scholarly journals Verification of the Effectiveness of a New Education and Training Programme for Mentally Disabled Adolescents

2019 ◽  
Vol 55 (1) ◽  
pp. 265-276
Author(s):  
Agnesa Pataiová ◽  
◽  
Peter Seidler ◽  
Anna Tirpáková ◽  
◽  
...  
Keyword(s):  
Training Programme ◽  
Education And Training ◽  
Mentally Disabled ◽  
New Education ◽  
And Training

scholarly journals An introductory article on the concept of programme development in physiotherapy training

1999 ◽  
Vol 55 (4) ◽  
pp. 20-23
Author(s):  
M. W. Krause ◽  
M. J. Viljoen ◽  
M. J. Bezuidenhout
Keyword(s):  
Training Programme ◽  
Education And Training ◽  
Training System ◽  
Curriculum Review ◽  
Introductory Article ◽  
Training Institutions ◽  
Key Aspects ◽  
New Education ◽  
And Training ◽  
Outcomes Based Education

 The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.

scholarly journals Spreading of Excellence in SARNET Network on Severe Accidents: The Education and Training Programme

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Sandro Paci ◽  
Jean-Pierre Van Dorsselaere
Keyword(s):  
Nuclear Power ◽  
Power Plants ◽  
Training Programme ◽  
Education And Training ◽  
Severe Accident ◽  
Research Network ◽  
Safety Issues ◽  
Severe Accidents ◽  
Management Procedures ◽  
And Training

The SARNET2 (severe accidents Research NETwork of Excellence) project started in April 2009 for 4 years in the 7th Framework Programme (FP7) of the European Commission (EC), following a similar first project in FP6. Forty-seven organisations from 24 countries network their capacities of research in the severe accident (SA) field inside SARNET to resolve the most important remaining uncertainties and safety issues on SA in water-cooled nuclear power plants (NPPs). The network includes a large majority of the European actors involved in SA research plus a few non-European relevant ones. The “Education and Training” programme in SARNET is a series of actions foreseen in this network for the “spreading of excellence.” It is focused on raising the competence level of Master and Ph.D. students and young researchers engaged in SA research and on organizing information/training courses for NPP staff or regulatory authorities (but also for researchers) interested in SA management procedures.

Building the technological European Community through education: European mobility and training programmes in the 1980s

2020 ◽  
pp. 147490412098097
Author(s):  
Carmen Flury ◽  
Michael Geiss ◽  
Rosalía Guerrero Cantarell
Keyword(s):  
Technological Change ◽  
European Community ◽  
Information Technologies ◽  
Training Programme ◽  
Education And Training ◽  
Community Action ◽  
Skilled Workers ◽  
Social Strategy ◽  
Highly Skilled ◽  
And Training

The Community Action Programme for Education and Training for Technology (COMETT) played a key role in paving the way for increased cooperation between the member states of the European Community (EC) in the field of education and in the promotion of intra-Europe mobility. In this article, COMETT is considered as a non-traditional education and training programme for solving economic challenges in the context of technological change that was focused on the training of a highly skilled workforce. The process of setting the agenda for COMETT is studied through an analysis of official EC policy documents and archival material from the EU’s historical archives in Florence. Our analysis suggests that the challenge posed by new information technologies acted as a catalyst for a new approach to education governance that was based on closer cooperation between European universities and industry. Promoting intra-Europe mobility among highly skilled workers and students was a key part of the programme, which defined an economic and social strategy for Europe in response to technological change. Educational and social goals were secondary in the design and implementation of the COMETT programme, which, first and foremost, was motivated by the EC agenda to boost the competitiveness of European industry.

IDENTIFYING CREATIVITY ENGAGEMENT AMONG NIGERIAN CHILDREN: IMPLICATION FOR ENHANCING A SUSTAINABLE TECHNICAL VOCATIONAL EDUCATION AND TRAINING PROGRAMME

2015 ◽  
Vol 77 (13) ◽  
Author(s):  
Jonathan O. Oke ◽  
Aede Hatib Musta’amal ◽  
Muhammad Muhammad Inti
Keyword(s):  
Vocational Education ◽  
Training Programme ◽  
Education And Training ◽  
Vocational Education And Training ◽  
School Students ◽  
Nigerian Children ◽  
Significant Difference ◽  
Technical Vocational Education ◽  
And Training ◽  
At Home

Creativity is a natural skill often exhibited by children at home and in schools, especially during play. Children are often seen playing with drawings and moulding of objects. Hence, if care is taken to encourage and develop children’s creativity, it may enhance a sustainable development in Technical Vocational Education and Training (TVET) programme. The aim of this study therefore was to determine the level of engagement of Nigerian children in creativity practice.  The study was carried out using 400 (232 boys and 168 girls) Junior Secondary School students of age eleven to thirteen as sample. Specifically, the study sought to find out whether or not the children do undertake creative activities at home and the domains in which their creative activities are based upon.  A Child-Creative Inventory Form (CCIF) was used as an instrument for data collection. Data collected were analyzed using both percentages and Chi-Square. The findings of the study revealed that Nigerian children love to engage in creative activities mostly in the domain of technical and vocational skills such as: building technology, woodwork, mechanical technology, and electrical electronics. The study revealed that 87.07% of the boys were engaged in creativity while that of girls was 73.81.5%; 7.76.% of the boys were not engaged in creativity while that of girls was 20.8%. 24.57% of the boys were not sure of their involvement while that of girls was 5.36%. In all, the study found a significant difference in the level of engagement of boys and girls in creativity with P< 0.05 level of Significance. It was therefore recommended that children who are creative in the domains of technology could be assisted to develop their career in these domains as this would be a means to sustain the TVET programme in the nation.

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