Relevant bibliographies by topics / Capacity building training programmes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Capacity building training programmes'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Capacity building training programmes"

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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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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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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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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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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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Pendyala, V. S. S. N. G. K., and D. Vijayan. "DEVELOPING TRAINING PROGRAMS IN REMOTE SENSING AND GEOSPATIAL APPLICATIONS." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences IV-5 (November 15, 2018): 1–6. http://dx.doi.org/10.5194/isprs-annals-iv-5-1-2018.

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<p><strong>Abstract.</strong> Capacity building programmes of Indian Space Research Organisation (ISRO) are aimed at transfer of technology in the field of Remote Sensing and Geoinformatics for monitoring and sustainable development. ISRO Carries out its capacity building through IIRS, NRSC, SAC, IIST and CSSTEAP. As part of the ISROs’ programmes, NRSC is engaged in the capacity building by conducting Regular, Thematic and Customized training courses to enable the effective utilization of Remote Sensing, Geospatial Technologies and its Applications. The main focus of NRSC training programmes is to develop skill sets in usage of these technologies to the efficient and effective development of the country. The target participants for NRSC training programmes are decision makers, implementers and working professionals, who attend short duration courses of 1, 2 and 12 weeks. This paper provides information on the training courses conducted by NRSC in the field of Geospatial Applications and also, discuss on the methodology to upgrade these training courses using multi-level approach in meeting user needs/requirements more effectively. The flexibility offered by this method by utilizing the web based and other enabling technologies is discussed.</p>
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Shrimpton, Roger, Lisanne M. du Plessis, Hélène Delisle, Sonia Blaney, Stephen J. Atwood, David Sanders, Barrie Margetts, and Roger Hughes. "Public health nutrition capacity: assuring the quality of workforce preparation for scaling up nutrition programmes." Public Health Nutrition 19, no. 11 (February 9, 2016): 2090–100. http://dx.doi.org/10.1017/s136898001500378x.

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AbstractObjectiveTo describe why and how capacity-building systems for scaling up nutrition programmes should be constructed in low- and middle-income countries (LMIC).DesignPosition paper with task force recommendations based on literature review and joint experience of global nutrition programmes, public health nutrition (PHN) workforce size, organization, and pre-service and in-service training.SettingThe review is global but the recommendations are made for LMIC scaling up multisectoral nutrition programmes.SubjectsThe multitude of PHN workers, be they in the health, agriculture, education, social welfare, or water and sanitation sector, as well as the community workers who ensure outreach and coverage of nutrition-specific and -sensitive interventions.ResultsOvernutrition and undernutrition problems affect at least half of the global population, especially those in LMIC. Programme guidance exists for undernutrition and overnutrition, and priority for scaling up multisectoral programmes for tackling undernutrition in LMIC is growing. Guidance on how to organize and scale up such programmes is scarce however, and estimates of existing PHN workforce numbers – although poor – suggest they are also inadequate. Pre-service nutrition training for a PHN workforce is mostly clinical and/or food science oriented and in-service nutrition training is largely restricted to infant and young child nutrition.ConclusionsUnless increased priority and funding is given to building capacity for scaling up nutrition programmes in LMIC, maternal and child undernutrition rates are likely to remain high and nutrition-related non-communicable diseases to escalate. A hybrid distance learning model for PHN workforce managers’ in-service training is urgently needed in LMIC.
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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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Agbo, Dr T. O. O., and Nongugwa D.T. "Capacity Building Needs of Farmers in Duck Rearing and Marketing for Sustainable Food Security in Benue State, Nigeria." International Journal of Scientific Research and Management 5, no. 12 (January 29, 2018): 7765–71. http://dx.doi.org/10.18535/ijsrm/v5i12.24.

