capacity building

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Capacity Building

Capacity Building

Building capacity refers to the process of educating and assisting residents, organizations, and other stakeholders in the community who are in need of certain skills, knowledge, and resources to successfully participate in transforming their community. In fact, in the Rebuilding Communities Initiative (RCI), the Casey Foundation’s theory of change states that “comprehensive community change cannot occur unless the chosen strategies truly respond to the needs of their residents.” Thus, the RCI capacity-building agenda was not just about organizational development, but encompassed personal development as well. In one community, RCI “helped us to see leadership development as the engine of change that will drive what we are trying to do here. It has helped us gear the community up for thinking together and then moving together...gearing the community up for learning how to learn.” Likewise, the GNI is relying on active involvement of neighborhood residents to identify their needs, and working with the initiative’s partners to assess the most effective way to address these needs.
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Rule of Law Capacity Building in Iraq

Rule of Law Capacity Building in Iraq

The ROLC was a senior executive service officer seconded to the Mission from the Department of Justice. It should be noted that rule of law capacity building was only part of his responsibilities. Both DoJ and the Mission looked to that person to oversee all USG justice activity in Iraq, the ROLC basically serving the role of legal attaché, as well as rule of law coordinator. In August 2008 the number of personnel under the ROLC’s technical supervision included personnel from the US Marshals Service, the Federal Bureau of Investigation and Department of Homeland Secu- rity, but few of these assets were in Iraq to support the ROL capacity-building mis- sion. ROLC personnel dedicated to the ROL mission included the ROLC deputy, one action officer and liaisons to the Ministry of Justice (MOJ), Ministry of Inte- rior (MOI), the Iraqi High Tribunal (IHT), the Bureau of International Narcotics and Law Enforcement (INL) office, and the International Criminal Investigative Training Assistance Program (ICITAP) office. There were also resident legal advi- sors (RLAs) located with most of the Provincial Reconstruction Teams (PRTs). The numbers and sizes of PRT offices fluctuated frequently, but in the summer of 2008 there were about twenty-six PRTs spread across the country. There were sev- eral in Baghdad and some of the eighteen provinces had two or more, while the Kurdistan region had only one. The PRTs and their RLAs fell under the authority of the Chief of the Office of Provincial Reconstruction (OPR) and not the ROLC. The ROLC MOJ and MOI liaisons had limited impact. The capacity-building mission for the MOI rested with MNF-I. 20 Thus the Mission’s liaison was an ob-
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Nonprofit Capacity Building Program Summary

Nonprofit Capacity Building Program Summary

involved. The plan includes quarterly check- in meetings with BMA over the next year. As word spread about the Institute, BMA was able to involve 69 other agencies in various Capacity Building Institute trainings. Some of the training topics included: Outcome Measurement Plan, Salesforce Database overview, and Selecting the Measurement Tool that’s Right for You. BMA deemed the Capacity Building Institute a success, and with other interested non-profits wanting to participate, BMA is seeking funding for another cohort group to go through the

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Institutional Capacity Building Framework. Guideline

Institutional Capacity Building Framework. Guideline

Capacity building had been at the forefront since the 1980s as a practice to support a developing country 1 . Capacity building was originally very closely linked to education, training and human resource development. It has changed over the years towards a broader and more holistic definition. This is in line with the OECD definition 2 , widely used by donors, which is covering institutional development on the system/societal level, on the entity/organizational level and the group of people/individual level. The definition also includes the capacity building strategies and it underlines the importance of sustainability.
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Collaborative Capacity Building for Nurses in Haiti

Collaborative Capacity Building for Nurses in Haiti

Since 1987, Zanmi Lasante (ZL) has been committed to developing infrastructures for health promotion and health in Haiti’s Central Plateau and Lower Artibonite regions. Initially a key health care provider in the region, ZL’s focus has shifted to include the training and empowerment of community and professional health care workers in collaborative partnership with the Haitian government’s Ministre de la Sante Publique et de la Population. These trainings consist of capacity building for research and quality assurance within the organization, a critical component of the sustainability and effectiveness of this organization. The objectives of this fellowship were to: (1) increase organizational capacity for nursing research and quality assurance by accompanying nurse clinicians and leaders through a quality assurance exercise evaluating barriers and facilitators to the establishment of a nurse educator role in two hospital sites, and (2) to learn and engage in skill sharing with nurses and nursing students in a secondary hospital setting through twenty hours of clinical work per week.
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Education: capacity building for human development

