565,466 research outputs found

    A Multipurpose Evaluation Strategy for Master Gardener Training Programs

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    A multipurpose evaluation, developed to measure impact of master gardener training in Pennsylvania, quantitatively measured both learning and increase in confidence, applying data from before and after the training. The authors demonstrate how the same data can be summarized in different ways to better achieve program improvement or demonstrate accountability. The evaluation compiled feedback from a 16-county area, including a majority of trainees in the state. This uniform evaluation strategy eliminated duplication of effort by county educators, provided a high quality tool for the state, and serves as a model for evaluating multi-topic programs taught by many instructors

    Impact of evaluation of the vocational training institutes in the Punjab province, Pakistan

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    Thesis(Master) -- KDI School: Master of Public Policy, 2021This study examines the impact of the Vocational Training Institutes (VTIs) on employment in the Punjab province, Pakistan. I exploit the difference-in-difference and instrumental variable methods using data from Global Data Lab, Pakistan Board of Statistics (PBS) and Punjab Vocational Training Council (PVTC). I find an increase in the employment rate of Punjab province in response to the implementation of the VTIs. The female employment increased significantly, but the male employment did not increase. I also find no increase in the high-level employment as a falsification test. The results suggest that the vocational training program plays a crucial role in improving labor market outcomes and gender gap in developing countries.1. INTRODUCTION 2. EVALUATION METHODS.. 3. FINDINGS 4. Discussion and Limitations 5. Conclusion 6. Future PlanOutstandingmasterpublishedSaqib HUSSAI

    In-service teacher training in Portugal: objectives, organization and impact on teacher's career

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    This paper presents a short overview of teacher´s training as considered by the Portuguese legislation: (i) initial teacher education (ITE), (ii) specialized training and (iii) in-service teacher training. A particular emphasis will be given to in-service teacher training. Nowadays, ITE corresponds to level 7 of the European Qualifications Framework (master degree). It is a career-long professional development, where research-based and in context practice are important features. Specialized training is intended to provide qualification in complementary educational functions, such as special education, school administration and inspection activities, socio-cultural animation and basic education for adults. In-service training or continuous training allows teachers to complement, deepen and update their knowledge and professional competences. Its accreditation, in what concerns involved institutions, training actions and evaluation process is centralized in the “Conselho Científico-Pedagógico da Formação Contínua” (Scientific and Pedagogical Council of in-service training) and has a direct impact in teacher’s careers, being one of the factors considered to access mobility and progression

    Meeting the need for effective and standardized neonatology training: a pan-European Master’s Curriculum

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    Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants. Impact statement: A review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory

    Improvement Teacher Skills in through Mentoring Virtual Reality Learning Media

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    The industrial revolution era 4.0. technological developments in the world of education are increasingly rapid. Teachers as one of the determinants of the quality of graduate students are required to master technology for a smooth and innovative learning process. Millennial generation students are happy with the world of technology, one of which teachers can use to motivate students is to use virtual reality media. The development of making virtual reality-based learning media is one of the programs to improve teacher competence in teaching. The method used is the delivery of material by brainstorming then discussion and the latest games are problem-based solving and evaluation. This activity has a positive impact and provides new experiences for teachers to be implemented in the classroom because virtual reality engages several senses and memorable learning for students. So this training is needed by the teacherThe industrial revolution era 4.0. technological developments in the world of education are increasingly rapid. Teachers as one of the determinants of the quality of graduate students are required to master technology for a smooth and innovative learning process. Millennial generation students are happy with the world of technology, one of which teachers can use to motivate students is to use virtual reality media. The development of making virtual reality-based learning media is one of the programs to improve teacher competence in teaching. The method used is the delivery of material by brainstorming then discussion and the latest games are problem-based solving and evaluation. This activity has a positive impact and provides new experiences for teachers to be implemented in the classroom because virtual reality engages several senses and memorable learning for students. So this training is needed by the teache

    The Gezira Family Medicine Project (GFMP). A scientific evaluation of a Master program for family physicians in Gezira, Sudan