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This study identified capacity building needs of farmers in rearing and marketing of duck in Benue State, for sustainable food security. The study was carried out in Benue state. Three research questions and three hypotheses guided the study. Questionnaire survey research design was used for the study. A population of 96 respondents was studied. A 36-item structuredDuck Rearing Capacity Building Needs Questionnaire (DRCBNQ) was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and a coefficient of 0.81 was obtained. 96 copies of the questionnaire were administered but only 95 were retrieved and data collected were analyzed using mean Improvement Need-Performance Index (INPI). It was found out that poultry farmers needed capacity building in all the 9 items on feeding of duck, needed capacity building in all the 11 items on management of duck and needed capacity building in all the 16 items on marketing of duck. It was therefore recommended that Agricultural extension agents should utilize the findings of this study on the capacity building needs of farmers to organize training and re-training programmes for improvement of capacity of poultry farmers in the entire production operations of duck. Farmers could be motivated to attend training and re-training programmes organized for their capacity building in duck production to be effective and efficient in duck production to meet the demand for duck in Benue State
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Dissertations / Theses on the topic "Capacity building training programmes"

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Ndou, Siphiwe Davidson. "The effect of capacity building training programmes on municipal practitioners in selected municipalities within the Capricorn District Municipality, Limpopo Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1814.

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Thesis (MPA. (Public Administration)) -- University of Limpopo, 2015
Local governments are obliged by the Constitution of South Africa to deliver services and development to local communities in their demarcated areas. This constitutional mandate comes at a time where South African government entered into a new regime of government indebted to fix the ill of the Apartheid systems. The government of the post-1994 had to eradicate the inequality offspring of segregation policies of the past that resulted in most of the black communities without access to decent local government services and systems. The provision of services by local government became constrained by skills gaps and distribution across a wider community that had to be included in cascading services. The question of capacity in local government formed a critical part of the transformation of government in South Africa. Never the less local government has been swept by service delivery protest since the 2004 with a sharp increase from 2008 till current. Further pressures that indicate capacity challenges are with the inability of municipalities to deal healthy with financial resource. This challenged is confirmed by the steady poor reports by the auditor general year-in-year-out. These challenges exist where there is a concentrated financing reservations and advocacy of capacity building training programmes, which in turn shows to be failing to address capacity challenges in local government. The study investigated the effects of capacity building training programmes on municipal practitioners in selected municipalities within the Capricorn District Municipality, Limpopo province. The focus of the study is to establish the implication of capacity building training programmes on the capacity of officials to discharge their official duties in the municipalities. The study also dealt with the need for a methodological model that could be used to develop capacity building training programmes. Competency-Based Training was studied in pursuit for recommendation as a model for capacity building in local government. The study was grounded within the boundaries of the systems thinking with bias to the complex systems thinking. To fulfil the purpose of the study data was collected through qualitative and quantitative methods. Analyses were made using the Statistical Package for Social Science. The findings of the study revealed that though there are positive effects of capacity building training programmes in local government there is much to be done especial the alignment of capacity with the strategic positioning of the participating municipalities.
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Musaya, Lilly. "Beekeeping and Capacity Building for Sustainable Development: A Critical Assessment of a Beekeeping Training Programme in Cape Town’s Manenberg Township." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30187.

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Beekeeping is an important industry in South Africa yet it is in decline. The South African government and development agencies see the increasing production deficits in the industry as a business opportunity for income generation for social-economically disadvantaged groups. However, most of these developmental initiatives, which have taken the form of beekeeping training programmes have not succeeded in creating a profitable and sustainable source of income. My study interrogated one such project in order to determine how beekeeping training programmes could be revised to increase the likelihood of trainees becoming viable beekeepers. I have drawn on the International Labour Organisation’s knowledge and skills development framework (called Training for Rural Economic Empowerment) to assess the methodological processes used in the development and implementation of the beekeeping programme. I collected data using a combination of qualitative interviews, documentary sources and participant observation, and then used Miles and Huberman’s thematic coding approach to analyse the qualitative data. My main finding is that there were methodological gaps in the pre-training, training and post-training phases of the beekeeping programme, either because of the exclusion of participants’/targeted groups’ inputs in the processes, or because participatory decision-making processes with participants were misapplied. As a result, the beekeeping training programme did not match the participants’ needs, economic opportunities in their area, and their social situations, and these circumstances contributed, in large part, to the graduates not taking up beekeeping.
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Hofman, Karen, Yulia Blomstedt, Sheila Addei, Rose Kalage, Mandy Maredza, Osman Sankoh, Martin Bangha, et al. "Addressing research capacity for health equity and the social determinants of health in three African countries : the INTREC programme." Umeå universitet, Institutionen för folkhälsa och klinisk medicin, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71640.

