Capacity Building, Rationale and Learning from Best Practice

2012 ◽  
pp. 59-93 ◽  
Author(s):  
Thomas Andersson ◽  
Abdelkader Djeflat
Keyword(s):  
Capacity Building ◽  
Best Practice

scholarly journals How to build capacity to best use good/best practice

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D van Dale ◽  
K Leenaars
Keyword(s):  
Best Practices ◽  
Capacity Building ◽  
Best Practice ◽  
Product Information ◽  
Monitoring And Evaluation ◽  
Intersectoral Collaboration ◽  
Implementation Study ◽  
Combine Process ◽  
Work Shop ◽  
Incentive Strategies

Abstract In the Netherlands the best practice portals contains approximately 325 best and good practices with different levels of recognition (well described, theoretically sound and effective). Evaluations of the portal (2013 and 2018) show that the portal is well appreciated by professionals of municipal health services and stakeholders but the uptake of best practices can be improved. An implementation study (2014) to the uptake of interventions revealed that the RIVM had to work on dissemination strategies for policymakers, capacity building implementing best practices by professionals and incentive strategies for both groups. In this presentation the focus is on the capacity building of professionals. In order to support professionals and policymakers with evidence-based decision making the RIVM developed the online Manual Healthy Municipality, Healthy School and Healthy Kindergarten. In the manuals overviews of best practices are presented per theme (e.g. smoking), target group (e.g. elderly) or setting (e.g. neighbourhood) in combination with tools and instruments for intersectoral collaboration, citizens involvement and monitoring and evaluation. These manuals are well known and combine process information (how) with product information (what: effective programs and what works overviews). The implementation study showed also that professionals would like to have more support in the form of workshops and masterclasses. In order to get this the RIVM organizes workshops how to describe an intervention for recognition and how to adapt an intervention. The assumption that a recognized can't adapted to the local contexts was one of the inhibiting factors of the implementation of best practices. To ensure that the adjustments are made properly we have developed a checklist for the adaptation of interventions which is the base of the workshop. Professionals can also ask for a tailored work shop for example how to create support for the use of best practices.

scholarly journals Building Capacity: HEED Slills Audit and Recommendations

2021 ◽  
Author(s):  
Alison Halford
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Knowledge Production ◽  
Best Practice ◽  
Research Team ◽  
Skills Development ◽  
Building Capacity ◽  
Energy Projects ◽  
Team Project ◽  
The Impact

This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.

MindMatters Plus: A Capacity-building Framework for Working with Secondary School Students with High Support Mental Health Needs

2004 ◽  
Vol 14 (1) ◽  
pp. 96-105 ◽  
Author(s):  
Helen Broomhall ◽  
Janet Devlin ◽  
Sarah Anderson ◽  
Martha Doyle
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Capacity Building ◽  
Best Practice ◽  
Secondary School Students ◽  
Health Needs ◽  
Mental Health Needs ◽  
School Students ◽  
School Capacity Building ◽  
High Support

This article describes the history, development and status of MindMatters Plus (MM+). MM+ is a project developed within the context of MindMatters (MM), an ongoing initiative which aims to promote mental health within Australian secondary schools. MM+ is an integral component of the MM suite of initiatives and is consistent with its underlying philosophy of developing student resilience through a “whole of school”, capacity-building approach. The specific goal of MM+ is to develop best practice approaches to improving the mental health outcomes of secondary school students with high support mental health needs (SWHSNs) and is achieved in several ways: (1) assisting schools in early identification; (2) facilitating the implementation of preventative and other interventions; (3) developing new initiatives and refining existing processes, policies and strategies and; (4) encouraging the development of timely and accessible networks of care with external agencies and community partnerships.

scholarly journals The Impact of the Composition and Staffing of the Zimbabwe Electoral Commission on its Performance

Politeia ◽  
2017 ◽  
Vol 33 (3) ◽  
pp. 20-43
Author(s):  
Petty Makoni
Keyword(s):  
Capacity Building ◽  
Best Practice ◽  
Mixed Model ◽  
Knowledge Gap ◽  
Legislative Support ◽  
Democratic Elections ◽  
And Function ◽  
The Impact ◽  
Insight Into

This article seeks to provide insight into the trends in appointment, composition and function of the Commissioners of the Zimbabwe Electoral Commission (ZEC) and its staff, depicting the impact of the changes experienced on its mandate. It articulates the legislative support to responses that necessitated the change from being a typically governmental then mixed model to an Independent Electoral Management Body (EMB), conforming to the SADC Principles and Guidelines Governing Democratic Elections in a bid to ensure transparency and integrity in managing elections. It explores the competencies of the EMB in executing its mandate. The article also identifies how the knowledge gap in electoral processes continues to be minimised by capacity building; a leadership that resonates and a mission that seeks to be informed by regional and international best practice.

