‘The Hero Stuff’ and the ‘Softer Side of Things’: Exploring Masculinities in Gendered Police Reform in Timor-Leste

<p>This thesis investigates how New Zealand and East Timorese police officers involved in United Nations’ police reform understand and conceptualise masculinities. It explores how these conceptualisations compare to how masculinities are defined and outlined in United Nations’ gender policies. The United Nations have increasingly attempted to address gender in their policing work; however, within these policies, gender has continued to be equated with women and women’s issues while men’s gender identities remain invisible. My research contributes to emerging discussions about how an understanding of masculinities could be better incorporated into gendered police reform. I explore this through the case of the New Zealand Police Community Policing Pilot Programme (CPPP), a capacity building programme carried out within the wider United Nations Police mission in Timor-Leste. By speaking to New Zealand and East Timorese police officers, this research articulates how police officers themselves conceptualise policing masculinities and interpret how masculinities are framed in gender policy. My research finds that within both the East Timorese Police and the New Zealand Police involved in the CPPP, there is evidence of a variety of policing masculinities. These findings highlight the fluidity of masculinity and the processes that police officers can go through in order to challenge problematic constructions of masculinity. This provides important theoretical and practical insights into how positive masculinities can be promoted through gendered approaches to police reform. By investigating the ways in which the police interpret the United Nations’ approach to gender, this research finds that the continued framing of gender as a women’s issue in policy acts as a barrier to the police seeing masculinities as part of gendered reform.</p>

‘The Hero Stuff’ and the ‘Softer Side of Things’: Exploring Masculinities in Gendered Police Reform in Timor-Leste

<p>This thesis investigates how New Zealand and East Timorese police officers involved in United Nations’ police reform understand and conceptualise masculinities. It explores how these conceptualisations compare to how masculinities are defined and outlined in United Nations’ gender policies. The United Nations have increasingly attempted to address gender in their policing work; however, within these policies, gender has continued to be equated with women and women’s issues while men’s gender identities remain invisible. My research contributes to emerging discussions about how an understanding of masculinities could be better incorporated into gendered police reform. I explore this through the case of the New Zealand Police Community Policing Pilot Programme (CPPP), a capacity building programme carried out within the wider United Nations Police mission in Timor-Leste. By speaking to New Zealand and East Timorese police officers, this research articulates how police officers themselves conceptualise policing masculinities and interpret how masculinities are framed in gender policy. My research finds that within both the East Timorese Police and the New Zealand Police involved in the CPPP, there is evidence of a variety of policing masculinities. These findings highlight the fluidity of masculinity and the processes that police officers can go through in order to challenge problematic constructions of masculinity. This provides important theoretical and practical insights into how positive masculinities can be promoted through gendered approaches to police reform. By investigating the ways in which the police interpret the United Nations’ approach to gender, this research finds that the continued framing of gender as a women’s issue in policy acts as a barrier to the police seeing masculinities as part of gendered reform.</p>

'We had to take a hammer to get some roots out' - experiences, motivations and challenges among volunteer dentists: a qualitative study

Objectives To address a gap in the literature by examining the experiences, motivations and challenges among volunteer dentists engaged in short-term missions to low- and middle-income countries.Methods In-depth interviews among volunteer dentists (n = 20) who had provided voluntary dental care in low- or middle-income countries within the preceding five years. Interviews lasted on average 55 minutes and were recorded, transcribed and analysed using NVivo. Routine debriefings complemented analysis. COREQ principles guided this research.Results Motivations to volunteer included: exposure to new dental challenges (enhancing competence); discovering a new setting (tourism); and enhancing the lives of clients (humanitarianism). Volunteers enjoyed undertaking new tasks and developing new skills, but were burdened by a high patient load, challenging clinical conditions, peri- and post-operative complications, and a concern that their work was not addressing root causes of inadequate access to basic dental care. Respondents recommended that more information regarding the vision, equipment status, armamentarium and dental supplies be made available pre-departure, and that more dental schools include training on global oral health. Such measures could facilitate volunteers' abilities to provide care while also enhancing their personal and professional development. Creating an appropriate, sizable and competent capacity-building programme for local dentists was described as essential.

The Influence KEMI’s Capacity Building Programmes Influence Head Teachers’ Competencies in Curriculum Supervision in Public Primary Schools in Uasin Gishu County

Aims: The objectives of the study were to look at the influence of KEMI’s capacity building programme on head teachers’ competencies in curriculum supervision Study design: The research adopted a descriptive survey approach. Place and duration of study: This study was conducted in Uasin Gishu County of the North Rift region. The county lies within latitude: 0° 31' 0.00" N and longitude: 35° 16' 59.88" E. The study was carried out between May 2019 to October 2019 Methodology: The study targeted 5 sub-county education officers and 141 head teachers in public primary schools in the county. Random sampling was employed in choosing selecting the 141 public primary schools proportionately from each of the six sub-counties in the county. Every head teacher of the selected public primary schools took part in this study. Data was also gathered from all the six sub-county directors of education of Moiben, Kesses, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaires. Results: Findings indicated that there was a strong positive correlation between KEMI capacity- building programmes and head teachers’ competencies in curriculum supervision. Pearson's Product-Moment Correlation indicated that there was a weak positive correlation between KEMI capacity building programme and head teachers competency in curriculum supervision, r (132) = .272, p < .0005, with KEMI capacity building programme explaining 7% of the variation in head teacher competency. Conclusion: Head teachers capcity in curriculum supervision had been enhanced through KEMI capacity building program.The curriculum activities that had been enhanced comprise monitoring of timetable, schemes of work, records of work and lessons plans. This has enabled syllabus coverage in time.

