different agricultural and livestock trainings. Collected data was analysed by using statistical package for social sciences. The results reveal that before training most of the respondents were in low income category as compared to after training, majority of respondents shifted from low income to medium and medium to high. So the government should design and implement capacitybuilding/ training programs for farming community to make them capable to improve their livelihood by raising their farm and household income.
Courses accredited by the Collaboration for Environ- mental Evidence  have been written by trainers with experience in stakeholder engagement in evidence syn- theses in the environmental sector. They are designed for a non-research focused audience, are updated with new methodological developments as they arise. The Campbell Collaboration provides and approves (primar- ily methods-focused) courses by affiliated trainers and maintains lists of both Campbell-approved and non- approved courses. These include training offered by the EPPI-Centre of the University College London, ranging from 1-day workshops to a MSc course in systematic reviews for public policy and practice . Since system- atic reviews are well-developed in the field of medicine, a wide range of training courses have long been advertised by the Cochrane Collaboration. These include specialised courses, for example, on software to support meta-anal- ysis . Most courses are aimed at a research audience, yet a stakeholder engagement component is not strongly evident. However, a 1-day course focusing on engag- ing stakeholders and audiences in research was offered by Cochrane Australia in June 2017 . The Cochrane Collaboration offer training via Cochrane groups such as Cochrane South Asia , and also advertise train- ing courses provided by affiliate or independent organi- sations, such as York Health Economics Consortium and academic institutions, such as Columbia University. Despite the wealth and breadth of experience in capacitybuilding and training in all these fields, there has so far been no concerted effort to connect and learn from the expertise in systematic review training across disciplines.
The objective of the Training Module that can act as a toolkit for providing continuous quality training; capacitybuilding and field level hand-holding support to the ULBs so that they are successfully able to improve their understanding of Urban Governance including their specific Powers, Functions and Roles. Also, by documenting how E- Governance can facilitate and promote Good Governance by improving public service delivery, their functioning and performance in the roles envisaged for them by the constitutional provisions and Municipal laws will be sought to be improved.
Against this background, UNCTAD is organizing the above-mentioned training and capacitybuilding workshop in Matola, Mozambique. The workshop, which is funded through the United Nations Development Accounts, covers five Least Developed Countries, including Mozambique, Bangladesh, Cambodia, Comoros and Uganda. It intends to upgrade the technical knowledge and expertise in beneficiary countries to overcome challenges posed by weak supply capacities and complex international food safety and quality standards on fish exports.
Drs. Stephen Myers and Michael Begnaud represented the U.S. at the National Data Center CapacityBuilding and Regional Seismic Travel Time Workshop and Training, which was held at the Instituto Nacional de Prevención Sísmica ( INPRES) in San Juan, Argentina from 14 to 18 October 2013. This report focuses on the Regional Seismic Travel Time (RSTT) half of the workshop.
socio-political instability. Yellow fever and Rift Valley fever still pose a public health threat due to prevalence of competent vectors among other factors. Given the huge burden of infectious diseases, the potential of en- countering unexpected infectious agents in routine sam- ples is high. The frequent occurrence of these diseases caused by risk group two and three agents and their as- sociated morbidity and mortality therefore justifies the need for capacitybuilding of laboratory staff, particularly those working in BSL-3 laboratories and laboratories with enhancements over and above statutory level two standards. As Ritterson and Cassagrande  noted, hu- man error is an important cause of laboratory accidents. Moreover, laboratory-acquired infections are still ram- pant despite firmly established good microbiological techniques in most laboratories.
The first of these is deceptively simple, that of the infrastructure of a building where creative workers can meet, that forms a focus for networking, that can be a site for training delivery, and a location of practice and performance, or exhibition. There are clearly questions about which specialist facilities are appropriate locally, and needs vary: an art gallery, a recording studio, a workshop. The key point is that gaps in provision need to be identified, and some new art forms cannot develop within the creation of some specialist provision. There is a clear tension between wider political and social objectives to have a grand theatre or performance space and the simpler day to day needs of the majority of the creative sector. This alerts us to the challenge of creating a set of stepping-stones of cultural infrastructure from the rehearsal and very small, to the medium and large. Support for the growth of cultural activities requires a range of performance spaces. Moreover, there is considerable advantage to clustering such activities in one place or building as it creates a sense of community and stimulates peer-to-peer learning; finally, it also creates a very efficient delivery platform for training, which can potentially serve as a performance and exhibition space.
Thirteen 5-weekend programs have been successfully run following 1-day facilitator-training seminars. The 20 facilitators were from various backgrounds but were able to adapt to the needs of participants with eclectic research questions. Although each program had unique characteristics and had participants producing different products, all were assessed by participants as success- ful. A number of participants described considerable changes to the ways they perceived their practices. We believe that refinements resulting from this evaluation will provide a strategy for research capacitybuilding, which can be adapted for use internationally, and will provide residents with improved education in research
Teachers competency is very much related to their effectiveness. Their competency, expectations and methods of teaching influence students academic achievements. Tribal teachers scoreless in all those dimensions and this is responsible for student's low academic performance to a large extent in tribal areas. In order to improve tribal teacher's competence well-thought teachers training programmes are to be implemented. This will help them for better academic preparation, higher expectation level and use of effective teaching strategies. While recruiting teachers preference should be given to local educated youths. Knowledge of tribal dialect should be considered as an asset for interacting with students and for this teachers should be given incentives.
