Relevant bibliographies by topics / Programme development

Contents

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

Academic literature on the topic 'Programme development'

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

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Journal articles on the topic "Programme development"

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Scheie, Eldri, and Shelley Stromholt. "“The Sustainable Backpack”: Exploring possibilities in education for sustainable development through a nationwide professional development program." Acta Didactica Norge 13, no. 2 (August 27, 2019): 5. http://dx.doi.org/10.5617/adno.6473.

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AbstractEducation for sustainable development (ESD) provides crucial opportunities for young people to be involved authentically in addressing socio-ecological challenges in their local and global communities. While many studies on education for sustainable development have documented efforts within higher education, few examples exist of large-scale programmes that engage primary and secondary students. Norway’s Sustainable Backpack programme is a notable exception. In this paper, we present insights from this nationwide professional development effort to support teachers to implement ESD. We describe design principles that guide the programme and present evidence of success through teacher interpretations of their experiences and those of their students. Data sources include teacher survey data and insights into the programme by the authors as participant observers. Our goal is to provide initial insights into important aspects of professional development at a large scale for ESD and recommendations for future work. Keywords: professional development, education for sustainable development, interdisciplinarity Den naturlige skolesekken:Utdanning for bærekraftig utvikling og profesjonell kompetanseutvikling i et nasjonalt nettverk SammendragUtdanning for bærekraftig utvikling (UBU) gir barn og unge muligheter til å få innsikt i, delta og påvirke komplekse bærekraftutfordringer lokalt, nasjonalt og globalt. Det er mange studier om utdanning for bærekraftig utvikling som dokumenterer innsats innen høyere utdanning, men få eksempler på storskala programmer som involverer grunnskole og videregående skole. Den naturlige skolesekken i Norge er et unntak i så måte. I denne artikkelen deler vi innsikt fra det nasjonale, faglige utviklingsarbeidet som støtter skoler, lærere og elever i å nærme seg UBU på en tverrfaglig måte. Vi beskriver designprinsippene som ligger til grunn for programmet, presenterer forutsetningene lærerne mener er viktige for å lykkes, deres egne erfaringer og den utviklingen de ser hos elevene sine. Datakildene inkluderer spørreundersøkelse blant lærerne og innsikt i programmet fra forfatterne som deltakende observatører. Vårt mål er å gi en innsikt i viktige aspekter og erfaringer fra profesjonsutvikling på nasjonalt nivå for UBU, samt å komme med anbefalinger for fremtidig arbeid på feltet. Nøkkelord: profesjonell kompetanseutvikling, utdanning for bærekraftig utvikling, tverrfaglighet
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Langley, Mervin J., Wanda P. Lindsay, Chow S. Lam, and David A. Priddy. "Programme development." Brain Injury 4, no. 1 (January 1990): 77–86. http://dx.doi.org/10.3109/02699059009026151.

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Taanman, Mattijs, Julia Wittmayer, and Henk Diepenmaat. "Monitoring on-going vision development in system change programmes." Journal on Chain and Network Science 12, no. 2 (January 1, 2012): 125–36. http://dx.doi.org/10.3920/jcns2012.x008.

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Visions are considered to be of vital importance for programmes aimed at sustainable systems change. Vision development is a programme management instrument, a programme output, and at the heart of programme learning processes. This article addresses the question what constitutes an appropriate monitoring strategy for vision development activities within system change programmes. Based on action research and literature review on monitoring, evaluation and vision development a monitoring framework is proposed. It is suggested to monitor the programme vision against project visions, societal visions and a set of basic criteria. The monitoring activities themselves are context-sensitive and frequently renegotiated between monitors, programme managers and other stakeholders. The framework is illustrated with a national systems change programme on sustainable agriculture in the Netherlands.
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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (January 1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.
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Skytt, Bernice, Birgitta Ljunggren, Maria Engström, and Marianne Carlsson. "Different development programmes – does it make a difference?" Leadership in Health Services 24, no. 1 (February 8, 2011): 29–50. http://dx.doi.org/10.1108/17511871111102517.