Education: capacity building for human development

In this chapter, we focus on the educational infrastructure presently available in the district, educational achievements of the people, its disparity across regions and social groups, the various programmes implemented in recent times to uplift Capacity Building of the people and the future Roadmap. Unlike the UNDP method, we concentrate not only on Literacy and Gross Enrolment, but also on the Retention of children in school, i.e. we take into account the Drop-Out syndrome, frequent in developing countries. The Educational Development Index (EDI) presented here is therefore more comprehensive and revealing than the UNDP index on Education.
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CAPACITY BUILDING FOR RENEWABLE ENERGY IN INDIA

CAPACITY BUILDING FOR RENEWABLE ENERGY IN INDIA

India’s fossil fuel reserves are limited. The major proportion of the domestic oil consumption is based on imports. Hence the importance of development of alternative energy sources has been recognised by the government. This has resulted in Government support for Nuclear Energy and Renewable Energy. India is one of the few countries that have a dedicated Ministry for the promotion of non-conventional energy (Ministry of Non-Conventional Energy Sources, MNES). The efforts of MNES have resulted in a steady growth of renewable energy in India. The present share of renewables in the Indian power sector is about 4.4% by installed capacity and 2.8% by gross generation. Table 1 shows the breakup of installed capacity of different renewables and their estimated capacity factors. India’s energy sector has been growing at 6-7% per year. Despite this there are severe energy shortages and the energy services per capita are low. As India develops, the energy services would have to significantly increase. The Ministry of Power estimates an additional capacity of 100, 000 MW to be built in the next decade to meet India’s power requirement. MNES has set a target of 10% of power generation from renewables in the next 10 years. The problem with renewables is their high initial cost, dependence on subsidies, incentives. Renewables are often suitable for distributed generation / decentralized energy systems and often need to be treated differently from the centralized fossil fuel based energy systems. In order to mainstream renewables in India’s energy sector it is essential to focus on capacity building.
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Capacity Building and Community Development in Nigeria

Capacity Building and Community Development in Nigeria

The impact of capacity-building on community development cannot be overstated due to the fact that sustainable development of any nation depends to a great extent on building its human capacity (human capital). This article aims to deepen knowledge about the relationship between capacity building and community development in the state of Gombe, Nigeria. Data on this material are collected from primary sources and secondary sources. For the primary source, a total of 107 respondents were selected with multi-stage sampling technique for the study. Data from secondary sources such as books, dailies and the Internet supplement the primary data. The study adopted the basic needs approach as a theoretical framework for the study. Chi-square (X2) was used to test the hypothesis, while content analysis was used to test the qualitative data. The hypothesis rejected the null hypothesis and accepted the alternative hypothesis at a significance level of 0.05, indicating that capacity- building programs through training, seminars and workshops could improve the quality of community development projects in Gombe and Nigeria in general. The paper concluded that governments at the central, regional and local levels should seek to develop and build capacities at the individual, institutional and social levels in other to produce human capital committed to service delivery and national development.
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Local capacity building for the creative economy

Local capacity building for the creative economy

South. Allied to this is another area that is in danger of suffering from ‘underskilling’, that is the public sector capacity to monitor, evaluate and manage policy initiatives. A number of programs have been supported by both the British Council and WIPO to, in various ways, help build capacity in regions in ‘cultural mapping’: that is to audit the creative economy, primarily on the patterns, location and scale of activities and employment. Recent UNCTAD creative economy reports provide international comparative data on trade, but detailed in country indicators of all elements of the creative economy are few and far between. Without doubt these are expensive and time consuming activities, but these agencies have show how useful they can be in overall strategy. Indeed, local capacity building needs a wider context within which to operate, and moreover, to be effective and efficient it needs a means to benchmark its successes and failures.
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Capacity Building in Community Sport Organizations