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Background: The importance of tackling economic, social and health-related inequities is increasingly accepted as a core concern for the post-Millennium Development Goal framework. However, there is a global dearth of high-quality, policy-relevant and actionable data on inequities within populations, which means that development solutions seldom focus on the people who need them most. INTREC (INDEPTH Training and Research Centres of Excellence) was established with this concern in mind. It aims to provide training for researchers from the INDEPTH network on associations between health inequities, the social determinants of health (SDH), and health outcomes, and on presenting their findings in a usable form to policy makers. Objective: As part of a baseline situation analysis for INTREC, this paper assesses the current status of SDH training in three of the African INTREC countries - Ghana, Tanzania, and South Africa - as well as the gaps, barriers, and opportunities for training. Methods: SDH-related courses from the three countries were identified through personal knowledge of the researchers, supplemented by snowballing and online searches. Interviews were also conducted with, among others, academics engaged in SDH and public health training in order to provide context and complementary material. Information regarding access to the Internet, as a possible INTREC teaching medium, was gathered in each country through online searches. Results: SDH-relevant training is available, but 1) the number of places available for students is limited; 2) the training tends to be public-health-oriented rather than inclusive of the broader, multi-sectoral issues associated with SDH; and 3) insufficient funding places limitations on both students and on the training institutions themselves, thereby affecting participation and quality. We also identified rapidly expanding Internet connectivity in all three countries, which opens up opportunities for e-learning on SDH, though the current quality of the Internet services remains mixed. Conclusions: SDH training is currently in short supply, and there is a clear role for INTREC to contribute to the training of a critical mass of African researchers on the topic. This work will be accomplished most effectively by building on pre-existing networks, institutions, and methods.
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Juhari, Mohamed Shamsuri. "Perceptions of Singaporean Malay-Muslim youths participating in community outreach programmes : capacity building for critical thinking?" Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3004/.

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This thesis documents the researcher’s exploratory investigation into the effectiveness of community learning programmes, run primarily by local social welfare organizations, in building up the critical thinking capacities of Malay-Muslim youths in Singapore. The premise is that a lack of critical thinking competencies among members of the Malay-Muslim community at large has contributed to the many problems that they are currently facing such as negative stereotyping, the lag in educational attainment and the inability to match the socio-economic progress achieved by the other ethnic groups in the country. Essentially, this research points to such issues as resulting from the prevalence of negative mental models within the Malay worldview. Underpinned by an eclectic research framework based on the theories of Freire, Giddens and Bourdieu, the study begins by seeking Malay-Muslim youths’ perceptions of issues facing their community. However, what is more crucial is that it asks these youths to relate their personal experiences in participating in the activities conducted by these organisations and how they subsequently were, or were not, ‘conscientised’. The research sees such effects as an indication of capacity building for critical thinking. Based on the participants’ responses, this study has identified five experiential categories which, when encountered by the youths, played a role in conscientising and subsequently building up their capacities for thinking critically of themselves and their community. The findings of the research will now be shared with all relevant parties interested in such issues. Several recommendations have also been subsequently formulated.
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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.

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Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, & Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, & Hanson, 2009; Harris, Graham, & Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez & Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher’s practice: 1) teachers’ fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students’ academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers’ implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers’ practice.

This study found five key features of this intervention’s PLCs that teachers described as developing their capacity: 1) theoretical texts directly connected to teachers’ practice; 2) a resource-orientation to students; 2) a developed sense of personal responsibility for students’ progress; 4) informal collaboration with colleagues outside the PLC space; and 5) peer observation with direct, non-evaluative feedback conversations. These features, when situated within existing literature, provide the groundwork for greater research around PLCs and how they can serve as a support of teachers’ capacity-building and implementation of instructional interventions.

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Doberstein, Brent A. "Building capacity for environmental planning in Viet Nam : the role of development aid environmental impact assessment programmes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61081.pdf.

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Blignaut, Alice May. "An impact and cost-benefit analysis of some SAPS personnel capacity-building programmes / by Alice May Blignaut." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1816.

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Machika, Dimakatjo Mokgaetji. "Capacity building programmes for the skills development of employees at the Gauteng Department of Education / D.M. Machika." Thesis, North West University, 2014. http://hdl.handle.net/10394/13189.

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Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges.
MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.

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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.

In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.