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PurposeThe purpose of this paper is to examine whether two groups of first‐line nurse managers perceived improvements in skills and knowledge regarding interpersonal skills and group management, achievement orientation, and organizational view and political savvy after participation in two different development programmes, compared to participants in a comparison group. Further, to understand the first‐line nurse managers' expectations for and experiences of the programme as well as its strengths and weaknesses.Design/methodology/approachA total of 13 first‐line nurse managers participated in a training programme, 14 in a self‐development programme, and 14 in a comparison group. Group interviews were used to describe the managers' expectations for and experiences of the programmes, the Leadership and Management Inventory were used to assess the impact of the programmes.FindingsThe results of the interviews showed that the programmes met many of the participants' expectations. Participants perceived significant improvements – in organizational knowledge following the training programme and in achievement orientation following the self‐development programme.Research limitations/implicationsParticipation in the groups was not based on random assignment.Practical implicationsDifferent development programmes focussing on different issues can increase flexibility and decrease costs, as managers can apply to programmes suited to their development needs.Originality/valueMixed methods have been used in this study: qualitative methods to describe the participants' experiences of the programmes, and quantitative methods to describe the impact of two different leadership programmes and to contrast these results with a comparison group.
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Pattnaik, Pinaki Nandan, Satyendra C. Pandey, and Faizan Mustafa. "Development of MBA in court administration and management." Quality Assurance in Education 26, no. 3 (July 2, 2018): 391–402. http://dx.doi.org/10.1108/qae-05-2017-0017.

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Purpose The purpose of this paper is to share the experience of Centre for Management Studies, NALSAR University of Law in developing the new MBA programme in Court Administration and Management. Design/methodology/approach This paper describes the urgent need of skilled managers for court management and administration in an Indian context. The identification of the gap in skilled manpower and the availability of a structured learning platform at a master’s level is also discussed in the paper. In addition, the detailed process that the university adopted in developing the programme objectives, structure and curriculum is also explained. Findings Educational innovations are rare. This programme is one-of-its-kind in India. NALSAR University of Law introduced this programme after a rigorous screening and evaluation process. This paper highlights the importance of proper planning and execution in introducing innovative programmes. The paper also highlights the acceptance that the programme received from all stakeholders due to its relevance and diligent planning. Practical implications This paper makes an attempt to provide the detailed workflow that any university should undertake prior to launching any programme. The importance of identifying relevant stakeholders, the process of developing a programme, curating and conducting the process for best outcomes, with an emphasis on the contribution that a university can make is discussed in detail. Originality/value MBA in Court Administration and Management offered by NALSAR University of Law is unique as similar programmes are not offered by any other university in India. Thus, this paper is a novel contribution in highlighting the development and launch of the programme in Asia.
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Laškarin, Marina. "Development of loyalty programmes in the hotel industry." Tourism and hospitality management 19, no. 1 (2013): 109–23. http://dx.doi.org/10.20867/thm.19.1.8.

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Purpose – In the very beginning when loyalty programmes were being developed, hoteliers were mostly involved as partners of airline companies. However, once they realized the obvious numerous advantages that airlines were gaining, hoteliers began to design their own loyalty programmes. The idea of a loyalty programme is to strike a balance between what guests want and what is offered to them as a reward, and to find other programme partners whose services guests will also use. This paper will look at the basic tenets of loyalty programmes in the hotel industry, the methods of keeping records about guests, and the necessity of creating, structuring and managing guest databases. Design – Four main areas are discussed, namely: loyalty programme, loyalty cards, guest database, and value for guest. The structure of the paper follows this classification. Approach and methodology – The paper is theoretical; it provides review of previous research and gives novel insights into hotel loyalty programme. Various kinds of loyalty programmes are analysed with emphasis placed on loyalty programmes that have emerged based on the differentiation of guests with regard to price policies. This approach is regarded as a considerable contribution to further research into loyalty programmes in the hotel industry. Research findings and originality – While being a major precondition to guest loyalty towards a hospitality facility, guest satisfaction is not the only factor involved. Varying degrees of satisfaction and differing reactions to a specific service create discrepancies between less or more loyal guests regarding the same service or product. Research in this paper focuses on guest loyalty in the hotel industry, that is, on a long-term relationship based on loyalty and trust between a hotel and its guests. The paper’s basic hypothesis is accepted: Well-organized hotel loyalty programmes can help to create an improved approach to guests, from which will result a higher level of satisfaction with services rendered.
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Clarke, Marilyn. "Building employability through graduate development programmes." Personnel Review 46, no. 4 (June 5, 2017): 792–808. http://dx.doi.org/10.1108/pr-12-2015-0321.