Mainstreaming sustainability in design education – a capacity building framework

2014 ◽  
Vol 15 (2) ◽  
pp. 169-187 ◽  
Author(s):  
Simon O'Rafferty ◽  
Hannah Curtis ◽  
Frank O'Connor
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Capacity Building ◽  
Design Education ◽  
Best Practice ◽  
Linear Process ◽  
Teaching Staff ◽  
Original Research ◽  
Content Type ◽  
Qualitative Approaches

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

scholarly journals Developing a capacity-building programme to support a mental health service modernisation pilot project in Lviv region of Western Ukraine

2020 ◽  
pp. 1-3
Author(s):  
Tracey Power ◽  
Orest Suvalo
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
Capacity Building ◽  
Best Practice ◽  
Pilot Project ◽  
Local Context ◽  
Successful Implementation ◽  
Western Ukraine ◽  
Capacity Building Programme

This paper reflects on the development of a capacity-building programme to support a mental health service modernisation pilot project based in the Lviv region of Western Ukraine. National programmes that aim to modernise mental health services now have the experience of other countries on which to draw. The challenges faced by such modernisers have much in common. Nevertheless, although there are lessons to be learned from what has worked well elsewhere, we caution that the local context can have a profound effect on the successful implementation of plans based on best practice.

scholarly journals PO 8278 BUILDING CAPACITY IN CONDUCTING CLINICAL RESEARCH IN A VIRTUAL SETTING: EXPERIENCES FROM THE EAST AFRICAN CONSORTIUM FOR CLINICAL RESEARCH (EACCR2)

2019 ◽  
Vol 4 (Suppl 3) ◽  
pp. A26.2-A27
Author(s):  
Emily Nyanzi-Kabuye ◽  
Pontiano Kaleebu ◽  
Benard Kikaire ◽  
Blandina T Mmbaga ◽  
Godfrey S Mfinanga ◽  
...  
Keyword(s):  
Clinical Research ◽  
Medical Research ◽  
Capacity Building ◽  
Best Practice ◽  
Central Africa ◽  
Steering Committee ◽  
International Standards ◽  
East African ◽  
Virus Research ◽  
Research Institute

BackgroundEACCR2 is an EDCTP-funded, Eastern African-led network established in May 2009, with 23 regional partners from Ehtiopia, Kenya, Sudan, Tanzania, and Uganda, and 8 northern partners from Germany, Netherlands, Norway, Sweden and United Kingdom. The objective is to strengthen capacity to conduct health research to international standards with specific focus on clinical trials on poverty-relevant diseases such as HIV, TB, malaria and neglected infectious diseases. EACCR2 optimises the use of shared research infrastructures and other regional capacity building resources and opportunities.ActivitiesThe activities of the network are implemented in five work packages cutting across ‘nodes’ in different countries. Capacity building programmes and studies funded by EDCTP are implemented by coordinators at the disease nodes. The Uganda Virus Research Institute (UVRI) hosts the secretariat of the consortium of five nodes located in the following institutions: Malaria Node in Kilifi-Kenya Medical Research Institute Wellcome Trust, Tanzania; Training Node in Kilimanjaro Clinical Research Institute, Tanzania; Tuberculosis Node at the National Institute of Medical Research- Muhimbili, Tanzania; the Neglected and Re-Emerging Tropical Diseases Node at the University of Khartoum, Sudan; and the HIV Node at UVRI, Uganda.Coordinators form the project implementation committee which meets via skype or teleconference every quarter to assess progress, share best practice and challenges of the network. Scientific and annual meetings are arranged every year in one of the implementing institutions. During such meetings, students, the nodes and steering committee also meet to minimise travel costs while helping teams to network.EACCR2 learns from the experiences, best practice and challenges of EACCR1 while implementing its current activities. Careful planning and consensus building from all partners has been the driving force to build and implement activities of this virtual network. EACCR2 also works closely with other EDCTP Networks of Excellence, i.e. in Central Africa (CANTAM), West Africa (WANETAM), and Southern Africa (TESA).

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