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Cranston, Kayla A. Cranston. "Building & Measuring Psychological Capacity for Biodiversity Conservation." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1472034188.

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Books on the topic "Capacity building training programmes"

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Lado, Ismail Abdalla. Capacity building of African NGOs: A case study of a training programme. Wolverhampton: University of Wolverhampton, 1998.

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K, Kanjlia V., Gupta A. C, India. Central Board of Irrigation and Power., Uttarakhand Jal Vidyut Nigam Ltd., and US Hydropower Council for International Development., eds. Capacity Building and Training Programme for Different Stakeholders in India's Hydropower Sector, 23-24 January 2008, Dehradun: Proceedings. New Delhi: [Central Board of Irrigation & Power], 2008.

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Nigeria. Inter-Ministerial Committee on Nation-wide GIS/Essential Maps Programme. Report of Inter-Ministerial Committee on Nation-wide GIS/Essential Maps Programme: (critical capacity building on equipment and training). Lagos]: Federal Ministry of Works and Housing, Federal Surveys Department, 1999.

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Expert Meeting on Building NGO Organisational Capacity for Women's Health (1993 Bangalore, India). WAH!-Women and Health Training Programme, India: The Expert Meeting on Building NGO Organisational Capacity for Women's Health, 16-22 July 1993, Bangalore, India. Ahmedabad: CHETNA, 1995.

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Seminar on Private Sector Participation in Hydropower Development (2008 Simla, India). Capacity building and training programme for different stakeholders in India's hydropower sector & special session on contract management: Settlement of claims, 24-25 March, 2008 : proceedings. Edited by Kanjlia V. K, Gupta A. C, Satluj Jal Vidyut Nigam, India. Central Board of Irrigation and Power., and US Hydropower Council for International Development. New Delhi: Central Board of Irrigation & Power, 2008.

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Workshop, on E.-Commerce Executive Programme for SMEs (2002 New Delhi India). E-commerce capacity building in Colombo Plan member countries, e-commerce executive programme for SMEs: Report of the Colombo Plan Secretariat training programme, New Delhi, 11th to 20th February 2002. Colombo: Colombo Plan, 2002.

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Methodology Workshop on Capacity Building Programme for Small-Scale Farmers' Organizations within the SADC Region (1998 Mandel Training Centre). Methodology Workshop on Capacity Building Programme for Small-Scale Farmers' Organizations within the SADC Region: Proceedings, held at Mandel Training Centre, Harare, Zimbabwe, 9-11 December 1998. Causeway, Harare, Zimbabwe: IRED, 1998.

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Igarashi, Masahiro. In-depth evaluation of APEC's WTO capacity-building programmes: Rethinking APEC's capacity-building efforts. Singapore: APEC Secretariat, 2006.

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Matachi, Atsushi. Capacity building framework: UNESCO-IICBA. Addis Ababa, Ethiopia: United Nations Economic Commission for Africa, 2006.

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SME Sector Development Programme (Bangladesh). Capacity building in SME: Strategic support to SME sector training & capacity building. Dhaka: Small and Medium Enterprise Sector Development Project, 2010.

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Book chapters on the topic "Capacity building training programmes"

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Maffioli, Lorenzo, Paola Esena, and Emanuela Colombo. "Italian Collaboration Programme for Training and Capacity Building." In Sustainable Social, Economic and Environmental Revitalization in Multan City, 267–79. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02117-1_21.

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Baz, Ismail Al. "Capacity Building in Water Management in Palestine — Experience of InWEnt Palestinian Water Sector Training Programme (1995 – 2000)." In Water in the Middle East and in North Africa, 287–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-10866-6_24.

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Côte, Mathieu. "Capacity Building and Training." In Canadian Energy Efficiency Outlook, 245–49. 1 Edition. | Lilburn, GA : Fairmont Press, Inc., [2018]: River Publishers, 2020. http://dx.doi.org/10.1201/9781003151326-19.

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Uduma, Ogenna, Sarah Glavey, Sarah O’Reilly Doyle, Martina Hennessy, Frank Barry, Mike Jones, and Malcolm MacLachlan. "Research Capacity Building in Africa: Perceived Strengths, Weaknesses, Opportunities and Threats Impacting on the Doctoral Training for Development Programme in Africa." In Enacting Globalization, 43–53. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137361943_5.