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Purpose Graduate development programmes are a well-established strategy for recruiting graduates into the sector at the start of a lifetime public service career. There are indications, however, that public sector careers are becoming less secure and less long term in keeping with overall career trends across all sectors, a trend that has seen the emergence of employment contracts based on employability rather than job security. The purpose of this paper is to explore a graduate development programme offered by a state-based Australian public sector organisation to identify the extent to which it reflects and supports the shift to an employability-based contract from the perspective of programme participants. Design/methodology/approach Semi-structured interviews were conducted with 23 participants from three intakes of a public sector graduate development programme. Data were analysed through identification of first- and second-order themes as well as cross-case comparison. Findings Findings indicate that the one-year development programme partially supports an employability-based contract. The organisation could not promise ongoing employment and job security but did assist participants to develop skills and competencies for the future through its formal training and development programme. Work unit support for employability was, however, much more variable and depended to a large extent on line managers. Research limitations/implications The study was conducted in a single organisation and only included current and past programme participants who were still employed in the public sector. Practical implications The success of the programme was largely dependent on job placement and level of line manager support. Addressing these areas through better programme design and management can support the development of future leaders through opportunities for enhanced employability. Originality/value The study extends current research on employability by exploring how a public sector organisation provides support for graduates in a developmental programme from a participant perspective.
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Renault, Max-Antoine Jean. "Qatar simulator development programme." Qatar Foundation Annual Research Forum Proceedings, no. 2010 (December 13, 2010): CSO8. http://dx.doi.org/10.5339/qfarf.2010.cso8.

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HARTLEY, K. "The Eurofighter Development Programme." Air & Space Europe 1, no. 3 (June 1999): 46–50. http://dx.doi.org/10.1016/s1290-0958(00)87073-2.

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Dissertations / Theses on the topic "Programme development"

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Swingler, Susan. "A programme theory and process evaluation of a youth development programme." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33034.

