Academic literature on the topic 'SADC protocol on education and training'
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Journal articles on the topic "SADC protocol on education and training"
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Kamwendo, Gregory. "The SADC protocol on education and training: Linguistic implications and complications." Language Matters 40, no. 1 (2009): 4–17. http://dx.doi.org/10.1080/10228190903086100.
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Mwanawina, Ilyayambwa. "Regional Integration and Pacta Sunt Servanda: Reflections on South African Trans-Border Higher Education Policies." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (December 12, 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1662.
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The underpinning essence of being part of a regional organisation such as the Southern African Development Community (SADC) is to achieve development through integration. Regional integration thus becomes the bedrock from which the treaties governing SADC and its member states are to be interpreted. The SADC Treaty and its various protocols articulate that members should eliminate obstacles to the free movement of people, goods and services. This should include the progressive reduction of immigration formalities in order to facilitate the freer movement of students and staff for the specific purposes of study, teaching, research and any other pursuits relating to education and training. Relying on international law principles such as pacta sunt servanda, this article establishes that though South Africa has made much progress in meeting most of the SADC obligations relating to migration and education, there are still grey policy areas that fall short of SADC standards and regional commitments. It also appraises the role of the SADC Council of Ministers, the Parliamentary Forum, the Tribunal and the National Committees in addressing these areas.
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Human Rights Law in Africa, Editors. "PROTOCOL ON EDUCATION AND TRAINING." Human Rights Law in Africa Online 1, no. 1 (2004): 681–83. http://dx.doi.org/10.1163/221160604x00512.
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Blakemore, Melodie. "Response to Protocol Review Scenario: Training and education." Lab Animal 46, no. 1 (2017): 9–10. http://dx.doi.org/10.1038/laban.1162.
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Eppich, Walter, Anna P. Nannicelli, Nicholas P. Seivert, et al. "A Rater Training Protocol to Assess Team Performance." Journal of Continuing Education in the Health Professions 35, no. 2 (2015): 83–90. http://dx.doi.org/10.1002/chp.21270.
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Cuenca-Fernández, Francisco, Ana Gay, Jesús Ruiz-Navarro, Esther Morales-Ortiz, Gracia López-Contreras, and Raúl Arellano. "Swimming Performance After an Eccentric Post-Activation Training Protocol." Apunts Educación Física y Deportes, no. 140 (April 1, 2020): 44–51. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/2).140.07.
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Weitzman, Patricia Flynn, Catherine Hardaway, Paula Smakowski, Eben Weitzman, and Sue E. Levkoff. "A Constructive Conflict Resolution Training Protocol for Older African American Women." Gerontology & Geriatrics Education 23, no. 1 (2003): 59–71. http://dx.doi.org/10.1300/j021v23n01_05.
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O’Hare, Liam, Patrick Stark, Sheila McConnellogue, Katrina Lloyd, Maria Cockerill, and Andy Biggart. "Protocol: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme." International Journal of Educational Research 92 (2018): 30–42. http://dx.doi.org/10.1016/j.ijer.2018.08.002.
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Bakogiannis, Angelos, Jonathan C. Darling, Vania Dimitrova, and Trudie E. Roberts. "Simulation for communication skills training in medical students: Protocol for a systematic scoping review." International Journal of Educational Research 93 (2019): 243–49. http://dx.doi.org/10.1016/j.ijer.2018.11.001.
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Bowra, Andrea, Lisa Howard, Angela Mashford-Pringle, and Erica Di Ruggiero. "Indigenous Cultural Safety Training in Health, Education, and Social Service Work." Social Science Protocols 3 (August 4, 2020): 1–9. http://dx.doi.org/10.7565/ssp.2020.2815.
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Background: Indigenous Cultural Safety (ICS) training is a growing field of study; however, little consensus exists about how ICS is conceptualized and operationalized. This lack of consistency can lead to misinterpretation and misappropriation of Indigenous knowledges and histories that can further perpetuate colonial harms.
 Objective: The objective of this scoping review is to explore and characterize the academic literature related to the conceptualization and operationalization of ICS training within the fields of health, social services, and education.
