Search Results - Education. Professional development.

Open and distance learning for capacity development of extension professionals by Jain, P. K., Hansra, B. S., Babu, Suresh Chandra

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A panel discussion: broadening learning by incorporating industry professionals in education by Cole, J.B., Mrode, Raphael A., Olson, K.M., Knap, P.

“…Through a panel discussion in the Education session, industry-based experts engaged in developing nation, extensive, and intensive production systems will share their experiences and discuss opportunities to serve a range of livestock industries. …”
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Impacts of One Health on education, research, and development: A case of Uganda by Kankya, Clovice, Okello, Justine, Muwanguzi, David, Monje, Fred, Mugizi, Denis, Muleme, James, Baguma, James, Teremwa, Martha, Ayebale, Rose, Ayoo, Sheila, Knight-Jones, Theodore J.D., Roesel, Kristina, Lukuyu, Ben A., Richards, Shauna

“…Through the Capacitating One Health in Eastern and Southern Africa (COHESA) project, this study presents baseline findings on OH in Uganda, focusing on research and development, governance, education, and implementation.…”
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Mainstreaming One Health competencies into higher education institutions by Tiku, S., Olijira, L., Yadeta, W., Tadesse, Yordanos, Mor, Siobhan M., Mutua, Florence K., Richards, Shauna, Kaba, Mirgissa

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Soft skill development for community leadership in participatory groundwater management by International Water Management Institute, Centre for microFinance (CmF), People's Education and Development Organization (PEDO), Professional Assistance for Development Action (PRADAN)

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Educating and training a workforce for nutrition in a post-2015 world by Fanzo, Jessica, Graziose, Matthew M., Kraemer, Klaus, Gillespie, Stuart, Johnston, Jessica L., de Pee, Saskia, Monterrosa, Eva, Badham, Jane, Bloem, Martin W., Dangour, Alan D., Deckelbaum, Richard, Dobermann, Achim, Fracassi, Patrizia, Hossain, SM Moazzem, Ingram, John, Jerling, Johann C., Jones, CJ, Jap, Stefanus Indrayana, Kiess, Lynnda, Marshall, Quinn, Martin, Keith, Narayan, Anuradha, Amuyunzu-Nayamongo, Mary, Pepping, Fre, West, Kieth P.

“…Here, we report the findings of the Castel Gandolfo workshop, a convening of experts from diverse fields in March 2014 to consider how to develop the capacity of a global cadre of nutrition professionals for the post-2015 development era. …”
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Cultivating digital agriculture, a collaborative approach to extension and education by Ramos, Gresia Dalal, Jimenez, Daniel Ricardo, Martinez, Jesus David, Lizarazo, Miguel, Bonilla, Melissa, Munoz, Luis Armando

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Nutrition: a foundation for development: Why practitioners in development should integrate nutrition by International Food Policy Research Institute, United Nations Systems Standing Committee on Nutrition

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An assessment of industrial employment skill gaps among university graduates in the Gujrat-Sialkot-Gujranwala industrial cluster, Pakistan by Mirza, Faisal Mehmood, Jaffri, Atif Ali, Hashmi, Muhammad Saim

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Climate Risk Management for Agricultural Extension (CRMAE) Training-of- Trainers for MASAE Bureau for Professional Agricultural Training by Hansen, James, Diop, Mbaye, Trzaska, Sylwia, Cisse, Serigne, Worou, Nadine, Wane, Abdrahmane

“…Participants, including professionals from agricultural training centers across Senegal, learned to apply climate data to improve risk management and decision-making for farmers. …”
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Climate Risk Management for Agricultural Extension (CRMAE) Training-of-Trainers for MASAE Bureau for Professional Agricultural Training by Hansen, James, Diop, Mbaye, Trzaska, Sylwia, Serigne, Cisse, Worou, Omonlola Nadine, Wane, Abdrahmane