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Background The CoolPlay youth development programme (CYDP) is an after-school sport-for development (SFD) programme with an integrated social-emotional learning (SEL) component delivered to schools in low-income communities in Cape Town, South Africa. The CYDP is implemented by CoolPlay, an SFD organisation funded by the Laureus Sport for Good Foundation. The aim is to provide youth with pro-social after-school activities that equip them with the social-emotional competence fundamental to becoming responsible and socially engaged citizens. The main programme stakeholders include the CoolPlay board of trustees, an operations manager, four area managers and 26 sport and SEL coaches (Champions). In 2018, I was appointed as a monitoring and evaluation (M&E) intern within the organisation. In my capacity as an M&E intern, I conducted an evaluability assessment (EA), which determined the scope and approach of the evaluation for this dissertation. Evaluation Focus The objective of the evaluation was to determine: (a) whether or not the CYDP can realistically produce the intended outcomes, and (b) the extent to which the programme is implemented in line with quality parameters identified in the literature. As such, a theory evaluation and a process evaluation were conducted sequentially to address the following evaluation questions: 1. What is the theory and logic underlying the CYDP design? 2. Is the programme theory and logic plausible? 3. What elements of the CYDP theory could be modified to maximise intended outcomes? 4. Do the Champions implement the CoolPlay sport sessions with sufficient quality? 5. What contextual factors may be influencing the implementation of the CoolPlay sport sessions? 6. Are the Champions adequately trained to deliver the CoolPlay sport sessions? 7. Is there adequate organisational support in place to facilitate implementation of CoolPlay sport sessions? Methodology The evaluator used Donaldson's (2007) five-step procedure for constructing and assessing the programme theory. An initial programme theory was constructed using programme documentation and focus group data derived from a purposive sample of seven programme stakeholders (evaluation question 1). The plausibility of the initial programme theory was assessed by means of an extensive literature review (evaluation question 2). The programme theory was critically reconstructed using Brouselle and Champagne's (2011) logic analysis procedure (evaluation question 3). The process evaluation used a combination of quantitative and qualitative data collection, analysis, and integration methods (concurrent mixed methods design). An observational rating scale was administered to a convenience sample of 16 Champions during a routine observation session conducted by area managers to address evaluation question 4. A purposive sample of three area managers and a stratified randomised sample of four Champions participated in interviews to elicit the contextual factors influencing implementation (evaluation question 5), the adequacy of Champion training (evaluation question 6) and the adequacy of programme support functions (evaluation question 7). The operations manager also provided qualitative input on the adequacy of programme support functions through an interview. The qualitative data was analysed using Braun and Clarke (2006)'s procedure for thematic analysis. The interviews were supplemented by quantitative data derived from a mentor survey and an organisational survey completed by four Champions and five members of the programme management team, respectively. Key Findings and Conclusions The programme theory evaluation found that the initial programme theory and logic (evaluation question 1) is plausible, however effect sizes are likely to be low and programme effectiveness is highly dependent on developmentally appropriate content and structure, psychologically and physically safe programme environment, staff characteristics, parent/caregiver involvement, and youth participation and engagement (evaluation question 2 and 3). Preliminary insights derived from the EA suggest that the CYDP does not meet these quality parameters/requirements fully, thus highlighting the need for programme design and implementation improvement, as captured in the critically reconstructed programme theory (evaluation question 3). The process evaluation found deficiencies in implementation (evaluation question 4) linked to schools' commitment and capacity, parent/caregiver involvement, and youths' capacity to engage (evaluation question 5). Certain aspects of the training structure and content were found to be inadequate for developing all relevant competencies/skills, and poor Champion engagement was flagged as a critical issue (evaluation question 6). Implementation of the programme was further constrained by limited organisational capacity (evaluation question 7). These process evaluation findings confirm that the CYDP does not fully meet the programme quality parameters/requirements identified in the literature. Recommendations Key recommendations unpacked in this dissertation include the following: • Alignment of programme content with appropriate developmental milestones and unique interests of programme beneficiaries. It is recommended that the content is structured in a curriculum that follows the SAFE approach to SEL facilitation. • Provision of transport, nutrition, and first aid supplies and training, as well as implementation of strategies to address deviant behaviour to ensure that programme beneficiaries are physically and psychologically safe. • Efforts to hire, train and retain qualified Champions. These include adherence to documented selection criteria, a more comprehensive induction process, ongoing training and support including collaborative planning, debriefing and provision of mental health services. • Implementation of parental and teacher involvement strategies, such as invitation to CoolPlay meetings and workshops, distribution of newsletters, and provision of transport to and from CoolPlay events. • Implementation of M&E systems for participant enrolment, attendance, drop-out and engagement. • Allocation of resources toward securing qualified, full-time staff with experience in positive youth development. • Strengthening of programme quality before the CYDP is rolled out to additional sites, given that the programme has the potential to support both positive and negative developmental outcomes in youth.
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Chhotray, Vasudha. "Decentralised development : state practices from India's watershed development programme." Thesis, SOAS, University of London, 2003. http://eprints.soas.ac.uk/28772/.

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Decentralisation is now central in the theorisation and practice of contemporary government. Within the contemporary mainstream discourse, decentralisation is projected as a policy move to localise as well as reduce the domain of state intervention. This discourse is supported by the new institutionalist, communitarian and New Political Economy (NPE) theories. However, the concept of decentralisation, as underpinned by these theories, rests on highly questionable assumptions regarding the relationships between individuals, communities, markets and states. In the process of defining decentralisation simplistically, as 'less of state', the critical relationship between decentralisation and the state remains ill theorised. This is the principal problem addressed in the thesis. The particular context of study is India. The recent restructuring of the national Watershed Development Programme (NWDP), in 1994, encompasses the key issues confronting decentralisation in India today. The major elements of such policy reform embody familiar tensions between planning, politics and participation. Moreover, they appear to skirt panchayat reform, which has been long contested. In general, the 1994 watershed guidelines mirror the broader Indian development strategy, and bear a strong thrust towards viewing development apolitically. This is of consequence given the postcolonial context of development as the principal basis of state power in India. Based on empirical research in two Indian states, Andhra Pradesh and Madhya Pradesh, the thesis reveals a strong association between the extent to which development can be depoliticised, and the political context of decentralisation in each state. This context is informed by the contingent relationship between panchayat reform, bureaucratic reorganisation and participatory watershed development. The analysis shows how different actors engaged in programme implementation interpret the guidelines, and their development discourse, differently. In the process, they adapt ruling development ideas according to their own interests and institutional histories. The thesis argues that these are influenced by the prevailing political context of decentralisation. The principal conclusions thus establish the important relationship between decentralisation and the state. First, decentralisation can vitally impact the use of the development discourse as the basis for state power. Moreover, decentralisation increases the interface of the development discourse with regional and local actors, who shape the discourse further in innumerable new ways. Second, decentralisation reveals and enhances the disaggregated nature of the Indian state. The blurred boundaries between 'official', 'local' and 'popular' power contribute both to the fluidity of decentralisation processes, as well as their positive potential for change. Far from being 'less of state', as dominant theoretical positions might conclude, the thesis shows that decentralisation augments the many dimensions of the state, its power, authority, effectiveness and accessibility.
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Bekker, JL. "Effective departmental and programme coordination." Quality Promotion (TUT), 2004. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001652.

