Trade statistics capacity building beyond borders

2021 ◽  
pp. 1-11
Author(s):  
Onno Hoffmeister ◽  
Barbara D’Andrea Adrian ◽  
Mark Assaf ◽  
Nour Barnat ◽  
Dominique Chantrel ◽  
...  

We report on five years of capacity building designed to improve the skills of producers and users of international trade statistics all over the world, with a particular focus on developing countries. This training programme is a joint activity between UNCTAD, UNSD and WTO, based on an innovative (Blended Learning) approach, combining e-learning and face-to-face workshops. It is adapted to local needs, uses the pool of experts working at international organisations, and ensures continuous review and enhancement of the applied methods and tools. The results reviewed in this paper confirm that the program has reached the target population. Furthermore, it has global coverage and is gender-balanced. During the five years since the programme has begun, participation in the courses has increased considerably; success rates have risen from 72% to 79% and satisfaction rates from 77% to 88%. Plans for the future include delivering training in additional languages, increasing interactivity, and adding new components addressing specific training needs.

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.


1970 ◽  
Vol 4 (1) ◽  
pp. 27-34 ◽  
Author(s):  
AQM Bazlur Rashid

A 5 day long training programme of the teachers of BOU on the capacity building for open and distance learning materials was held during 12-15 and 19 March 2006 with a view to upgrading skill, knowledge and quality for their better educational exposure in imparting distance education. Fifty terminologies concerning ODL materials were used to evaluate the effectiveness of the training programme through pre and post evaluation. In pre-evaluation at the beginning of the training session out of 50 only 25 terminologies were assessed to be acquainted satisfactory with the participants’ knowledge while the rest 25 were assessed at the end of the training programme yielding significantly as much as 39% improvement on the term like ISSN followed by 27% in tele-conferencing. Based on the result, it is revealed that the training has been found effective in imparting appropriate required knowledge of technology including ODL educating materials such as writing of self learning modules, preparing scripts for radio, television, audio-video tapes, e-learning techniques, video conferencing, tele-conferencing, mediated communications etc. with the expectation that the training would have the useful impact on the teachers’ educating efficiency of BOU teachers. The probable definitions on the acquaintancy of terminologies used have been incorporated. Key words: Training, evaluation, capacity building, ODL.


BMC Medicine ◽  
2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Renee Christensen ◽  
Dale Fisher ◽  
Sharon Salmon ◽  
Patrick Drury ◽  
Paul Effler

AbstractFor 20 years, the Global Outbreak Response and Alert Network (GOARN) has been a leader in the coordination of international outbreak response. On the premise that no single institution can provide all capacities required to successfully respond to a complex public health emergency or fulfil all outbreak response training needs, GOARN embarked on a capacity building journey that draws on the unique strengths of more than 250 partner institutions. Through extensive engagement and collaboration, GOARN Partners have created a bespoke, multifaceted, 3-tiered training programme which has evolved over the last 15 years and enhanced the competencies of thousands of multidisciplinary outbreak responders around the world.


Author(s):  
Vanessa Izquierdo-Álvarez ◽  
Ana María Pinto-Llorente

The global health crisis caused by COVID-19 led to the confinement of millions of people all over the world and generated an unprecedented global alarm. A consequence of the confinement was the suspension of face-to-face educational activity in all centres and levels of education, and the adoption of online modality. The aim of the chapter is to facilitate the understanding of the learning framework in online contexts and to explains some of the e-learning practices carried out by the University of Salamanca along the 2019-2020 academic year. It also offers a compilation of the strategies and lines of actions adopted by the university for the next academic year to guarantee the quality of the teaching learning process, to reinforce the technological equipment and telematic networks, to carry out a strong digital transformation of the institution, to bridge the digital divide, and to implement a training programme for teachers and students.


2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.


2020 ◽  
Vol 81 (1-4) ◽  
pp. 43-48
Author(s):  
L. Ménard ◽  
A. Petit ◽  
É. Leblong ◽  
M. Stein ◽  
E. Hatzidimitriadou ◽  
...  

One of the key challenges for the training of healthcare professionals (HCPs) is to maintain a good understanding and knowledge of new assistive technologies (ATs) that are currently on the market [1]. Indeed, at present, available training on ATs is limited and does not meet the practice-related needs of HCPs. It is in this context that the ADAPT European project aims to develop a new AT training programme for healthcare professionals, which will also introduce them to the project’s new AT developments - a smart powered wheelchair and a virtual reality wheelchair-driving simulator. The program consists of six multimodal units; five delivered via e-learning and one through a blended method of e-learning and face-to-face sessions. The development of the content is guided by findings from an earlier literature review and an online survey of AT training needs for HCP’s, both undertaken by the ADAPT cross-national research team, comprised of UK and French experts. The level of technical difficulty increases with successive units in order to train all HCPs to use innovative ATs more widely in their practice. A Learning Management System enables the dissemination of the e-learning AT program. Preliminary results from participant unit-specific evaluations available at this stage are overall positive and encouraging.


2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  


Author(s):  
R J Singh

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.


Author(s):  
Leanri van Heerden

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design


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