Post Training Assistance in Skills Development Programs: Applicant Selection and Impact Evaluation

2019 ◽  
Author(s):  
Gaurav Chiplunkar ◽  
Jeremy Magruder
Keyword(s):  
Impact Evaluation ◽  
Skills Development ◽  
Development Programs ◽  
Applicant Selection

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

scholarly journals Self-assessed proficiency and application of various skills learned during postgraduate pharmacy teaching skills development programs

2010 ◽  
Vol 2 (3) ◽  
pp. 149-159 ◽  
Author(s):  
Anna Ratka ◽  
Paul O. Gubbins ◽  
Carol A. Motycka ◽  
Jane M. Gervasio ◽  
Mark S. Johnson ◽  
...  
Keyword(s):  
Skills Development ◽  
Teaching Skills ◽  
Development Programs

Strategies for developing Arabic language skills in teachers who aren't specialized in it: استراتيجيات تنمية مهارات اللغة العربية للمعلمين غير المتخصصين فيها

2020 ◽  
Vol 4 (46) ◽  
Author(s):  
Maleeha Mohammed Al-Qahtani, Manal Abdalla Zahed
Keyword(s):  
Training Program ◽  
Language Skills ◽  
Development Program ◽  
Arabic Language ◽  
Teacher Preparation Programs ◽  
Skills Development ◽  
Colleges Of Education ◽  
Development Programs ◽  
Preparation Programs ◽  
Teacher Training Programs

The current study aimed to build a training program that develops the language skills of teachers who are not specialized in the Arabic language, and which exploratory study conducted by the two researchers revealed the weakness of this group of teachers in practicing the four language skills (listening, speaking, reading, writing) through a test in Language skills that was applied to a sample consisting of (48) male and female teachers in the three academic stages, consisting of (30) singles. The test results reflected the marked weakness, which confirms the need to develop Arabic language skills among teachers who are not specialized in them, hence the need to prepare a training program for the development of The skills of teachers who are not specialized in the Arabic language concerning the four language skills and the importance of the uses of skills development strategies for this program to achieve its goals, the program was designed to include five training units and be presented in (25) training sessions, the program was judged and adjusted, and the study ended with several recommendations including: The importance of applying the language skills development program to teachers who are not specialized in the Arabic language and monitoring the results of its application and training trainee teachers - who are not specialized in the Arabic language - in teacher preparation programs in colleges of education on the language skills development program and reviewing teacher training programs - in all disciplines - and enriching it with language skills development programs.

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