Capacity Building in Community Sport Organizations

Through the examination of these two cases, it appears that organizations have different capacity needs depending on their mission, and their strengths and weaknesses in different areas (Horton et al., 2003), and with respect to responding to environmental forces. Several key findings inform the understanding of how the needs and assets of an organization fit within the process of capacity building. The thoroughness of the needs assessment played a key role in the organization’s capacity building efforts. One of the critical differences between the successful and unsuccessful case was that in Case 1, the curling club conducted a detailed needs assessment considering various dimensions of capacity; whereas, in Case 2, the football club did not conduct a complete assessment of their needs or existing capacity and, instead, missed identifying its planning needs and relied heavily on assets that ended up not facilitating the capacity building efforts (i.e., the reputation in the community surrounding its elite programs). This finding speaks to the importance of ensuring that actual capacity needs are identified, rather than relying on presumed needs, and that these identified needs frame the capacity building objectives going forward (Nu’Man et al., 2007; Sobeck & Agius, 2007). It also speaks to the
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Risky business: capacity-building in collaborative research

Risky business: capacity-building in collaborative research

The concept of capacity-building, originating in studies of economic development, operates as a powerful metaphor in arguments promoting collaborative research in education. This chapter interrogates the concept of capacity-building in that context by exploring the apparent contradiction of seeking to promote collaborative research in an increasingly competitive research funding environment, and then by raising ethical questions relating to who might control capacity-building agendas, and who might benefit from capacity-building endeavours. Drawing upon our experiences together in a number of differently sized collaborative research teams, we argue against a deficit conceptualisation of capacity- building that sees individual researchers as partly empty vessels that need filling. Rather, capacity-building through collaborative research is conceptualised as a process of empowering, equipping, informing and inspiring one another to continue to explore new dimensions in one another’s respective fields of interest. This view resonates with so-called capability approaches that conceptualise capacity-building as a “kind of freedom” (Sen, 1999). We contend that embracing this conceptualisation of capacity-building has the potential to enhance the quality and quantity of research outcomes, but also involves a certain degree of risk that needs to be acknowledged and addressed.
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“CAPACITY BUILDING IN HIGHER EDUCATION” (NEED FOR COLLABORATION)

“CAPACITY BUILDING IN HIGHER EDUCATION” (NEED FOR COLLABORATION)

To achieve this goal, the first and foremost task is to build the capacity of Educators and Teaching force thereby equipping them with modern tools of effective teaching and imparting knowledge in the most effective way. This calls for continuous professional development of the entire teaching force and greater adaptability of higher education as per the changing business scenario. This professional development termed as capacity building of teachers which is an ongoing process encompasses learning at both individual and organisational levels.
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Capacity-building in space science and technology

Capacity-building in space science and technology

In 2000, when the fi rst nine-month postgraduate diploma (PGD) courses in RS and GIS and SATCOM began, the Centre was not as recognized and the enrolment of students was poor. Many qualifi ed students could not be admitted to the programme due to lack of scholarships. By 2006, as a result of improved funding by the Govern- ment of Nigeria and through the support of NASRDA several qualifi ed candidates from African countries were admitted to the programmes, portraying a truly regional representation. About 120 participants from the following 15 countries have benefi ted from the courses so far: Cameroon, Democratic Republic of Congo, Ethiopia, Gambia, Kenya, Liberia, Malawi, Nigeria, Sierra Leone, South Africa, Sudan, Uganda, United Republic of Tanzania, Zambia, and Zimbabwe. The Centre contributes considerably towards capacity- building in applications of space science and techno- logy for socio-economic growth and development in the region.
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Chapter 5: Invest in Capacity Building

Chapter 5: Invest in Capacity Building

In 2008, the company started working with IFC’s revenue management advisory services program in Peru to strengthen municipal investment management in three provinces. This program was based on a two-pronged “push-pull” approach. On the “push” front, local governments receive capacity building to efficiently plan, manage, and make sound investment decisions. On the “pull” side, which is known as the social accountability component, or “Mejorando la Inversión Municipal” (MIM), civil society organizations receive support on how to monitor revenue inflows and municipal investments in order to increase both transparency and accountability. They publicly disseminate the information and create channels for feedback to muncipalities about local demand and perceptions of their performance.
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EVALUATION OF THE ESF SUPPORT TO CAPACITY BUILDING