The Influence of KEMI’s Capacity Building Programme on Head Teachers’ Competencies in Financial Management in Public Primary Schools in Uasin Gishu

Aims: The objective of the study was to examine the influence of KEMI’s capacity building programme on head teachers’ competencies in financial management Study Design: The study adopted the concurrent triangulation design where both quantitative and qualitative approaches were employed to collect information and do the analysis at the same time. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region. The county lies within latitude: 0° 31' 0.00" N and longitude: 35° 16' 59.88" E. The study was carried out between May 2019 to October 2019 Methodology: The study targeted six sub-county education officers and 471 head teachers in public primary schools in the county. Simple random sampling was employed in choosing 30% (141) of the public primary schools proportionately from each of the six sub-counties in the county. Every head teacher of the selected public primary schools took part in this study. Data was also gathered from all the six sub-county directors of education of Moiben, Kesses, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Results: Findings indicated that there was a moderate positive correlation between KEMI capacity building programme and head teachers' competency in financial management. KEMI capacity building programme on head teachers competencies had a positive and significant influence on financial management (r (132) = .309, p< .0005). Thus the hypothesis (Ho4) was rejected and this can be explained further by stating that there exists a relationship. Conclusion: The findings also shows that KEMI had helped head teachers in understanding the budgeting, auditing of the books of accounts, management of income generating activities and improved accountability and transparency of finance. KEMI had also helped head teachers in keeping up to date inventories. KEMI had enhanced head teachers’ adherence to the school budget and to appreciate the need for constituting of tendering committee.

Kenya Education Management Institute’s Capacity Building Programme and Public Primary School Head Teachers’ Competencies in Teacher Supervision in Uasin Gishu County, Kenya

Aims: Education is the foundation and pillar of life. The study assessed the influence of Kenya Education Management Institute (KEMI’s) capacity building programme on head teachers' competencies in teacher supervision in public primary schools in Uasin Gishu County, Kenya. Study Design: The study adopted a descriptive survey research design. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region between January and March 2018. Methodology: It targeted six Sub-County Education Officers and 471 head teachers in public primary schools in the County. Simple random sampling was used to select 30% (141) of the public primary schools proportionately from each of the six sub-counties in the County. All the head teachers of the public primary schools selected participated in the study. Data was also collected from all the six Sub-County Directors of Education of Moiben, Wareng, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Data analysis using descriptive statistics was computed with frequencies, percentages, means, medians and standard deviations. The findings were then presented using, tables, charts and graphs. Results: Out of the 132 Head teachers, the research results indicated that there was a strong positive correlation between KEMI’s capacity building programme and head teachers’ competencies in teacher supervision, r (132) = 0.555, P = .05. KEMI should use the information from this study to organize teacher training programmes to improve their schools and put in place strategies to help enhance management practices in schools and ultimately the student academic achievement. The findings of the study may be importance to Kenya Education Management Institute (KEMI) in tailoring their training needs of head teachers to enhance professional development and leadership in schools. Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building program had enhanced head teachers’ competence in monitoring teacher’s performance in class and outside class, and helped them in cultivating good relationship with the teachers and building motivating climate to enhance teamwork among teachers. Further, the findings also indicates that KEMI capacity building program had helped them in appraising teacher’s performance objectively and helped them in providing teacher’s opportunity for professional growth, proper delegation of duties and it had enhanced the recommendation of teachers for upward mobility.

Developing a capacity-building programme to support a mental health service modernisation pilot project in Lviv region of Western Ukraine

This paper reflects on the development of a capacity-building programme to support a mental health service modernisation pilot project based in the Lviv region of Western Ukraine. National programmes that aim to modernise mental health services now have the experience of other countries on which to draw. The challenges faced by such modernisers have much in common. Nevertheless, although there are lessons to be learned from what has worked well elsewhere, we caution that the local context can have a profound effect on the successful implementation of plans based on best practice.

Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India

Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.

Effectiveness of training and capacity building methodologies with references to supporting staffs ofHealth care Industries in Tamil Nadu, India

Training is an experience of learning in that it seeks a relatively changes in an individual that will improve their activity to perform on the job. It involves the changing of skills, knowledge, attitudes and/orbehaviour. It may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their co-workers or supervisor. Training and capacity building programmes helps to increase the knowledge and skills of employees for performing better in a particular job. The major output of training and capacity building programmes are learning and application into the current job and assigned work. The effective training and capacity building programmes offerthe new habits, refined skills and useful knowledge during the training period that will help him/her to improve the performance. Learning experience of a training and capacity building programme that is properly planned and carried out by the organization to enable more skilled task based behaviour by the trainee. Training and capacity building programme provides ability to detect and correct error. Training provides skilland ability that may lie called on the current and future to satisfy the needs of human resources of the organization.