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Aysan, Yasemin, Andrew Clayton, Alistair Cory, Ian Davis, and David Sanderson. "2. Education and Training Issues; Social Issues." In Developing Building for Safety Programmes, 7–29. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444758.002.

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Stoltman, Joseph P., John Lidstone, and Lisa M. Dechano. "Capacity Building, Education, and Technical Training." In International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences, 457–62. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-2851-9_27.

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Logan, William S. "World Heritage Education, Training, and Capacity Building." In Encyclopedia of Global Archaeology, 7878–83. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4419-0465-2_1926.

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Logan, William S. "World Heritage Education, Training, and Capacity Building." In Encyclopedia of Global Archaeology, 11302–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30018-0_1926.

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Norton, John. "10. Key Principles for Strengthening Buildings Against Typhoons: Training and Promotion of Preventive Action in Central Vietnam." In Developing Building for Safety Programmes, 135–47. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444758.010.

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Boyle, Charles. "9. The Philippines Core Shelter Housing Programme; Disaster-resistant Housing in the Solomon Islands and Pacific: The Approach of a Builders’ Training NGO." In Developing Building for Safety Programmes, edited by Alistair Cory, 122–34. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444758.009.

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Conference papers on the topic "Capacity building training programmes"

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Mathur, Jyotirmay, Vishal Garg, and Vijeta Jangra. "Energy Conservation Building Code in India: Status, Issues and Opportunities." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90508.

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The Energy Conservation Act 2001 was the first major initiative in India to channelize and catalyze energy efficiency improvement in various sectors of economy. The Bureau of Energy Efficiency was set up per the provision of this act, which in 2007 brought out Energy Conservation Building Code (ECBC) with an overall purpose of providing minimum requirements for the energy efficient design and construction of buildings. ECBC covers building envelope, heating, ventilation and air-conditioning system, interior and exterior lighting system, service hot water, electrical power and motors. Since the launch of this code in May 2007, efforts are being made to promote and facilitate the adoption of this code through several training and capacity building programs. A program committee has been set to take care of the comments from stakeholders and inconsistencies, due to which revision of the code was brought out in May 2008. Currently the code is voluntary in the initial phase, but it is designed to be mandatory in future. One major feature of the code is that implementation is left under the scope of State and local governments. During the capacity building effort, a need was felt to provide additional guidance to design and construction professionals on the rationale behind the ECBC specifications and provide explanations to the key terms and concepts. The ECBC User Guide was therefore developed and released in July 2009 for this purpose. This paper describes the current status, experiences during capacity building and market transformation required for successful implementation of this code. It also covers commentary on how various stakeholders are contributing towards one common goal in different ways. With successful implementation, the code is expected to reduce the energy consumption of the upcoming new buildings by 20–40% from their average performance level at the time of launch of ECBC. Having this huge potential of energy saving, there is an urgent need to address the problems and issues for early adoption of the energy conservation building code in the country.
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Alarcon, Minella C. "Capacity building in Optics and Photonics by international collaboration." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.ewb1.

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Pontual Falcão, Taciana. "Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?" In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14505.

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.
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Du, Yun, Guozhuang Liang, Suying Zhang, and Yongchun Liang. "Training Students� Innovation Capacity Based on Building Practical Teaching System." In 2nd International Conference on Science and Social Research (ICSSR 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icssr-13.2013.42.

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Alarcon, Minella C. "Capacity building in optics and photonics by international collaboration." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2207504.

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Fuller, TP. "1646b Building occupational safety and health capacity through grassroots training outreach initiatives." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.668.

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Apiola, Mikko, Jarkko Suhonen, Abbi Nangawe, and Erkki Sutinen. "Building CS Research Capacity in sub-Saharan Africa by Implementing a Doctoral Training Program." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2677242.

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Sarti, Francesco, Yves-Louis Desnos, Diego Fernandez, Pierre-Philippe Mathieu, and Antonios Mouratidis. "ESa activities and strategy in education, training and Capacity Building for Remote Sensing from Space." In IGARSS 2012 - 2012 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2012. http://dx.doi.org/10.1109/igarss.2012.6351921.

