of trained personnel for response to a public health emergency. Epidemiologists are an essential component of the public health workforce, and in ‘ Delhi Declaration of Epidemiology’ capacity building in epidemiology was identified as an important and urgent issue. Field epidemiology training programmes (FETPs) are competency-based training and service programmes in applied epidemiology and public health for building capacity which enhances better health response in the country. The goal of FETP is to build public health and epidemiological capacity through training to create high-calibre field epidemiologists and to strengthen the disease surveillance. The proposed cascade FETP model for India in this article is to strengthen epidemiological skills and disease surveillance at every level of health system in India. Expansion of FETPs to several institutions while maintaining the quality was emphasized to meet the global requirement of public health cadre, that is, one epidemiologist per 200,000 population.
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Jousma, Harmen. "Science-Based Business Studies at Leiden University." Industry and Higher Education 20, no. 4 (August 2006): 257–61. http://dx.doi.org/10.5367/000000006778175766.

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The Science Based Business (SBB) programme was established at Leiden University in 2001 in an effort to counter the unidirectional professionalism of students in science studies – not explicitly to meet the needs of business and industry. Nor is SBB a stand-alone Master's programme like the MS/MBA or the PSM in the USA: rather, it is designed to be an elective in all Leiden's research Master's programmes. It attracts both those students who want to stay on to study for a PhD and those who seek an occupation outside fundamental research. Especially pertinent to building capacity for innovation is the new course, ‘Orientation on Technopreneurship’, which is taught alongside the SBB programme. Because career opportunities for SBB and OOT graduates are diverse, the organizers have avoided an industry-specific focus in both cases.
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Zachariah, Rony, Dermot Maher, Abraham Aseffa, Mahnaz Vahedi, Pascal Launois, Mohammed Khogali, Garry Aslanyan, and John C. Reeder. "Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey." F1000Research 9 (June 9, 2020): 583. http://dx.doi.org/10.12688/f1000research.24192.1.

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Background: TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries. Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research. Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.
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