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Shrestha, B. C. "Arable land development programme (ALDEP) and rural development in Botswana." Thesis, Brunel University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370477.

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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Coetzer, Anje. "Evaluating a governmental training and development programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/13533.

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Includes bibliographical references (leaves 78-83).
The current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate poverty by creating short to medium term jobs for unskilled workers through clearing alien vegetation. WfW aims to appoint contractors based on targets from the Expanded Public Works Programme which are 60% women, 20% youth (18 - 36 years) and 2% disabled people. The CDM’s main objectives can be seen as: the employment of youth, women and people with disabilities; skills development through training. The programme aims to to develop contractors so that they become less dependent on WfW. It aims to develop contractors’ alien clearing and business skills to such an extent that contractors eventually exit the CDM in order to pursue more lucrative opportunities outside of WfW.
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Wilhelm, Martha. "An Analysis of the role of governance on effective programme management - A case of Namibia Mass Housing Development Programme Management - A case of Namibia Mass Housing Development Programme." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29847.

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Namibia has been praised for having rigorous policy frameworks that address various national development challenges. Over the years, the country has introduced various policy initiatives to address the housing challenge in the country. However, implementation of such policies and programmes faced various challenges resulting in suboptimal outcomes and consequently, a situation where such programmes are abandoned, and new ones are introduced with little learning from past experiences. This paper, analysed the role of governance on effective programme management using a case study of Namibia’s Mass Housing Development Programme. The findings highlight governance challenges, as one of the key contributing factors to failing programmes. A qualitative approach was employed in gathering data using face to face in-depth interviews with the informants who represented the target population in the study. The paper contributes to the body of knowledge on the importance of governance which public policy and programme makers can draw lessons from for effective programme implementation.
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Lightfoot, Eleanor C. "The development of a therapy programme for children." Thesis, University of Canterbury. Psychology, 1991. http://hdl.handle.net/10092/6702.

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The present research was undertaken to develop a therapeutic programme for children who were identified as either disruptive or withdrawn. Four studies were carried out involving children from five schools. Study One included 79 subjects from two primary schools and each school was divided into four contrast groups - Movement to Music, Counselling, Art and a control group. The programmes compared treatments and were between six and nine sessions long. Pre- and Post-treatment assessments were undertaken on a number of measures and multivariate analyses of variance revealed no significant differences between groups. However, there were significant differences between schools and between sexes for some of the scores on the photographic analyses. There were also a number of significant correlations. Comparisons between the children's drawings and the analyses of their body structures revealed that children who were developing particular "holding patterns" in their bodies, also tended to include indicators of conflict and tension in their drawings. Study Two included 27 subjects who were slow learners at a secondary school. These programmes were six sessions and compared Movement to Music, Exercises to Music, and a combination of these two activities. The subjects were resistant to these programmes and it was necessary to develop alternative activities for them. Studies Three and Four each included sixteen subjects aged between seven and nine years, and each included a Movement to Music group and a control group. The programmes with these children were twenty-eight sessions long and involved a number of different activities. Although the statistical analyses were inconclusive, these programmes appeared to enhance the development of some children as reported by their teachers. The results were discussed in terms of the factors that influence the effectiveness of such programmes, and the implications raised by the apparent structural patterns perceived in the bodies of such young children.
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Quigley, John Leckie. "Managing information from a reliability growth development programme." Thesis, University of Strathclyde, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249876.