 Methods: This scoping review protocol employs the Joanna Briggs Institute’s three-step search strategy to identify articles in the following databases: MEDLINE, EMBASE, CINAHL, ERIC, and ASSIA. This protocol follows the PRISMA guidelines for Scoping Reviews (Joanna Briggs Institute, 2015; Tricco et al., 2018).
 Discussion: This review will add new knowledge by offering insights into the historic and contemporary approaches to defining and operationalizing ICS training in the health, education and social services fields. The results produced will be of interest to scholars and health, social services, and education providers looking to apply the most current and appropriate concepts and practices of ICS.
Dissertations / Theses on the topic "SADC protocol on education and training"
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Watson, Pamela. "The institutionalisation of the SADC protocol on education and training: a comprative study of higher education in two South African countries." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1718.
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Magister Educationis - MEd<br>Regional integration is being proposed as a means to development in Southern Africa. As a part of
the formal agreements regarding this cooperation, a Protocol on Education in the Southern African
Development Community region has been signed. This research set out to compare the higher
education systems of two Southern African countries and to examine the extent to which this
Protocol has had an impact on national policies and practices. The research sought to investigate
this by means of exploring the extent to which the Protocol has provided an institutional frame
which is guiding the development of higher education policy in each of the two countries.
The findings of the study indicate that the Protocol, rather than providing leadership in the area of
education policy, is to a large extent a symbolic document, reflective of norms already existent in
national policy in the two countries studied. The analysis found that the Protocol is not strong on
the regulative domain, and that this may reflect the general tensions that exist in the region between
regionalism and national sovereignty. Although, in general, educational practices in the two
countries were found to be in line with Protocol aims, no areas of national policy were found which
could be specifically ascribed to the Protocol. On the other hand, the accounts provided of policy
development in each of the national contexts illustrate clearly how policy has grown in these two
contexts, and how it is connected to broader national goals and previous education achievements.
The national logic thus appears to be a far stronger determinant of policy than regionalism aims.
The analysis also found that differences in higher education policy between the two contexts were
not as great as had been expected, and over time, the systems appear to be becoming, at policy and
structural levels, more similar. There is little in the Protocol itself which appears to be driving this
increasing isomorphism, although undoubtedly, the processes which the Protocol has set in motion,
such as regular meetings of the Education Ministers of the different countries, is acting to diffuse
models of appropriateness with regard to education policy. However, it seems more likely, given
trends in the global context towards apparent increasing uniformity in higher education policy, that
global isomorphic pressures are being exerted directly onto the two countries, and that similarities
between their polices can be explained as a result of this.<br>South Africa
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Duffy, Brittany N. "A Modified Azrin and Foxx Rapid Toilet Training Protocol for Children With Autism Spectrum Disorder." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448013801.
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Hofmans, Coral. "The Effects of a Parent Training Protocol to Teach Mands during Naturally Occurring Family Routines." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105502.
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<p>Although the current body of research on parent training is limited, research has shown parent training to be an effective way of producing naturalistic learning within the home. The purpose of the current study was to determine whether a language intervention could be taught to parents to increase independent manding responses in their children. Three naturally occurring family routines were chosen by the family, and the parent was trained to implement an echoic-to-mand procedure with her child to increase manding responses. Results indicated that the parent successfully implemented behavior analytic strategies during naturally occurring family routines, increasing her child’s verbal behavior acquisition. </p>
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Ray, Samuel L. "Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/848.
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Many school systems across the USA have implemented sheltered instruction observation protocol (SIOP) strategies to help their English language learners (ELLs) master core content while they learn English. Most studies have reported positive results from using SIOP strategies with ELLs. Elementary and middle school studies were available, but studies of SIOP implementation in a comprehensive high school were lacking. This action research project was initiated by teacher leaders (department chairs) and the school principal. It included a year of combined SIOP training and implementation. After the first academic year of utilizing SIOP school-wide, an anonymous electronic survey was used to collect information on teacher implementation, the teachers' perceptions of students' success, and teacher plans for future use of the SIOP model.
This study was implemented in a comprehensive high school in the Rocky Mountain region. The research questions were: To what degree, do teachers having received in-service training in SIOP, report implementing the various components of the program in their daily instruction? After one school year of implementing the SIOP model, what are teachers' perceptions regarding the effectiveness of using the SIOP model with students? How does SIOP need (number of ELLs per class), class size, years of teaching experience, teaching subject, or prior English as a second language (ESL) training relate to a teacher's perception of SIOP effectiveness scale? Is the level of implementation related to the teacher's perceptions of effectiveness? Do teachers plan to use the SIOP model in the future?
