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1.
Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer’s knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant interaction, stimulated discussion, collected farmer experience of regional climate variability, improved understanding of climate drivers and increased participant skill in interpreting SCF linked to management decisions. Post-workshop surveys collected quantitative and qualitative data for statistical analysis and manual thematic coding. Findings: Over 68% of participants identified improved decision-making and risk reduction as the main benefits of using SCF products. High median self-evaluation ratings for gains in skills, knowledge and understanding of climate forecasts and perceived benefits in using climate forecasts in on-farm decision-making were found across stakeholder groups. No significant differences in self-evaluation rating gains were found between farmers, extension officers and millers, suggesting extension officers are less than optimally informed and skilled to support farmers in understanding and applying SCF. Practical Implications: Developing the capacity of extension officers to understand and interpret SCF may increase adoption of improved climate risk management in farmer networks. Theoretical implications: Collaborative learning activities in the agriculture sector, designed using experiential learning principles and evaluated using a logical framework, provide a robust model for improving the capacity of farmers to manage climate risk. Originality/Value: This paper contributes an example of evaluation of collaborative learning in facilitated agriculture climate risk workshops and discusses the value of learning through small group discussion.  相似文献   

2.
There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand‐alone or embedded in other courses, and adversely affects the ability of graduating students to apply climate information. This paper presents evidence from a professional development climate course with 20 professional educators and consultants and results from: surveys at the training workshop; from a questionnaire 12 months post‐workshop; and a combined interview and survey two years post‐workshop. The key finding was that professional development courses specifically addressing climate are essential, while topics should include climate and weather, the impacts of climate on agricultural systems, strategic thinking and planning options available for business. A project undertaken by professionals delivering climate education helped to improve their skills and confidence to deliver other stand‐alone climate courses or to embed climate in existing courses. The paper proposes that a suitable resource manual should be ‘problem‐based’ in its design to allow for a broad range of geographic climates, and should address a wide range of agricultural enterprises including livestock production, horticulture and cropping. The authors also propose ways to introduce and integrate applied climate knowledge and skills into the wider community. Possible progress for inter‐disciplinary education and the implications from enhancing learning about climate for sustainable agriculture are discussed.  相似文献   

3.
This article focuses on farmers’ use of literacy for individual decision-making on crop-water management and crop choices and investigates how farmer participants perceive the usefulness of Farmer Water School (FWS) training. It draws upon a study conducted with farmers of Kurnool district of Andhra Pradesh, India. This study has demonstrated that literacy skills, while valued, are not a prerequisite for all farmers to improve their groundwater and crop management, as long as training includes (1) the presence of at least some literate farmers, (2) activities that involve learning by doing, and (3) learning in small mixed groups of literate and non-literate participants. The study outcomes are of increasing relevance in the context of climate change and variability, as small and marginal farmers constitute over 87 per cent of Indian farmers. Their inability to cope with consequences of climate change could adversely affect the food security in the country.  相似文献   

4.
Although graduate students should be trained in consulting as well as counseling skills, not all counselor education programs systematically teach such consultation skills. Counselor trainees need to practice and implement those skills in laboratory as well as field settings. Workshops have been used successfully to teach oral delivery consultation skills in a counselor training program. In this article, the workshop is offered as a training tool in consultation skills. The use and purposes of workshops are presented, and procedures are demonstrated regarding the use of workshops within counselor education courses. Benefits to counselor trainees are discussed.  相似文献   

5.
This article focuses on farmers’ use of literacy for individual decision-making on crop-water management and crop choices and investigates how farmer participants perceive the usefulness of Farmer Water School (FWS) training. It draws upon a study conducted with farmers of Kurnool district of Andhra Pradesh, India. This study has demonstrated that literacy skills, while valued, are not a prerequisite for all farmers to improve their groundwater and crop management, as long as training includes (1) the presence of at least some literate farmers, (2) activities that involve learning by doing, and (3) learning in small mixed groups of literate and non-literate participants. The study outcomes are of increasing relevance in the context of climate change and variability, as small and marginal farmers constitute over 87 per cent of Indian farmers. Their inability to cope with consequences of climate change could adversely affect the food security in the country.  相似文献   

6.
Abstract

This paper reports on the social learning from a project aimed to increase the knowledge and capacity of a group of farmers in Tasmania, Australia, to reduce the impacts of intensive agriculture on soil health and waterways, and to optimise the efficient use of on-farm inputs. The plan-do-check-review cycle adopted in this project required the farmers to assess current management practices, identify where to make changes, implement changes and monitor for improvements. The success of the project was due to careful attention to social processes as well as technical input. The combination of group activities with individual mentoring and one-to-one advice was key to the success of this project in enabling farmers to undertake on-farm action.

