Continuing Education and Training: Needs, Models and Approaches

2016 ◽  
pp. 213-229
Author(s):  
Sarojni Choy ◽  
Stephen Billett ◽  
Darryl Dymock
Keyword(s):  
Continuing Education ◽  
Education And Training ◽  
Training Needs ◽  
And Training

EuroPACE 2000

1994 ◽  
Vol 8 (2) ◽  
pp. 90-96
Author(s):  
G. Van der Perre ◽  
J. Van Heddegem ◽  
J. Van den Branden
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Education And Training ◽  
Training Needs ◽  
Lessons Learned ◽  
The Future ◽  
And Training ◽  
European Programme

In the March 1994 issue of Industry and Higher Education, William A. Weimer reviewed and analysed the lessons learned from the experience of the European Programme of Advanced Continuing Education (EuroPACE), which ceased to broadcast in January 1993. On 8 December 1993, EuroPACE 2000 arose from its ashes. In this article, the authors outline the aims and objectives of the new EuroPACE 2000 programme in the context of the education and training needs of the future workforce of Europe. A university-centred network, EuroPACE 2000 focuses on telematics as the key additional ingredient in the effective and widespread delivery of lifelong learning in Europe.

scholarly journals Towards the use of ICT in the training of human resources working in the field of education and training

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mohamed Baidada
Keyword(s):  
Human Resources ◽  
Continuing Education ◽  
Information Technologies ◽  
Education And Training ◽  
Teaching Staff ◽  
New Information ◽  
Human Resources Managers ◽  
E Learning ◽  
Training Courses ◽  
And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

scholarly journals Hydrological education and training needs in Sub-Saharan Africa: requirements, constraints and progress

2011 ◽  
Vol 8 (6) ◽  
pp. 10565-10587
Author(s):  
D. A. Hughes
Keyword(s):  
Water Resources ◽  
Critical Mass ◽  
Academic Research ◽  
Institutional Support ◽  
Education And Training ◽  
Training Needs ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Hydrology And Water Resources ◽  
And Training

Abstract. This paper represents a perspective on the education and training needs related to hydrology and water resources science within the sub-Saharan Africa region and discusses the requirements of the region, some of the relatively recent developments and initiatives and some of the constraints that exist and remain difficult to surmount. The requirements include the development of academic research capacity and technical skill for both the private and public sector at a variety of levels. Some of the constraints that exist include a lack of adequate funding, lack of follow-up after short training courses, lack of institutional support to continue training, and competition for major water resources development projects from organizations outside the region. One of the main conclusions is that to sustain both educational and practical expertise in hydrology and water resources science within the region there is a need to build a "critical mass" of local expertise. Part of this could be achieved by increasing networking within the region and promoting the sharing of information, tools and expertise. There is also a need to promote institutional support.

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