Teachers reported a high degree of implementing SIOP strategies. They perceived the strategies improved student learning in most cases. There was no statistically significant relationship found between the degree of SIOP implementation and perceptions of the effectiveness of SIOP. Correlational analyses indicated that SIOP need (number or ELLS per class), class size, years of teaching experience, teaching subject, and prior ESL training did not affect the degree of implementation or perceptions of the effectiveness of the SIOP model in this comprehensive high school.
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McConnell, Angela H. "Influence of Patient Engagement Protocol on Health Outcomes and Medication Adherence of Patients with Metabolic Syndrome." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2741.
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August 2016
Management of metabolic syndrome (MetS) may be enhanced by promoting patient engagement. Training health care providers in the conceptual and practical application of integrative patient centered care tools may promote patient lifestyle behaviors for better management of MetS. The purpose of this quantitative quasi-experimental study was to assess the impact of training providers in integrative patient centered care for patients with MetS. The biopsychosocial construct provided the conceptual framework for the study. Two groups of physicians were included; one received training in an integrative model (IM) while the second received no training and provided usual care (UC). Following training, patient disease biometrics and medication adherence were monitored for approximately four months. Due to a diminished sample size in the completer data set, an intention to treat (ITT) data set was created with baseline values brought forward. In the ITT set, BMI decreased significantly (p=0.005, d=0.18) with each group over time: (IM: 32.9 -± 7.3 Kg/m2 to 31.6 -± 6.8 Kg/m2) and (UC: 32.1 -± 6.7 to 31.5 -± 6.3 Kg/m2). However, there were no statistically significant differences between these two groups' measures. In the completer set, BMI decreased significantly (p < 0.05, d=0.18) over time with the IM group, but not the UC group: (IM: 35.14 -± 7.9 Kg/m2 to 33.65* -± 7.62 Kg/m2) and (UC: 32.4 -± 6.62 Kg/m2 and (32.4 -± 6.5 Kg/m2); indicating a possible relationship between the intervention training (IM) and improved health outcomes. Thus, providers are assisting patients with important lifestyle choices to better manage MetS, potentially leading to social change around improved patient health care behaviors and advancement in providers' patient centered practices.
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Anjos, Miguel Alexandre Barata dos. "Ensino profissionalizante : cursos profissionais para a educação e desenvolvimento da pessoa." Master's thesis, Instituto Superior de Economia e Gestão, 2016. http://hdl.handle.net/10400.5/14379.
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Mestrado em Marketing<br>Este estudo pretende reconhecer a importância do Ensino Profissional em Portugal e propor um Plano de Marketing para a criação de um Curso Profissional na Associação para a Educação Cultura e Formação (APECEF). O método para realização deste projeto partiu de uma pesquisa documental sobre o Ensino Profissional. Dado que o enquadramento legal é de grande regulamentação e muito exigente a esse nível, era imprescindível conhecer a posição oficial da Direção Geral de Estabelecimentos Escolares - DGEstE. Para que fosse possível entender e enquadrar a importância da relação Escola-Empresa no contexto do Ensino Profissional, as entidades contactadas foram a Confederação Empresarial de Portugal - CIP e a Associação Nacional de Escolas Profissionais - ANESPO. Tornou-se evidente que o curso escolhido teria de proporcionar uma garantia de empregabilidade para ter sucesso Reunindo todas as condições internas e externas, o Curso Profissional - Técnico de Redes Elétricas surgiu como resposta a uma efetiva necessidade no mercado de mão-de-obra técnica.
Para que o projeto pudesse concretizar-se era indispensável conhecer a posição do segmento alvo relativamente ao Ensino Profissional e especificamente ao Curso de Técnico de Redes Elétricas, para o que foi realizado um inquérito a alunos do atual 9º ano de escolaridade do Colégio de S. Tomás e escolas vizinhas pertencentes ao Agrupamento de Escolas Professor Lindley de Cintra - Lumiar.