There is value in social learning that included developing relationships, using one-to-one contact and group workshops together with expert input when working with farmers to tackle some difficult and complex interrelated natural resource management and production issues. Sufficient time must be allowed for the process of facilitating good practice in natural resource management, particularly when addressing systemic environmental impacts. Practical operational recommendations are presented on communication, feedback, focus of activities and meeting content, as these will be useful to other project officers and facilitators working with farmer groups.  相似文献   

7.
Conclusions The relationships between TNCs and human resource development are complex and multi-faceted. The operation of TNCs have the potential to make a considerable contribution to human resource development, particularly in developing countries. The contributions of TNCs to human resource development lie mainly in the areas of education and training. In education, their role is largely confined to direct or indirect investment in the provision of tertiary-level education, especially in business management. The major role of TNCs in the development of human resources stems from the training and other learning opportonities they provide to their staff in various forms. Such training may be valuable for workers in developing countries and others in which opportunities for acquiring vocational, technical and management skills are limited. Training and other forms of learning provided by TNCs are directed towards all categories of workers, although the main focus is on managerial and technical personnel. Evidence suggests that the size and scope of TNCs enable them to provide substantial formal and informal learning opportunities for employees. Moreover, the learning provided by TNCs often relates to new or different production and management methods. Under appropriate conditions, the contributions of TNCs to knowledge, skills and management experties of their employees can be disseminated more widely in the host economy and complement domestic human resource development in promoting growth and strengthening competitiveness. As the tendency of TNCs to pursue complex integration strategies proceeds and the links between parent companies and their affiliates become more complex, the training requirements that are needed to manage successfully the corporate production system and its geographically dispersed segments are likely to increase and become more sophisticated. Foreign affiliates may be progressively involved in higher value-added and more specialized activities, and more training needed to improve the quality of local personnel. The commitment to training in affiliates could be considerably reinforced by the growing interdependence between operations at home and in the various affiliates. This may lead to a wider distribution of training packages throughout the TNC. The trend towards complex integration strategies and the increasing competition for foreign direct investment (FDI) make it more important than ever for developing countries to build up their own human resource capabilities. In addition to providing the basis for the development of the domestic economy, such capabilities would allow labour and national enterprises to interact more effectively with TNCs. They would contribute to increasing the volume and raising the quality and sophistication of the FDI that a country could attract, thereby strengthening the prospects for further human resource development. At present, only a limited number of developing countries attract sizeable shares of FDI, particularly in areas that are technologically sophisticated. For those countries, foreign affiliates linked to TNCs’ value chains are an important complement to national programmes and efforts for upgrading human resources. However, other developing countries that do not-offer similar locational advantages may also benefit, in terms of improving their human resource development from FDI and the emerging integrated international production system. They need to consider how to formulate and co-ordinate policies so as to maximize the benefits to their human resource capabilities. Original language: English Padma Mallampally (India) Ph.D. in economics from the University of Chicago. From 1982 to 1988 she was employed by the Economic and Social Commission for Asia and the Pacific in Bangkok on transnational corporations. Prior to that she was a lecturer in economics at Delhi University. She now works as a Transnational Corporations Affairs Officer, United Nations Conference on Trade and Development, New York.  相似文献   

8.
Abstract

Workshops are common practice as a staff and educational development tool in higher education around the world, yet while it is common to seek participants’ immediate reactions there been little attempt made to measure their impact. This paper reviews the available literature on the effectiveness of workshops and reports the findings of a study in to the effectiveness of 33 workshops delivered by the Oxford Centre for Staff and Learning Development over a four month period. The study used questionnaires at the end of the workshops and four months later, and these were followed up by telephone interviews with a sample of participants. The study demonstrates that workshops can lead to changes in practice, and that these changes are themselves deemed to be successful by those involved. In addition, where at the end of a workshop participants report that they are likely to make changes this can be used as a reasonably accurate predictor of subsequent change. The features of workshops identified in end‐of‐workshop questionnaires which are linked with likelihood of subsequent change are also reported.  相似文献   

9.
The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives.  相似文献   

10.
Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.  相似文献   

11.
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12.
This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3‐day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1‐day Reviewing Workshop. During the Planning Workshop, teachers were provided with a hands‐on‐session on the use of mobile phones in science teaching followed by collaborative lesson planning activities. The methodological approach taken to evaluating the initiative was qualitative, and data were collected using observations and fieldnotes. The data were analysed using thematic analysis techniques with the support of NVivo8 (QSR International Pty Ltd., Victoria, Australia) qualitative data analysis software. It was found that as professional development for teachers was provided separately as Planning and Reviewing Workshops, these workshops supported the teachers in recognising the educational potential of mobile phones, in learning how to use them in science teaching and learning, in changing their attitudes towards the use of mobile phones in teaching and in sharing knowledge and skills relating to mobile phone applications in science teaching and learning.  相似文献   

