This booklet presents twenty-one impact stories of Ethiopian and Kenyan alumni of Dairy (Livestock) trainings in the Netherlands. The Dutch trainings consists of Master courses conducted by Van Hall Larenstein University of Applied Sciences (VHL) in Wageningen or Velp, short courses or diploma courses organised by Practical Trainings Centre (PTC+) in Oenkerk or Barneveld / Dairy Trainings Centre (DTC) in Oenkerk and short courses organised by Centre of Development Innovation – part of Wageningen University and Research Centre (WUR) in Wageningen. Most refresher course participants attended the Dutch trainings between 2010 and 2018. These alumni attended the Refresher Course entitled “Assessing the impact of Dutch knowledge institutions on performance of Netherlands alumni on dairy value chain governance in Kenya and Ethiopia” organised by Van Hall Larenstein University of Applied Sciences (VHL), Agrikom (alumni organisation) and Egerton University on 7-16 July 2019 in Nairobi and Nakuru, Kenya. Part of the refresher course was dedicated to a write shop about the impact of the Dutch training. It was written in collaboration with the professorship Climate Smart Dairy Value Chains.
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The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
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This text is based on the publication: Wolff, R. & M. de Jong (2018), Doceren voor een inclusieve klas. Een literatuurstudie ter voorbereiding op docenttrainingen in het hoger (beroeps)onderwijs. (Teaching for an inclusive class. A literature study as preparatory input for teacher trainings in higher (vocational) education) Diemen/Rotterdam: Inholland/Risbo
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The overall objective of project OC/EFSA/AMU/2018/01 was to support EFSA to develop in-house capacity to collect, appraise and synthesize evidence coming from literature sources in the context of food and feed scientific assessment. This objective had to be reached by offering 3 different types of training courses to EFSA staff (including Trainees) and Experts (of Panels, Working Groups and Member States). This report summarizes these trainings and their evaluation. Between 15 October 2018 and 24 November 2020, 9 trainings were delivered by a team of trainers from SYRCLE (SYstematic Review Centre for Laboratory animal Experimentation, www.syrcle.nl) and partners. A total number of 160 people participated in these trainings (an average of 18 per training), some of whom participated in more than one training (day). The individual trainings were evaluated using an online evaluation form, which consisted of general questions (e.g. about the training room or course material) and specific questions about the various parts of the training courses. The participants had the option of adding qualitative comments. Moreover, a so-called second level evaluation was used to assess the extent to which the trainings improved the capacity of participants to use the techniques explained in the courses in the context of EFSA assessments. With an average score of 8.23 (out of 10), the trainings were evaluated very positively. Major revisions of the content were only necessary for two of the courses and only after the first editions. Overall, the participants assessed their knowledge and practical skills to be higher after the training compared to before. Moreover, two of the online editions of the courses received an EFSA Golden Globe for the most successful EFSA scientific courses delivered in 2020. Based on the experiences with this series of trainings, recommendations are made for future EFSA trainings in evidence synthesis.
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Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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All social media should have a sticker saying 'Don't Jump for the Tool!' While it is tempting 'to use Twitter', the choice of a medium like Twitter cannot be seen in isolation of strategic goals, instruments and expected results, i.e. a communication strategy. We designed a board game, called the Media Strategy Game, which makes professionals aware of the choices and opportunities involved in developing a communication strategy. By playing the game, assumptions about objectives and results are made explicit and awareness is created for the activities needed to achieve objectives. The game therefore serves to stimulate discussions, provides insights for the development of an efficient media policy, and helps to create consensus. While designed for professionals who need to communicate a message inside or outside of an organization, it has also proved very valuable in trainings and in higher education. Recently a workbook has been added to the board game that helps professionals to formulate their communication strategy by providing 16 hands-on models for business strategy, business modelling, leveraging tools and formulating indicators to measure impact.
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Purpose: To evaluate the effects of a combination of wheelchair mobility skills (WMS) training and exercise training on physical activity (PA), WMS, confidence in wheelchair mobility, and physical fitness. Methods: Youth using a manual wheelchair (n = 60) participated in this practice-based intervention, with a waiting list period (16 weeks), exercise training (8 weeks), WMS training (8 weeks), and follow-up (16 weeks). Repeated measures included: PA (Activ8), WMS (Utrecht Pediatric Wheelchair Mobility Skills Test), confidence in wheelchair mobility (Wheelchair Mobility Confidence Scale), and physical fitness (cardiorespiratory fitness, (an)aerobic performance) and were analysed per outcome parameter using a multilevel model analyses. Differences between the waiting list and training period were determined with an unpaired sample t-test. Results: Multilevel model analysis showed significant positive effects for PA (p = 0.01), WMS (p < 0.001), confidence in wheelchair mobility (p < 0.001), aerobic (p < 0.001), and anaerobic performance (p < 0.001). Unpaired sample t-tests underscored these effects for PA (p < 0.01) and WMS (p < 0.001). There were no effects on cardiorespiratory fitness. The order of training (exercise before WMS) had a significant effect on confidence in wheelchair mobility. Conclusions: A combination of exercise and WMS training appears to have significant positive long-term effects on PA, WMS, confidence in wheelchair mobility, and (an)aerobic performance in youth using a manual wheelchair.Implications for rehabilitationExercise training and wheelchair mobility skills (WMS) training can lead to a sustained improvement in physical activity (PA) in youth using a manual wheelchair.These combined trainings can also lead to a sustained increase in WMS, confidence in wheelchair mobility, and (an)aerobic performance.More attention is needed in clinical practice and in research towards improving PA in youth using a manual wheelchair.
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Colleges and universities of applied sciences are involved in a wide range of activities related to international business education. International collaborations have always raised concerns because the participants in theseactivities coming from various jurisdictions also bring certain security and legal risks. The universities and their SME partners are therefore subject to the rules of deemed export. Multinational companies have internal regulations, trainings and processes to ensure compliance with export control rules. The Members of the COMMITTED consortium found that many European universities and partnerSMEs involved in international business education lack such internal regulations, trainings and processes. The Manual on Deemed Export in Academia for International Business Educators has been developed as a guide to support compliance critical thinking and due diligence in handling public security issues.
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Money alone is not enough. Also, not for young refugees and migrants aspiring to become self-employed. They might be the necessary to survive, the idea to explore an opportunity or the aspirations towards growth and expansion like any other entrepreneur. Likewise, there are various forms in which they will become self-employed: it might be solo or hybrid self-employed, a micro or small enterprise, and even a medium sized one. Ans in all cases (external) financing will be needed to start and develop the new ventures but knowledge as well how to use it. The aim to the Young Migrant Entrepreneurs Capacity Building project (in brief YMCB in this guide) is to develop an innovative approach to support young migrants’ entrepreneurship through a combination of education, training, and mentoring. The overall connotation is that access to finance deals with the possibility that individuals or enterprises have to access financial services, including credit, deposit, payment, or insurances provided by third parties – formal and informal. Poor access to finance limits individuals, households, and entrepreneurs to function. Access to finance is expected to benefit society at large by accelerating economic growth and helping to raise income for those in the lower end of the income distribution pyramid in reducing income inequality and poverty. But that is only one face of the same coin. Over the past years it has become evident that effective access to finance is determined by: - How well-prepared the prospective migrant/refugee entrepreneurs are to get started - The level of preparation of trainers and coaches working with migrant or refugee entrepreneurs and how well they understand the context their clients live and operate - The level of understanding of staff for FI’s and the degree to which appraisal procedures do not automatically exclude this group as potential clients
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