The Pacific Society for Reproductive Health (PSRH), with a large membership of reproductive health workers in thirteen Pacific Island countries, conducted three research workshops (2009, 2011 and 2013) for clinicians in response to the lack of reproductive health research in the region (Ekeroma et al., 2013; World Health Organization, 2007). The Society decided in 2013 to develop a programme called the Building Reproductive Research and Audit Capacity and Activity in the Pacific (BRRACAP) Study (Ekeroma, Kenealy, Shulruf, McCowan, & Hill, 2014) that would include evaluating effectiveness of research workshops. Research workshops form an important primary component of research capacitybuilding programmes and their effectiveness has been measured in knowledge and skills gained (Ajuwon & Kass, 2008; Bates et al., 2007; Goto, Nguyen, Nguyen, & Hughes, 2005). Evidence of publication output, following training workshops, which were not part of a research capacitybuilding programme, have been limited due to short-term follow-up (Sunita Dodani & LaPorte, 2008) for instance. The only other workshop performed in the Pacific Islands with a wide spectrum of participants used the participant’s one-minute reflections as a measure of effectiveness (Redman-Maclaren et al., 2010).
Capacitybuilding according to the United Nations Development Programme is the ability to perform functions, solve problems, and achieve objectives’ at three levels: individual, institutional and societal’. The UNDP also added that capacitybuilding ‘is much more than training and includes the following: human resource development, the process of equipping individuals with the understanding, skills and access to information, knowledge and training that enables them to perform effectively’(gdrc.org/uem/capacity-define.html). Clearly, this does not reflect the position of most Nigerian women in terms of their ability to participate in formal peace building processes, especially those in the conflict torn Northern Region. Hence, the obvious need for their capacity development since they form an important part of not just grass roots actors in peace building, but potential actors on peace tables. If ‘development’ in this definition will mean an increase in their capacity to make their inclusion in the peace processes a meaningful one, then that is the way to go. Both peace building and capacitybuilding are deliberate attempts towards leading a safer, better and more productive life towards building peace. Joan B. Kroc outlined a number of strategic peace building principles; one of them is that ‘peace building requires capacity and relationship building at multiples levels’ Alliance for Peace building (2013). Therefore, conscious and consistent efforts must be made to realise these goals.
care providers from various disciplines with at least 3 months of front-line experience. The program was offered in 2 formats: intermittent “in-country” training or an intensive course taught in Canada. In Brazil, the in-country course took place over a period of 8 to 12 months, during which 5 modules of 2 to 3 days each were interspersed with 2-month “action periods.” The Canadian program was delivered to Chilean partici- pants in Toronto, with 3 modules offered to groups of 12 to 20 PHC professionals over a 6-week period. The educational methodology combined short didac- tic presentations, whole group learning exercises, and small group problem-based learning sessions, includ- ing team projects that were completed between each module and presented at the beginning of the next one. During the course, the participants learned how to per- form computer database searches and assess the best evidence in the management of common problems.
ICITAP’s role was to provide technical assistance to the GOI to improve the quality of correctional facilities and the professionalism of the Iraqi Corrections Service. ICITAP had been present in Iraq since 2003 and helped the GOI make enormous strides in its correctional system. In 2008 it had a senior corrections pro- fessional in the ROLC managing over eighty contractors divided into teams spread across eleven prisons and six detention facilities. Although ICITAP’s focus was on post-trial detention facilities, it maintained a presence in some pretrial facilities. ICITAP worked closely with MNF-I’s Task Force (TF) 134 to train Iraqi correc- tions officers and help the GOI institutionalize this trainingcapacity. The ICITAP contractors were the USG’s eyes and ears into Iraqi corrections facilities. ICITAP was greatly responsible for the fact that by 2008 MOJ-run facilities usually met in- ternational standards and rarely generated allegations of detainee abuse. As dis- cussed later, conditions in pretrial detention facilities were appalling, but most of those facilities were run by the MOI.
At present, the education system in Bardhaman comprises of Primary Schools (classes I to IV), Junior High Schools (classes V to VIII), High/Secondary Schools (classes IX and X), Higher Secondary schools (classes XI and XII), General, Vocational & Professional Degree colleges, and a University. While the Primary schools are under the District Primary School Council, the remaining schools are under the District Inspector of Schools (SE). In addition, the Sarva Shiksha Mission is in full swing in the district. Apart from conventional teaching, there are several vocational training centres in the district including Polytechnics, Mining Training Institute, Junior Training Schools, and Industrial Training Institutes.