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Books on the topic "Programme development"

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Anglia, University of East. Personal development programme. Norwich: University of East Anglia, 1992.

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Malawi. Ministry of Development and Planning. Development programme, 1967. Zomba: The Ministry, 1986.

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Northumberland (England). Environment and Economic Development Department. Rural development programme. Morpeth: Northumberland County Council, 1991.

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Gulbrandsen, Ørnulf. Remote Area Development Programme. Bergen [Norway]: The Programme, 1986.

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Trust, Bristol Cathedral. Bristol Cathedral development programme. Bristol: Bristol Cathedral Trust, 1993.

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Rai, Dinesh. Integrated rural development programme. Varanasi: Vishwavidyalaya Prakashan, 1988.

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Mid Glamorgan (Wales). County Council. Economic development action programme. [Cardiff]: Mid Glamorgan County Council, 1993.

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Therapists, College of Occupational. Professional development programme portfolio. London: The College, 1996.

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Northamptonshire (England). Planning Department. Industrial land development programme. Northampton: N.C.C., 1985.

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Northamptonshire (England). Planning Department. Industrial land development programme. Northampton: N.C.C., 1986.

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Book chapters on the topic "Programme development"

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Ferguson, Alison, and Elizabeth Armstrong. "Programme Development." In Researching Communication Disorders, 166–74. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230594340_9.

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Karsgaard, Carrie, and Leah Sanford. "Intercultural development programme." In Intercultural Competence in Higher Education, 209–13. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-25.

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Estes, Richard J. "United Nations Development Programme." In Encyclopedia of Quality of Life and Well-Being Research, 6783–85. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3097.

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Abbott, George C. "Britain’s Debt Relief Programme." In Economic Development and World Debt, 309–19. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20044-3_24.

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Sedgley, Martin. "The Assignment Success Programme." In Learning Development in Higher Education, 102–13. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36505-6_9.

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Marquand, Judith. "The EU TEMPUS TACIS Programme." In Development Aid in Russia, 46–68. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230233621_4.

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Harper, Malcolm, D. S. K. Rao, and Ashis Kumar Sahu. "SKDRDP, the rural development programme." In Development, Divinity and Dharma, 39–56. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2008. http://dx.doi.org/10.3362/9781780440767.005.

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Camagni, Roberto, Roberta Capello, and Andrea Caragliu. "A Research Programme on Urban Dynamics." In Research for Development, 3–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33256-3_1.

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Arcangioli, Benito, and Amar J. S. Klar. "The Programme of Cell Type Determination in Fission Yeast." In Development, 75–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77043-2_6.

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Sciarelli, Fabiana, and Azzurra Rinaldi. "Traditional Structure of Development Programme." In Development Management of Transforming Economies, 359–78. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59911-7_10.

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Conference papers on the topic "Programme development"

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Fischer, J., H. Madeo, and B. Rochet. "Individual Development Programme (I.D.P)." In SPE Health, Safety and Environment in Oil and Gas Exploration and Production Conference. Society of Petroleum Engineers, 1991. http://dx.doi.org/10.2118/23243-ms.

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Gomes, J. V., and S. Shamshy. "DeepStar A Global Offshore Technology Development Programme: Programme Summary." In Offshore Technology Conference Asia. Offshore Technology Conference, 2018. http://dx.doi.org/10.4043/28396-ms.

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"Programme at a glance." In 2013 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2013. http://dx.doi.org/10.1109/scored.2013.7002525.

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Smith, Peter. "Resistojet Thruster Design and Development Programme." In 42nd AIAA/ASME/SAE/ASEE Joint Propulsion Conference & Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-5210.

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Ihara, M. "Evaluation Programme for Offshore Development System." In Petroleum Computer Conference. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/19131-ms.

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Sai Fai Hui, Cheuk Lun Lei, Ho Fai Ho, K. W. Chan, W. C. Lo, W. W. Chan, and E. K. W. Cheng. "Offshore Floating Solar Farm Development Programme." In 11th IET International Conference on Advances in Power System Control, Operation and Management (APSCOM 2018). Institution of Engineering and Technology, 2018. http://dx.doi.org/10.1049/cp.2018.1809.