13.
ABSTRACT

This study explored the impact of professional development workshops for online course design on faculty’s pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A mixed-methods analysis of survey data collected from 2,148 participants in QM workshops over a three-year period (2012–2015) demonstrated that, across all three teaching modes, participants revised learning objectives, improved course alignment, and paid greater attention to communication with students. Additional benefits from participating in QM training related to specific modalities. Common online and blended impacts included changes in assessment practices as well as in modifying course materials to be more compliant with accessibility standards. In f2f settings, frequent changes involved redesigning learning activities to increase learner-learner interaction.  相似文献   

14.
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15.
In order to meet both in‐service and pre‐service training needs in gerontology, North Country Community College has developed an innovative one‐year certificate program. Under the assumption that persons working with the aged in a rural area must have a diverse group of skills to draw upon, the gerontology certificate stresses course work in: communication skills, culture variability, gerontology knowledge, management skills, and service skills. The curriculum approach taken is that of competency based education, with most of the skills courses put into a modular course format. After the first year of the certificate, 53% (N = 65) of the students in the certificate courses are adults or community professionals turning to this community college program to upgrade skills or acquire new ones. This certificate is beginning to meet the training needs in a rural area that were only previously addressed by occasional workshops for the human service practitioner.  相似文献   

16.
ABSTRACT

Background: Effective project management and project work skills are important requirements in higher education and many other work place settings. Simulation-based learning, with its use of simulated scenarios and environments, may be a helpful way of supporting skill development. However, much more needs to be understood about the possibilities and challenges that can be involved in the application of this method of learning and teaching, from the perspectives of the learners.

Purpose: This exploratory qualitative study sought to describe university lecturers’ experiences and views of simulation as a method of learning and teaching project skills. The simulation method was tested in Finland, in the context of the national Research and Development Expert Coaching Programme, which was developed for the staff of the Universities of Applied Sciences.

Research methods: Data were collected via a questionnaire with two open questions, to which total of 12 multi-professional participants, all lecturers from Universities of Applied Sciences, were asked to respond in essay form. The data was analysed using inductive content analysis.

Results: Overall, our analysis suggests that participants felt that simulation-based learning was suitable for learning project work. According to the participants, the method helped them learn concrete project work skills, identify and manage challenging situations and promote dialogical sharing between professionals.

Conclusion: The results indicate that simulation can be used to promote project work competence of both new and more experienced project workers in various fields. It is suggested that the method is suitable for both initial and continuing education.  相似文献   

17.
Abstract

This paper emerged from the findings of a study investigating the efficacy of a staff development programme, called TRAC (Teaching, Reflection and Collaboration), offered through Queensland University of Technology, Brisbane, Australia. Participants in this study indicated an express need for academic staff developers to foster a range of skills when seeking to implement exemplary staff development programmes. One of the most crucial skills stipulated by participants was the ability for staff developers to offer development opportunities which effectively cater to the current hectic, competitive and outcome‐driven climate academics face. Other skills considered by participants to be pivotal for the development and implementation of exemplary staff development programmes included well‐developed human relation and interpersonal skills, facilitative skills and skills in co‐ordinating and networking.

This paper begins by ‘setting the scene’, briefly outlining the TRAC programme and the author's research experience of this programme. Subsequently, it discusses the skills required of the developer instigating such a programme. In doing this, it aims to encourage developers to reflect on the efficacy of their own skills with a view to making appropriate changes. Thus, in attempting to trigger change in developers’ practice, this paper represents a vehicle for ‘development of the developers.’  相似文献   

18.
High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services.  相似文献   

19.
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence.  相似文献   

20.
产业转型升级背景下,珠三角地区新兴产业对高技能人才的需求迅速增加。基于此,从技能培训的对象、内容、体系和效果等方面,研究美国、德国、日本和澳大利亚等发达国家职业技能培训的现代化进程,借鉴和吸收其成功经验,提出"确立培训重点对象与优先原则,创建个性化的培训体系,建立流动职业教育体系与灵活性认证制度,开创基于开放性终身学习的职业教育模式"等建议,以期构建劳动力市场与技能需求相适应的技能培训模式,切实提高农民工的职业技能素质。  相似文献   

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