scholarly journals An Innovative Model of Agricultural Education and Training in Guinea: Trending Toward Self-Sustainability

2018 ◽  
pp. 10-23
Author(s):  
Aaron McKim ◽  
Tyson Sorensen
Keyword(s):  
Agricultural Education ◽  
Professional Training ◽  
Agricultural Land ◽  
Planning Process ◽  
Education And Training ◽  
Program Review ◽  
Stakeholder Support ◽  
Proposed Model ◽  
And Training

Exploring locally-designed Agricultural Education and Training (AET) programs provides opportunities for the entire system of AET to improve. Recognizing this potential, researchers conducted a case study of the Centre d’Apprentissage et de Formation Professionnelle Post-Primaire (i.e., Center for Post Primary Professional Training [CAFPPP]) located in Macenta, Guinea. The case study was completed in conjunction with a comprehensive program review and participant-engaged strategic planning process. Results illuminate CAFPPP faces significant challenges, including (a) limited funding, (b) insufficient teacher and administrator training, (c) limited curricular scope, and (d) systematic challenges. Additionally, three critical strengths were identified at CAFPPP, (a) utilization of an effective, practice-based educational model, (b) stakeholder support, and (c) access to fertile agricultural land. Considering both strengths and weaknesses, researchers and CAFPPP stakeholders co-created a model to propel CAFPPP toward its stated goal of becoming an “autonomous center of excellence.” The dynamic model envisions a school leveraging its strengths to systematically address identified weaknesses via intersecting approaches to funding, teacher and administrator development, and graduate support. Presentation of the model is supplemented with a discussion of, and recommendations for, application of the model at CAFPPP. Furthermore, opportunities for all AET programs to reflect upon, and evaluate, current strategies in light of the proposed model are discussed.

scholarly journals Digital Tools as an Enabler for Educational and Training Processes: The Case Study of REFUGEEClassAssistance4 Teachers Project

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 14
Author(s):  
Ourania Areta ◽  
Karel Van Isacker
Keyword(s):  
Social Interactions ◽  
Education And Training ◽  
Working Environment ◽  
Digital Tools ◽  
Training Process ◽  
Training Activities ◽  
And Training

Digitalization has transformed all aspects of life, from social interactions to the working environment and education, something that accelerated with the emergence of COVID-19. The same stands for education and training activities, where the use of digital tools has been gradually advancing and become merely online because of the virus. This brought forth the need to discuss further the applications, benefits, and challenges of digital tools within the framework of the education and training process, and the need to study examples of successful applications. This study aims to support both these requirements by presenting the case study of REFUGEEClassAssistance4Teachers project and its outcomes.

scholarly journals Rethinking the Health Care Model through the reorientation of training

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1580-1588 ◽  
Author(s):  
Carine Vendruscolo ◽  
Letícia De Lima Trindade ◽  
Marta Lenise do Prado ◽  
Maria Elisabeth Kleba
Keyword(s):  
Health Care ◽  
Social Control ◽  
Professional Training ◽  
Daily Work ◽  
Training Models ◽  
Unified Health System ◽  
Charitable Institution ◽  
South Of Brazil ◽  
And Training

ABSTRACT Objective: to understand the contributions of the National Program of Reorientation of Professional Training in Health (Pró-Saúde) for the change in the model of care and training of health professionals. Methods: a case study with representatives of the teaching, care, management and social control, participants of the management units of the Pró-Saúde (Charitable institution for social and hospital assistance), in a municipality of the south of Brazil. Data collection took place through interviews and observations between October 2012 and February 2013. Results: the Program acts as a device for the transition of health care and training models, by promoting the problematization of daily work and the approximation between teaching and service. Emphasis is placed on the importance of the subjects’ commitment and the different perspectives on the community. Conclusion: Pró-Saúde leaves visible marks in the process of qualifying students and professionals, as well as promoting collaborative action in the fields of management, care, teaching and social control in the SUS (Brazilian Unified Health System).

scholarly journals Education for rural development and agribusiness in post-socialist Slovakia

2013 ◽  
Vol 7 (2-3) ◽  
pp. 133-137
Author(s):  
Danka Moravčíková ◽  
Izabela Adamičková ◽  
Peter Bielik
Keyword(s):  
Rural Development ◽  
Urban Space ◽  
Agricultural Education ◽  
Transition Period ◽  
Education And Training ◽  
Current Status ◽  
Leading Role ◽  
Current State ◽  
And Training

Agricultural education and training in the former Czechoslovakia has traditionally focused on fostering the position of cooperatives and state farms. The destruction of socialist agriculture and the reduction of commuting opportunities in the urban space during the transition have resulted in the handicapped socio-economic position of the Slovak countryside and its population. The role of education and training in fostering agribusiness growth and rural development could therefore become a crucial strategy. The aim of this article is to analyse the current state of education and training for agribusiness and for rural development in Slovakia using the methods of literature research and document analysis. The article interprets general trends in the development of adult education in Slovakia during the transition period. The main priorities and perspectives formulated in the national strategy for education in agriculture (for the period 2007-2013) are discussed in the mentioned context. With a focus on the leading role of the Slovak University of Agriculture in Nitra, the paper assesses the current status of formal and further agricultural education and training offered in academic and other educational institutions. The paper concludes by discussing implications, recommendations and challenges for developing education and training initiatives for agribusiness and rural development.

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