Verificando-se que todas as condições estavam reunidas, quer do ponto de vista legal, quer do de mercado (segmento alvo e empregador), passou-se à elaboração do Plano de Marketing.<br>The aim of this study is two-fold: firstly, to recognise the importance of Technical Education in Portugal and secondly, propose a Marketing Plan to create a Technical Course at the Associação para a Educação, Cultura e Formação (APECEF). The method for accomplishing this project started from a documental research about what Technical Education is, its history and current stand. Due to the fact that Portuguese legal framework is extremely complex within this area, it was necessary to know the official opinion of the main governmental department which deals with these matters, Direção Geral de Estabelecimentos Escolares (DGEstE). In order to understand and structure the importance of the "School - Companies" association within the context of Technical Education, the companies that were contacted were Confederação Empresarial de Portugal - CIP and the Associação Nacional de Escolas Profissionais - ANESPO. Considering all the internal and external conditions, the Technical Course - Electric Network Technician - came across as an answer to an evident market necessity. For its accomplishment, it was important to know the opinion of the public target. A survey was addressed to students of the 9th grade, not only from Colégio de São Tomás but also from neighbouring schools in Lumiar area.
After concluding that all variables were gathered, not only from the legal aspect but also from the market (public target ? employer) point of view, a Marketing Plan was elaborated.<br>info:eu-repo/semantics/publishedVersion
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Stofile, Sindiswa Yvonne. "Factors affecting the implementation of inclusive education policy: A case study in one province in South Africa." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1850_1269472547.
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<p>The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.</p>
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Muramoto, Myra L., Eva Matthews, Cheryl K. Ritenbaugh, and Mark A. Nichter. "Intervention development for integration of conventional tobacco cessation interventions into routine CAM practice." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610279.
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BACKGROUND: Practitioners of complementary and alternative medicine (CAM) therapies are an important and growing presence in health care systems worldwide. A central question is whether evidence-based behavior change interventions routinely employed in conventional health care could also be integrated into CAM practice to address public health priorities. Essential for successful integration are intervention approaches deemed acceptable and consistent with practice patterns and treatment approaches of different types of CAM practitioners - that is, they have context validity. Intervention development to ensure context validity was integral to Project CAM Reach (CAMR), a project examining the public health potential of tobacco cessation training for chiropractors, acupuncturists and massage therapists (CAM practitioners). This paper describes formative research conducted to achieve this goal. METHODS: Intervention development, undertaken in three CAM disciplines (chiropractic, acupuncture, massage therapy), consisted of six iterative steps: 1) exploratory key informant interviews; 2) local CAM practitioner community survey; 3) existing tobacco cessation curriculum demonstration with CAM practitioners; 4) adapting/tailoring of existing curriculum; 5) external review of adaptations; 6) delivery of tailored curriculum to CAM practitioners with follow-up curriculum evaluation. RESULTS: CAM practitioners identified barriers and facilitators to addressing tobacco use with patients/clients and saw the relevance and acceptability of the intervention content. The intervention development process was attentive to their real world intervention concerns. Extensive intervention tailoring to the context of each CAM discipline was found unnecessary. Participants and advisors from all CAM disciplines embraced training content, deeming it to have broad relevance and application across the three CAM disciplines. All findings informed the final intervention. CONCLUSIONS: The participatory and iterative formative research process yielded an intervention with context validity in real-world CAM practices as it: 1) is patient/client-centered, emphasizing the practitioner's role in a healing relationship; 2) is responsive to the different contexts of CAM practitioners' work and patient/client relationships; 3) integrates relevant best practices from US Public Health Service Clinical Practice Guidelines on treating tobacco dependence; and 4) is suited to the range of healing philosophies, scopes of practice and practice patterns found in participating CAM practitioners. The full CAMR study to evaluate the impact of the CAMR intervention on CAM practitioners' clinical behavior is underway.
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Watson, Pamela. "The institutionalisation of the SADC protocol on education and training: a comparative study of higher education in two South African countries." Thesis, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9457_1337860349.