EVALUATION OF THE ESF SUPPORT TO CAPACITY BUILDING

In ex-post evaluations of capacity building programs it will often be impossible to assess the impact on the wider objectives. It is, however, often possible to determine the outputs of the interventions and the effects on the performance of individuals, organizations and institutions. Although outputs and effects are often of a qualitative nature, it is usually possible to develop indicators for impact assessment and to collect the necessary information through surveys and interviews. If during the ex-ante phase similar information was collected about the situation before the intervention, a before-after comparison could be made, which may give an approximation of the net impacts. A limitation of this approach is that since the start of the program other changes may have occurred that also influence the outcomes. In some cases it might be possible to introduce the capacity building in two phases. The first phase could then be a kind of pilot in which the program is only applied in some parts of a country. Then the results in the pilot regions could be compared with the results in the other parts of the country, making it possible to combine a before-after comparison with a kind of control group approach. However, in practice it will not be possible to wait for the outcomes on longer term. Therefore, in this example the decision to replicate the program in the other parts of the program will have to be based on the short-term results and on expectations concerning the results on longer term.
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Institutional And Capacity Building Ruralsocial Institutions

Institutional And Capacity Building Ruralsocial Institutions

ABSTRACT: This paper is intended to formulate a strategy of empowerment in institutional capacity building and rural social institutions. The study used a qualitative approach in the context of the core community study on ethnographic methods, historical and comparative (Steward, 1950; Peribadi, et al., 2015). All three used eclectic, but preferably on ethnography that the perception of informants and respondents in accordance with cultural subjectivity. Data collection efforts in the field developed through studies, structured interviews, in-depth interviews and Focus Group Discussion (FGD).The results showed that the tendency to help poverty target. This is attributed to the aid program that is not in accordance with the aspirations of the citizens of poor communities, also has been no social institutions and institutions that are professionally organized from a group of volunteers elected representative, transparent and democratic. While assistance in the form of venture capital is sometimes only be used to pay off debt from the loan sharks who had to be done as a last alternative to perpetuate life.
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Effectiveness of capacity building on medication management

Effectiveness of capacity building on medication management

working in Apollo children Hospital, Chennai. The purpose was to find out the feasibility and practicability of the study design. The subjects were chosen by purposive sampling technique. A pre test followed by a capacity building program on medication management and a post test after one week were conducted. Participants have taken time of 30 minutes for each nurse. On the whole, the structured questionnaire, level of satisfaction scale and the capacity building program were found to be feasible and easy to understand by the nurses.

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CAPACITY BUILDING OF TRIBAL TEACHERS

CAPACITY BUILDING OF TRIBAL TEACHERS

Capacity building programme is a continuous process for sustainable learning which strives for strengthening knowledge and skill about resources. It concentrates on the improvement of performance and capabilities to adopt changes. For capacity building of teachers it is necessary to -

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EVALUATION CAPACITY BUILDING

EVALUATION CAPACITY BUILDING

The purpose of this effort was to build capacity within social justice organizations to improve their long- term organizational health. The eight capacity building projects varied in length, due to the differing needs of the organizations. In general, grantees came to the relationship with requests related to evaluation planning and data collection. Once work began, other needs were identified and met according to the organization’s ability to commit time to additional projects. The service most frequently provided to this group was theory of change/logic model creation, followed by evaluation planning. 4 For
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Capacity Building and Succession Planning

Capacity Building and Succession Planning

DOI: 10.4236/ojl.2018.71004 50 Open Journal of Leadership will analyse the role of succession planning and staff capacity building as essen- tial components of a leadership for learning school. These aspects are closely in- terrelated as building staff capacity is an important part of succession planning. These aspects will be analysed in relation to one of the author’s previous teach- ing experiences. The context of these experiences was an Australian primary school with approximately 40 staff and 300 students aged 5 - 12. This primary school was considered the junior campus of a local private high school. The head of the junior school would often attend senior leadership meetings with leaders from the senior campus. These meetings were presided over by the headmaster and made decisions that affected both campuses. The author became interested in the aspects of capacity building and succession planning after a sudden lea- dership change in the school. He wondered how much support the new principal had been given to develop his leadership capacity prior to taking on the role, and whether the school had done any succession planning prior to this change to ensure a smooth transition.
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