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    Background: Family medicine based health systems are accepted worldwide as the best suitable model to provide integrated, high quality health services. In Sub-Saharan Africa, there is a recent movement towards implementing family medicine in health system; consequently, high up scaling of family medicine training is targeted and is going on like a fast track. Sudan faces the same challenges found in other Sub-Saharan African countries including the predominance of the tropical diseases that over-shadow the emerging problem of Non-Communicable Diseases (NCDs). The Gezira Family Medicine Project (GFMP) was established in 2010 as a collaboration project between several local partners including the State Ministry of Health and the University of Gezira. The project aimed to train qualified family physicians who can participate in providing high quality, accessible, and affordable primary health care services in Gezira. A twoyear Master curriculum was designed as an “in-service” model of training to meet both service provision and training's goals. A total of 207 candidates were enrolled in the first batch of the program in 2010. The project used information and communication technology (ICT) in a comprehensive way; it is used to provide health care in a distance (telemedicine), to facilitate and increase the accessibility in medical education (e-learning) and to manage patients' information (Electronic Medical Records- EMR). Study objectives: This study aimed to: Describe the GFMP during its first batch (2010-2012), its implementation, curriculum structure, baseline data of the trainees and their health centres. Assess the candidates' utilization of information and communication technology at the GFMP, and their perception of its use. Assess the impact of the Master programme on candidates' confidence to perform certain manual and cognitive clinical skills. Assess the impact of the GFMP on candidates' adherence to the core values of family medicine including patient-centeredness. Methods: Three comprehensive questionnaires were used to collect data both at the start of the Master program for the first batch and again at its end. The first questionnaire included background data regarding the candidates and their self-assessment of confidence to perform certain skills. The second questionnaire was a checklist for the health centres including the buildings, available equipment and provided services. The third questionnaire aimed to assess candidates' practice including adhesion to the core values of family medicine during patient consultations. A cross sectional, questionnaire and administrative data based observational design was used in paper 1 and paper 2. Self-evaluation questionnaire was used to collect data about the trainees' skills, while a checklist was used to collect data from the health centres. Administrative data was used to describe the project implementation, its curriculum design and candidates' utilization of ICT during the master period. A prospective cross sectional study with a before-and-after design was used in paper 3 and paper 4 to assess the progress change of the trainees during the Master period 2010-2012 (cohort observational design). Self-evaluation questionnaire and practicebased data were used to assess trainees' confidence in performing certain clinical skills and to assess their adhesion to some family medicine core values. The Patient- Practitioner Orientation Scale (PPOS) was used to assess patient-centeredness. Results: The 2-year in-service Master program at the GFMP could recruit 207 physicians to be trained in family medicine and to provide health services in 158 health centres, of which, 84 centres had never been served by a doctor before. The mean age of the enrolled trainees was 32.5 years, 57% were males and one third of them were graduated from the University of Gezira. Self-evaluation in confidence to perform certain clinical skills showed significant variations between individual skills, between medical disciplines, and between genders. Health centres were generally equipped to deal with tropical diseases, but poorly equipped to deal with Non Communicable Diseases (NCDs) Information and communication (ICT) reports showed a performance of 3808 online telemedicine consultations in the period April 2011 to December 2012. Over 165000 new patients' electronic medical records (EMRs) were established by the candidates at their graduation (N: 125 candidate). Candidates were generally highly satisfied with the use of ICT during their master period. They highlighted some patients' concerns regarding the use of EMR and telemedicine during consultations. To assess candidate’s improvement after the Master program, self-assessment of 46 clinical skills was done before and after the master program using a five-grade Likert scale (1-5). It showed an overall improvement of 21.7% from 3.23 (before) to 3.92 (after). Improvement variation is observed between the different medical disciplines. Males have constantly scored higher confidence than females, while females showed higher progress percentage in improvement compared with males. Statistically significant improvement is also detected regarding candidates' development in certain role skills like leadership, health promotion, and communication with colleagues and the community. In contrast, there was an overall significant decrease in orientation towards patient-centred care by 4% using the Patient-Practitioner Orientation Scale (PPOS). Conclusion: GFMP represented a good model for local collaboration, which resulted in performing training goals and providing high quality primary health care services. The in-service model of training was attractive for trainees (207 joined the program) and promising for health service provision (158 health centres were served by GFMP, of which 84 had never been served by physicians before). Information and communication technology (ICT) supported both training goals and service provision goals at the GFMP. The GFMP curriculum had a positive impact on candidates' confidence to perform the targeted clinical skills. Practice data showed a positive impact of the Master program on candidates' adherence to family medicine core values. Patient centred care was a weak point in candidates' training that needs more attention in future curriculum planning and implementation. Recent assessment of the status of the GFMP and family medicine training in Sudan as a whole done in Apr 2018, showed still high up-scaling of family medicine training in the whole country, presented by several institutes including the University of Gezira and the National Public Health Institute (PHI). The development of the GFMP as a project is affected by economical challenges and a decline in the political commitment, which affected the partnership between the University of Gezira and the State Ministry of Health