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Vallis, J. M., E. Ansotinge, K. Afari-Dekyi, C. Mudenda, A. Wales, G. Van Stam, L. Chifwaila, et al. "Building capacity for e-learning for nurse training in Zambia and Ghana: appropriate computer technologies?" In 7th International Conference on Appropriate Healthcare Technologies for Developing Countries. Institution of Engineering and Technology, 2012. http://dx.doi.org/10.1049/cp.2012.1471.

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Suwatra, Ignatius I. Wayan, I. Km Sudarma, Adr I. Wy Ilia Yuda Sukmana, and Dewa Gede Agus Putra Prabawa. "Training and Capacity Building in Creating Multiple Intelligence-Oriented Instructional Media for Elementary School Teachers." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282202.

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Reports on the topic "Capacity building training programmes"

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Lange, John K. Building Partner Capacity Through Combat Training Centers. Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada561279.

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Devereux, Stephen. Policy Pollination: A Brief History of Social Protection’s Brief History in Africa. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/ids.2020.004.

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The relatively recent emergence and sustained rise of social protection as a policy agenda in Africa can be understood as either a nationally owned or ‘donor-driven’ process. While elements of both can be seen in different countries at different times, this paper focuses on the pivotal role of transnational actors, specifically international development agencies, as ‘policy pollinators’ for social protection. These agencies deployed a range of tactics to induce African governments to implement cash transfer programmes and establish social protection systems, including: (1) building the empirical evidence base that cash transfers have positive impacts, for advocacy purposes; (2) financing social protection programmes until governments take over this responsibility; (3) strengthening state capacity to deliver social protection, through technical assistance and training workshops; (4) commissioning and co-authoring national social protection policies; (5) encouraging the domestication of international social protection law into national legislation. Despite these pressures and inducements, some governments have resisted or implemented social protection only partially and reluctantly, either because they are not convinced or because their political interests are not best served by allocating scarce resources to cash transfer programmes. This raises questions about the extent to which the agendas of development agencies are aligned or in conflict with national priorities, and whether social protection programmes and systems would flourish or wither if international support was withdrawn.
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Nguyen, Thomas. NATO Training Mission-Afghanistan and the Challenges of Building Partnership Capacity. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada589300.

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Raei, Lami. KHF Entrepreneurship Support and the Impact of COVID-19 on Jordanian Entrepreneurs. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7895.

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The King Hussein Foundation (KHF) partners with Oxfam in the Youth Participation and Employment programme (YPE) to promote entrepreneurship through supporting youth to engage in business start-ups and scale-ups. KHF projects support community-based organizations (CBOs) in establishing revolving funds, training CBOs in microfinance management and building the capacity of potential entrepreneurs. Apprenticeships and shadowing are two examples of popular approaches to facilitating entrepreneurship and self-employment. During the COVID-19 crisis, KHF has continued the implementation of activities virtually. This case study presents examples of young people utilizing financial support, reaching out to new clients using ICT, and eventually exploring ways to mitigate the impacts of COVID-19.
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Myers, S., and M. Begnaud. REPORT ON THE NDC CAPACITY BUILDING AND REGIONAL SEISMIC TRAVEL TIME WORKSHOP AND TRAINING. Office of Scientific and Technical Information (OSTI), November 2013. http://dx.doi.org/10.2172/1108841.

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Bolton, Laura. Transition to Federal Health and Education Governance. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.096.

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This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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Theory of change: The Safer Gambling Movement. Addiction Recovery Agency, Beacon Counselling Trust, January 2021. http://dx.doi.org/10.33684/2021.001.

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Addiction Recovery Agency (Ara) and Beacon Counseling Trust (BCT) provide critical safer gambling education and treatment services for the West of England, North West England, and Wales. Their respective dedication to the safer gambling field and commitment to enhancing system integration led to a natural partnership between the two organisations. Drawing from Ara and BCT’s significant expertise, they partnered to develop a suite of safer gambling programmes. As the suite of innovative programmes grew, they recognised a need to articulate and share their leadership in transforming the safer gambling landscape in England and Wales. The Safer Gambling Movement describes Ara and Beacon’s leadership in developing a grassroots movement to build momentum for a national public health approach in Great Britain by first building this capacity in England and Wales. GREO was brought on as the evaluation partner to help create a theory of change to describe this work and lay the foundation for future evaluations.
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