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<p>Regional integration is being proposed as a means to development in Southern Africa. As a part of the formal agreements regarding this cooperation, a Protocol on Education in the Southern African Development Community region has been signed. This research set out to compare the higher education systems of two Southern African countries and to examine the extent to which this Protocol has had an impact on national policies and practices. The research sought to investigate this by means of exploring the extent to which the Protocol has provided an institutional frame which is guiding the development of higher education policy in each of the two countries. The findings of the study indicate that the Protocol, rather than providing leadership in the area of education policy, is to a large extent a symbolic document, reflective of norms already existent in national policy in the two countries studied. <br> <br> <br> <br> <br> <br></p>
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Kiln, Sally Ann. "Perspectives on the environmental education training needs in southern Africa : the view of the SADC Regional Environmental Education Programme." Thesis, 2000. http://hdl.handle.net/10413/3818.
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The world environmental crisis has ed to a growing international concern to promote sustainable development. Environmental education is being heralded as one of the foremost responses to the promotion of sustainable development The Southern African Development Community Environment and Land Management Sector initiated a programme to support environmental education in the region. Among other things, this programme offers various forms of training for environmental educators in an attempt to meet the needs of southern Africa. The purpose of this report is to investigate the environmental education training needs in the southern African region. The research itself concentrates on the environmental education training needs as articulated by participants in, and applicants to, the Southern African Development Community Regional Environmental Education Programme (SADC-REEP). The report documents the establishment of the SADC-REEP and the environmental education training it offers within the context of current thinking on environmental education processes in the region. It then goes on to document the training needs articulated by the research respondents. This leads to a discussion of the articulated needs in relation to the current training offered by the SADC-REEP. The research reveals common themes expressed amongst the research respondents as to the training needs of the region. These themes include such issues as a broader understanding of environmental education processes, networking and the ability to disseminate information. These themes have led to recommendations for the SADC-REEP for the enhancement of their training programmes.<br>Thesis (M.Sc.) - University of Natal, Pietermaritzburg, 2000.
Books on the topic "SADC protocol on education and training"
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Community, Southern African Development. Protocol on education and training. The Community, 1997.
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Community, Southern African Development. Teaching and learning in higher education: Supporting capacity building in basic education in SADC countries : September 2005, Harare, Zimbabwe. UNESCO, 2006.
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L, Hall Thomas, and Palo Alto Medical Foundation for Health Care, Research, and Education., eds. Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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National Center for Health Services Research and Health Care Technology Assessment (U.S.). Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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), National Center for Health Services Research and Health Care Technology Assessment (U S. Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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National Center for Health Services Research and Health Care Technology Assessment (U.S.). Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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National Center for Health Services Research and Health Care Technology Assessment (U.S.). Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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National Center for Health Services Research and Health Care Technology Assessment (U.S.). Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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), National Center for Health Services Research and Health Care Technology Assessment (U S. Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
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National Center for Health Services Research and Health Care Technology Assessment (U.S.). Protocol 6: HIV-related training needs, programs, and costs. U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.
Find full textBook chapters on the topic "SADC protocol on education and training"
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Preckler Galguera, Miriam. "Contextualization of Botswana and Namibia as Member States of the Southern African Development Community (SADC)." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91107-6_7.
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Pohlmann, Andreas, Susan J. Back, Andrea Fekete, et al. "Recommendations for Preclinical Renal MRI: A Comprehensive Open-Access Protocol Collection to Improve Training, Reproducibility, and Comparability of Studies." In Methods in Molecular Biology. Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-0978-1_1.
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AbstractRenal MRI holds incredible promise for making a quantum leap in improving diagnosis and care of patients with a multitude of diseases, by moving beyond the limitations and restrictions of current routine clinical practice. Clinical and preclinical renal MRI is advancing with ever increasing rapidity, and yet, aside from a few examples of renal MRI in routine use, it is still not good enough. Several roadblocks are still delaying the pace of progress, particularly inefficient education of renal MR researchers, and lack of harmonization of approaches that limits the sharing of results among multiple research groups.Here we aim to address these limitations for preclinical renal MRI (predominantly in small animals), by providing a comprehensive collection of more than 40 publications that will serve as a foundational resource for preclinical renal MRI studies. This includes chapters describing the fundamental principles underlying a variety of renal MRI methods, step-by-step protocols for executing renal MRI studies, and detailed guides for data analysis. This collection will serve as a crucial part of a roadmap toward conducting renal MRI studies in a robust and reproducible way, that will promote the standardization and sharing of data.This chapter is based upon work from the COST Action PARENCHIMA, a community-driven network funded by the European Cooperation in Science and Technology (COST) program of the European Union, which aims to improve the reproducibility and standardization of renal MRI biomarkers.