    Implementing use of ICT in teacher education

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    Teachers in Sweden are still in need of digital literacies to master the pedagogical use of ICT in schools. Teacher education has a key role in adding the use of ICT to the abilities of their students and teachers. At Stockholm Institute of Education the Learning Resource Centre has an important role in providing appropriate technology, supported learning environments and competence development for teachers and students. Competence development programs focus on digital literacies. Continuous self evaluation by participants points to good results. The problems which arise for teachers are mainly dependant on lack of time for training and maintaining digital work patterns.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

    An Evaluation of the Prison Radio Association’s Activity Final Report Year 1 The West Midlands Prison Radio Taster Project

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    The Prison Radio Association (PRA) was set up in 2005 and achieved charitable status in 2006. The PRA continues to contribute to the reduction of re-offending by capitalising on the opportunity prison provides to stop people offending for good. The Association is committed to the ways in which prison radio can provide a unique and innovative way to engage offenders (regardless of age, ethnic origin, gender or faith) in education; particularly those hard to reach offenders disenfranchised by the educational system. The PRA currently works with over 40 prisons across England and Wales. In 2007, the Prison Radio Association and partners1 developed a two week taster course in radio production for delivery in six prisons across the West Midlands, entitled: the West Midlands Prison Radio Taster Project2. The objectives of this project were firstly, overall project delivery, which consisted of the recruitment of a radio trainer, developing a radio training course which embeds basic skills and the delivery of the taster courses in six prisons. The wider objectives concerned raising awareness of the potential of radio training to embed basic skills and to examine sustainability within prison service education. The findings of the external evaluation conducted by the Hallam Centre for Community Justice are presented in this report

    Training and Mentoring on the Use of Information and Communication Technology (ICT) in Supporting the Implementation of Learning at UPT SD Negeri 342 Gresik

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    Abstract: UPT SD Negeri 342 is one of the schools in Sangkapura Bawean District, which is located in the mountains. This school has very minimal facilities compared to other schools in the area. The implementation of online learning, administration and the use of technology-based learning media are not maximally implemented in these schools. Therefore, training and assistance in the use of information and communication technology is carried out. Participants consisted of 8 teachers and 36 students. The training is carried out face-to-face, followed by online and offline mentoring. The training materials presented were Augmented Reality (AR) in the Arloopa application, the use of The Physics Education Technology (PhET) for virtual student practicums, mentimeters, and zoom meetings. After the work program is implemented, an evaluation will be held to identify capacity building and its strengths and weaknesses as material for improvement in the next implementation. The results of the training showed that the ICT skills of teachers and students increased from previously unable to become able. All the teachers attended the training and participated enthusiastically. The material presented can be understood clearly and participants can apply it independently. They just need habituation to better master the material that has been given. This training activity had a good impact on improving the ICT skills of teachers and students at UPT SD Negeri 342 Gresik

    Performance-Based Compensation: Design and Implementation at Six Teacher Incentive Fund Sites

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    Examines preliminary outcomes for student achievement, stakeholder support, recruitment and retention, and changes in school cultures; success factors; challenges; and the role of states and districts in implementation and financial sustainability
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