Many countries in the global south are hard-pressed to identify in-country personnel with adequate training in human subjects research ethics to participate as investiga- tors, research staff, or members of ethics review bodies. International partners have attempted to address this need by incorporating research ethics short courses and work- shops into their capacity-building programs or by support- ing host-country initiatives to implement training efforts of their own. While such programs generally share a common goal – that of building competency in human subjects’ protections – they can vary significantly in in- structional approach and format. Some programs focus on formal guidelines, general ethical principles and historic- ally noteworthy cases of research abuse; these programs provide researchers with information needed to meet regulatory requirements but do not necessarily prepare them to apply ethical reasoning skills to the design and conduct of research . Such programs, which emphasize compliance with national regulations and international guidelines, are easier to develop than case-based instruc- tion, can be taught over relatively short periods of time, and can be readily compared to existing regulations to en- sure that all required elements have been covered .
Human capital respectivelyremains one of the most important assets in all aspects of development, because weak human capacity development is at the center of underdevelopment. The development of individual, institutional and community capacities in other to produce human capital that devoted to effective service delivery and national development must be a priority for all nations if meaningful development is to take place. The capacity-building program should be a more cautious plan for the right people in a timely manner for the target community and should be a continue process in other to get the desired result. Capacity-building programs through training, seminars and workshops will be able to improve the quality of community development projects in the state of Gombe and Nigeria.Success at community level is quantifiable and measured in relations to the availability of the basic social amenities such as electricity, health facility, school, clean and portable drinking water, road network, market amongst others, which help in improving the standard of living of the populace. The implication is, if both the central, regional (state) and local Governments can provide the basic needs, necessary facilities and enabling environment for the development of its human capital (capacitybuilding) on Individual, institutional and society at large, then both community and national development will be attained. The following are the recommendations based on the study:
• Urban Strategies Council: http://www.urbanstrategies.org/programs/commblding/index.html The Council works with community-based organizations (CBOs), residents, public agencies, elected officials, foundations and other stakeholders to build community capacities, to create and sustain change that improves outcomes for children, families and residents of low-income neighborhoods. Projects include providing capacitybuilding, technical assistance and training; strategy and program development, and tool development for community building initiatives at the neighborhood, community and national levels. The Council’s approach is to improve the myriad conditions affecting low-income neighborhoods and residents by working comprehensively to apply community building principles and practices. The Council works with partner organizations across the country in building organizational and collective capacities within the community building field to support community building practitioners. The Council engages in a variety of activities -- from research and publication, to fiscal sponsorship and organizational development, to participation in national organizations -- that are aimed at developing the field of community building. For more information see the Council's “Community Building Principles and Practices.” • Market Creek Plaza/Policy Link: http://www.policylink.org/Projects/MarketCreek/
This evaluation of the PALSA PLUS training has several limitations. Firstly, its findings may not necessarily be generalisable to other settings in South Africa or beyond. This, however, is true for any programme evaluation, in so far as 'programmes differ from place to place because places differ' . It nonetheless seems likely that the key aspects of the PALSA PLUS training programme identified by participants and outlined here are necessary if not suf- ficient to ensuring health practitioner behaviour change. Another significant limitation was that our study was lim- ited to nurse perceptions and did not attempt to observe differences in nursing practices following training. The real effects of the PALSA PLUS intervention on nursing practices is considered by the RCT, the findings of which will be published separately. This process evaluation nonetheless shows that on-site training based on a 'cas- cade' model; drawing on the principles of educational outreach and interactive learning; and providing ongoing support to healthcare providers, is valued highly by pri-
with cross-disciplinary competencies capable of heading multidisciplinary research teams. 8 In CARTA, we emphasize the value of research approaches that draw on multiple disciplines. Our goal is to provide PhD candidates with the knowledge to appreciate and understand the complexity of addressing public and population health issues, the skills to work with people from a range of disciplines, and the capacity to critically assess research across disciplines. For convenience, we use the term “multidisciplinary” to describe our training, but we acknowledge that there are significant and important debates about what constitutes trans/multi/cross/ omni-disciplinary approaches and the relative values of each. 9–11
for the timely identification of issues or challenges with the intervention that need attention in supervision. Therefore, we have provided training and support to supervisors in a structured way to monitor intervention fidelity as part of ongoing supervision. A variety of fide- lity monitoring strategies is feasible in LMIC, including counselor self-report, live observation of sessions, and behavioral rehearsal (e.g., role-playing components as a proxy for observation). As described previously, beha- vioral rehearsal is significantly used through training and supervision in the apprenticeship model. At a mini- mum, the authors have trained counselors to complete self-report forms on what they did during the session: the component(s) delivered, any practice assignments outside of session, and monitoring of safety. The moni- toring form is then used in supervision to identify chal- lenges, such as a counselor spending multiple sessions on one component (e.g., relaxation) and not advancing to subsequent components.