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"Education and training." In SADC Gender Protocol 2015 Barometer. Gender Links, 2015. http://dx.doi.org/10.2307/j.ctvgc60t9.10.
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Gallup, Jennifer L., Beverly Ray, and Cory A. Bennett. "A Roadmap for Development, Implementation, and Evaluation of Virtual Practicums in Teacher Education." In Handbook of Research on Inequities in Online Education During Global Crises. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6533-9.ch009.
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Education for students in the P-12 setting has been subject to significant changes due to access to the internet and online education availability and most recently, the novel coronavirus (COVID-2019) pandemic; therefore, teacher preparation must meet the demands of this new reality through efficacious preparation programs that reflect this reality. Teachers must meet students' unique needs across virtual platforms, which requires mentoring, practice, and training. Today, there are very few programs that prepare teachers to work in an online P-12 setting. Additionally, there is limited research on how to supervise pre-service teachers in an online setting; therefore, the purpose of this chapter is to present a theoretical framework for virtual observations of a pre-service teacher learning to teach in an online P-12 setting. Along with recommendations for partnership development, implementation, and evaluation, a protocol is offered, and recommendations for future research and conclusions are offered.
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Rakovs`ka, Maria, and Dariya Pustovoichenko. "IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-10.
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Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.
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"Quality Control." In DNA Fingerprinting, edited by Lorne t. Kirby. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780716770015.003.0012.
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Quality control (QC) is one aspect of quality assurance (QA). Quality assurance also includes (1) periodic laboratory audits by external specialists, (2) keeping upto-date clearly-written protocols, (3) preparation of QA reports, (4) troubleshooting, (5) equipment maintenance and calibration, (6) methodology development, (7) personnel training, (8) continuing education, and (9) laboratory safety. To be assured of ongoing quality performance, laboratory accreditation is mandatory. The above aspects have been discussed throughout this text; however, because DMA profiling often involves legal considerations, details of QC are presented in this chapter. An extremely important report, Guidelines for a Quality Assurance Program for DNA Restriction Fragment Length Polymorphism Analysis, prepared by the Quality Assurance Subcommittee of TWGDAM, is included in Appendix I (Mudd 1989). Quality control, narrowly defined, is directly concerned with the accuracy and precision of laboratory results for specimens of verified origin. Implicit in this definition is assurance that correct and accurate population allele frequencies are used in probability calculations. The expert witness representing the laboratory must ensure that (1) the correct specimen is analyzed, (2) the DNA is not significantly degraded, (3) the specimens are not significantly contaminated with extraneous DNA, (4) the analysis procedure is well-controlled, (5) result interpretation is correct, and (6) no deviations from the authorized laboratory protocol have occurred. The expert witness in DNA profiling should be a meticulous analyst with a solid grasp of genetic and biochemical principles combined with considerable experience in recombinant DNA processes. A reasonable understanding of the concepts and application of statistical techniques, especially probability, is a definite asset. The ability to articulate the results of an analysis and to respond under cross examination to in-depth questions concerning principles, techniques, and chain of custody is mandatory. (See Wetli 1989 for a general overview on appearing as an expert witness.) A set of objective QC criteria must be established and followed to ensure that neither false negative nor false positive DNA profile match results are released from a service laboratory.
Conference papers on the topic "SADC protocol on education and training"
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Rogin, James. "How Maritime Education and Training (MET) Instructors Address Assessment Protocol." In Global Oceans 2020: Singapore - U.S. Gulf Coast. IEEE, 2020. http://dx.doi.org/10.1109/ieeeconf38699.2020.9389301.
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Alonso-Borso Di Carminati, María de los Llanos. "CHILD PROTECTION PROTOCOL TRAINING IN SPAIN: TEACHER´S RECOGNITION AND REPORTING OF CHILD ABUSE AND NEGLECT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0819.
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Suyanto, Umar, Asri Riani, and Tri Murwaningsih. "The Development of Public Relations and E-Book Protocol Based on Active Learning Approach to Improve Learning Motivation and Outcome of Vocational Middle School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.81.
