Creation of a knowledge city in educational institutions: a model for promoting teachers' collective capacity building

2007 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Victoria Konidari ◽  
Yvan Abernot
Keyword(s):  
Capacity Building ◽  
Educational Institutions ◽  
Collective Capacity

scholarly journals Pakistan’s Aid to Afghanistan Since 2001and Its Prospects forState Building in Afghanistan

2020 ◽  
pp. 114-130
Keyword(s):  
Capacity Building ◽  
Political Development ◽  
State Building ◽  
Educational Institutions ◽  
Positive Role ◽  
Building Projects ◽  
Religious Conflicts ◽  
The Us ◽  
And Training

State buildingis theprocess of establishing and strengthening the institutions essential for smooth functioning of government and necessary foreconomic, social,and political development. The process of state building inAfghanistan has been severelyaffectedby wars,terrorism, ethnic and religious conflicts, tyrannies,and dictatorships.After the US occupation in 2001,a serious need of statebuilding was deemed necessary for the durable solution of the issue. Many foreign counties,including Pakistan,contributed into theprocess of state building.Thisresearch aimsto analysetherole of Pakistan’said instate buildingprocessinAfghanistansince 2001 and its prospects for peace, stability,and development.Pakistan helpedAfghanistan in the fields of education, infrastructure, agriculture, health,and capacity building of Afghanistan’s govt personalsand officials. She has provided a total aid of 1 billiondollars aid. Since 2001 Pakistan hasestablishedmanyhospitals, educational institutions,rail links, roads,scholarships to Afghan students,capacity building projects in differentfields,and training toarmed forcesand diplomatic professionals of Afghanistan. This type of help is playing very positive role in the process of state building in Afghanistan.

An Analysis of HRD and Capacity Building challenges in the Education Sector in India

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Anshu Yadav
Keyword(s):  
Capacity Building ◽  
Education System ◽  
Qualitative Methodology ◽  
Skill Development ◽  
Education Sector ◽  
Educational Institutions ◽  
Development Environment ◽  
Vocational Skills ◽  
Development Models ◽  
The World

There is a huge focus on building enabling capabilities in the potential workforce to make them employable all over the world. The challenges surrounding the current education system in India have given way to the production of unemployable youth which is endangering the growth and sustainability of the economy. The education sector in India has been under criticism for not being skill oriented. In this light, the current study presents an overview of the skill development environment existing in educational institutions in the country and identifies the challenges that produce skill gap. The study mainly relies on qualitative methodology and draws support from other economies of the world. Global Skill development models have been considered to address the skill development challenges. It suggests the development of versatile vocational skills and strong competence in today's youth, accompanied with the continuous renewal of competencies.

scholarly journals Training as strategy for school self-evaluation capacity building

2019 ◽  
Vol 24 ◽  
pp. 73-87
Author(s):  
Mateja Brejc ◽  
Klemen Širok ◽  
Andrej Koren
Keyword(s):  
Capacity Building ◽  
Learning Transfer ◽  
Educational Institutions ◽  
Quality Assurance System ◽  
Educational Context ◽  
Organizational Leaders ◽  
Evaluation Capacity Building ◽  
Evaluation Capacity ◽  
Self Evaluation ◽  
Assurance System

The aim of the paper is to discuss the importance of school (self-) evaluation capacity building within quality assurance system in education in Slovenia. The research is focused on self-evaluation training program in 245 educational institutions. The results demonstrate its importance and pinpoints several challenges, i.e.: “how to build organizational (leaders’) evaluation capacity”, “learning transfer in practice”, and “how to choose among various evaluation capacity building strategies”. Building upon empirical findings, the paper suggests that the training as a sole strategy for capacity building does not suffice in the competitive, quality-driven educational context. Correspondingly, the model of self-evaluation capacity building for schools is presented and discussed.

scholarly journals Developing organizational knowledge in schools: The role of theory and theorizing in collective capacity building

2021 ◽  
Author(s):  
Turid I. Ertsås ◽  
Eirik J. Irgens
Keyword(s):  
Theoretical Model ◽  
Capacity Building ◽  
School Leaders ◽  
Organizational Knowledge ◽  
Theory And Practice ◽  
Knowledge Development ◽  
Education Systems ◽  
Theoretical Perspectives ◽  
Collective Capacity

AbstractDeveloping knowledge in education systems is essential in capacity building. When the intention is to build collective capacity and sustain the capacity in schools, we claim there is a need to understand how organizational knowledge is developed and what form this knowledge may take in the school as an organization. However, theory seems to have put little weight on the development of organizational knowledge. In this article, we draw on two cases to discuss why there is a need for theoretical perspectives that may help conceptualize and aid knowledge development in capacity building. Our contribution is a theoretical model that builds on a graded theory concept, in which theory and practice are understood as entangled in process rather than as dichotomous and static categories. We hope to contribute to an understanding of capacity building that avoids the tyranny of theory and the tyranny of practice, and where teachers’ and school leaders’ professional theorizing is seen as essential for success.

Sign in / Sign up

Export Citation Format

Share Document