“…Within the Ministry of Agriculture, Food Sovereignty and Livestock (MASAE), the Bureau for Professional Agricultural Training (BFPA) is responsible for supporting and coordinating agricultural and rural training policies and initiatives that improve agricultural education, especially for Senegal’s rural population. …”
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Strengthening One Health Education in Eastern and Southern Africa by Mari, Van Wyk, Eugenie, Wolff, Buke, Yussuf, Shauna, Richards, Pamela, Wairagala

“…For the second workshop, 26 participants were drawn from COHESA countries in Southern Africa (Botswana, Namibia, Malawi, Mozambique, Zambia, Zimbabwe) to engage in collaborative learning and professional development. The primary aim of the workshop was to build participants’ capacity to apply modern, student-centred teaching methods and integrate technology meaningfully into their educational practice. …”
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Organizing water education regionally: the innovations, experiences and challenges of three southern water networks by Rap, Edwin, Prakash, A., Zwarteveen, M.Z.

“…The paper presents and contrasts the experiences and challenges of three Regional Water Education Networks in Integrated Water Resources Management (IWRM) - WaterNet (Southern and Eastern Africa), Crossing Boundaries (South Asia) and Concertacion (Andes, Latin America). …”
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Capacity strengthening strategy through capacity needs assessment for Country Level Strategic Analysis and Knowledge Support System (SAKSS): Ghana by Dittoh, Saa

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Capacity strengthening strategy through capacity needs assessment for country level Strategic Analysis and Knowledge Support System (SAKSS): Ethiopia by Tadesse, Ethiopia, Tsegaye, Wondwossen

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Community-based environmental education and its participatory process : the case of forest conservation project in Viet Nam by Bui, Chi

Integrating Climate Products in the Existing Undergraduate Curricula: An Approach to Respond to Climate Change through Climate Education by Belay, Berhanu, Ambaw, Gebermedihin, Amha, Yosef, Workneh, Sintayehu, Terefe, Tadesse, Demissie, Teferi Dejene, Solomon, Dawit

“…Since there is no vaccine for climate change, equipping next-generation agricultural science graduates with the concepts of Climate Information Services (CIS) and Climate-Smart Agriculture (CSA) is one of the best ways to address climate change related challenges and envision knowledge-based innovative practices that strengthen adaptation to climate change and leverage mitigation actions. Climate Change Education (CCE) and trainings have long been recognized by the national CCE strategy (2017-2030), the United Nations Framework Convention on Climate Change, the Paris Climate Change Agreement, and the Sustainable Development Goals of the United Nations (Agenda 2030) as key tools to unravel the complex and multi-sectorial challenges induced/posed by climate change. …”
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From theory to practice: lessons from transformative learning through a net-zero design competition by Mehmood, A., Cheema, Abdur Rehman, Salam, M., Ahmed, S. U. D., Moghayedi, A., Vassilev, V., Aburamadan, R.

“…This work demonstrates the transformative role of experiential education in advancing sustainability considerations, addressing affordability, and aligning with the Sustainable Development Goals (SDGs).…”
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A Yin-Yang approach to education policy regarding health and the environment: early-careerists’ image of the future and priority programmes by Watts, P., Custer, B., Zhuang-Fang Yi, Ontiri, E., Pajaro, M.

“…In response to SD goals, a problem-based learning design is suggested as an education policy priority. Rather than approaching SD as a boolean concept, for example, by either focusing on ecosystem sustainability or economic development, we suggest education policy for programmes and curriculums that will help emerging professionals balance these paradigms, so as to best address national and global challenges.…”
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Strengthening agricultural education and training in Sub-Saharan Africa from an innovation systems perspective: Case studies of Ethiopia and Mozambique by Davis, Kristin E., Ekboir, Javier, Mekasha, Wendmsyamregne, Ochieng, Cosmas M. O., Spielman, David J., Zerfu, Elias

“…The paper offers several recommendations that can contribute to enhancing the effectiveness of AET’s contribution to agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations by promoting new educational programs that are more strategically attuned to the different needs of society; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the formal AET system; and strengthening individual and organizational capacity by improving incentives to forge stronger linkages between AET and diverse user communities, knowledge sources, and private industry." - from authors' abstract.…”
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