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Prendergast, James, and Michael Barrett. "Programmable Logic Controller Programming ¿ A Proposed Protocol for Procurement and Development, with Special Relevance to Training and Education." In 2006 IEEE International Conference on Mechatronics. IEEE, 2006. http://dx.doi.org/10.1109/icmech.2006.252558.
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Grosdemouge, Cristol, Peter Weyhrauch, James Niehaus, Steven Schwaitzberg, and Caroline G. L. Cao. "Design of Training Protocol for Perceptual and Technical Skills in a Minimally Invasive Surgery." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82869.
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This study investigates how the technical and perceptual skills in laparoscopic surgery, typically acquired separately in the initial learning phases, can be trained together. A task analysis and cognitive task analysis were conducted using a cholecystectomy procedure and a fundoplication procedure. An experiment was conducted to examine the interaction of technical and perceptual skill learning. Subjects were divided into three groups based on order of skills training: 1) technical-perceptual-combined skills training order, 2) perceptual-technical-combined skills training order, and 3) combined skills training. After the training sessions, performance was evaluated using the combined skill. Preliminary results indicate that performance of the group trained in the combined skills condition performed equally quickly as those who trained the technical and perceptual skills separately first. In addition, the number of technical errors and perceptual errors committed were lower. This suggests that surgical skills training may be more efficient if perceptual learning is combined with motor skills during the initial phases of training. This has implications for the design of surgical training simulators and surgical education in general.
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Sierota, Andzrej B., Grzegorz Kłapyta, and Jerzy Gustowski. "Problem Solving in Mechatronic Competency Training Related to Field Practice." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64808.
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Global economy and growing competiveness on international market require consolidated approach in the Problem Solving process, that cover a variety of issues and functions in social life and economy; also in vocational education and industrial training [1]. The paper outlines a concept of Competence Based Problem Solving Training Protocol for modular mechatronic training by DATAMAS, developed to upgrade mechatronic competence of staff performing maintenance and repair jobs in automated plants in Poland. The concept presumes, that to achieve the very best training outcomes resulting in fast and effective diagnose and solving field problems, it is necessary to better adjust specialized training curricula and procedures to the problem of staff intellectual potential and capability. Such approach is reflected in the process of delivering DATAMAS training modules, flexible and adaptable to different production systems and conditions thus, able to effectively upgrade the maintenance staff competences and solve a variety of functional and other problems. Due to their didactic content combining knowledge and hard skills acquisition as well as soft skills, behaviors and attitudes advancement, the modules are the base training material, modified and applied for a variety of customized, on demand training courses “on the shop-floor”. They exercise how to more effectively solve real field problems by engaging trainees to some creative activity and emotional involvement. The modules are equipped with DATAMAS Training Protocol which provides methodological and organizational frame for the company’s trainers. DATAMAS Training Protocol was designed to follow the SSM approach [2]. The Protocol is mapping many functional features and training procedures that follow technical program saturated with the ongoing “mind storm” animation and argumentation. Since the DATAMAS Training Protocol concept has been under continuing scrutiny, only some limited data on its application are available. The paper outlines the concept, discus the problem solving cycle applied and explains some features of the Protocol. Problem solving cycle proposed by DATAMAS is outlined in Annex A, while a section of DATAMAS Training Protocol is shown in Annex B.
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Sauder, Jonathan, and Yan Jin. "Training the Participatory Renaissance Man: Past Creative Experiences and Collaborative Design." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12288.
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Students are frequently trained in a variety of methodologies to promote their creativity in the collaborative environment. Some of the training and methods work well, while others present challenges. A collaborative stimulation approach is taken to extend creative cognition to collaborative creativity, providing new insights into design methodologies and training. An experiment using retrospective protocol analysis, originally conducted to identify the various types of collaborative stimulation, revealed how diversity of past creative experiences correlates with collaborative stimulation. This finding aligns with previous research. Unfortunately, many current engineering design education programs do not adequately provide opportunities for diverse creative experiences. As this study and other research has found, there is a need to create courses in engineering design programs which encourage participation in diverse creative activities.
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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
Reports on the topic "SADC protocol on education and training"
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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.