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Robertson, S., and E. Sutton. "135 Band 7 leadership development programme." In Great Ormond Street Hospital Conference 2018: Continuous Care. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/goshabs.135.

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Rocco, Guillermo, Rashid Said Al-Adawi, Fahad Al Kindy, Said Al-Busaidi, Shadia Al Farsi, Abdullah Al Maamari, Patsy Jorgensen, et al. "Steam Development Areal Surveillance Programme in Petroleum Development Oman." In SPE EOR Conference at Oil & Gas West Asia. Society of Petroleum Engineers, 2010. http://dx.doi.org/10.2118/129137-ms.

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Stynes, Paul, and Pramod Pathak. "CURRICULUM DEVELOPMENT FRAMEWORK: A TOOL FOR INNOVATIVE PROGRAMME DEVELOPMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0977.

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Loncaric, Albert, and Brendan Donnelly. "Proposed training programme for shotcrete operators." In First International Seminar on Safe and Rapid Development Mining. Australian Centre for Geomechanics, Perth, 2009. http://dx.doi.org/10.36487/acg_repo/902_03.

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Reports on the topic "Programme development"

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Hannah, Elizabeth F. S., and Fiona McGarry. MindJump Health and Well-being Programme: Evaluation and Development. University of Dundee, September 2015. http://dx.doi.org/10.20933/10000101.

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Eckert, Regina, William Mulhern, and Sofya Isaakyan. The effectiveness of the leadership development programme in Europe. Center for Creative Leadership, August 2014. http://dx.doi.org/10.35613/ccl.2014.1017.

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Tripathi, Stuti, Pooja Sengupta, Priyanka Dubey, Francis Rathinam, and Marie Gaarder. Evaluating the Women’s Advancement in Rural Development and Agriculture programme. International Initiative for Impact Evaluation (3ie), July 2020. http://dx.doi.org/10.23846/nrlmpe01.

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Ring, Hannah, Mitchell Morey, Erin Kavanagh, Kevin Kato, Nancy McCarthy, Joshua Brubaker, and Charles Rakotondrafara. Impact evaluation of the Menabe and Melaky development programme in Madagascar. International Initiative for Impact Evaluation, June 2018. http://dx.doi.org/10.23846/tw4.ie74.

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Miles, D. L. Development and implementation of a comprehensive quality assurance programme for geochemical research. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1993. http://dx.doi.org/10.4095/193276.

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Fandohan, Alice Bonou, Markus Olapade, Leonard Wantchekon, Alessandra Garbero, Guy-Vanie Miakonkana, and Ndiack Fall. Introducing risk management tools to a large-scale agricultural development programme in Senegal. International Initiative for Impact Evaluation (3ie), July 2020. http://dx.doi.org/10.23846/tw13pe05.

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Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.
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Schibany, Andreas, Leonhard Jörg, Helmut Gassler, Katharina Warta, Dorothea Sturn, Wolfgang Polt, Gerhard Streicher, Terttu Luukonen, and Erik Arnold. Evaluation of Austrian Participation in the 4th EU Framework Programme for Research, Technological Development and Demonstration. Joanneum Research, April 2001. http://dx.doi.org/10.22163/fteval.2001.253.

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Whelan, Adele, Seamus McGuinness, and Judith Delaney. Valuing community development through the social inclusion programme (SICAP) 2015-2017: Toward a framework for evaluation. ESRI, February 2019. http://dx.doi.org/10.26504/rs77.

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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.

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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0-6 were attending ECD programmes by mid-July to mid-August compared to 47 percent in 2018. The last time that ECD attendance rates were as low as this was in the early 2000s. At this point it is not yet clear what proportion of these declines are only temporary, or whether there will be a lasting impact on ECD enrolment in the country. This dramatic contraction in the ECD sector relates to prohibitive costs to reopening ‘safely’ imposed by the regulatory environment, coupled with shocks to the demand side for ECD programmes (both in terms of reduced household incomes and parent fears of children contracting COVID-19). When viewed from a broader socio-economic lens, the threat of ECD programme closures across the nation will have impacts beyond ECD operators to the lives of millions of children, millions of households and millions of adults who rely on these ECD services. A swift intervention by government is necessary to save this important sector and limit the ripple effect of programme closures on multiple layers of society.
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