Summary of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET) project
The document outlines Denton ISD's technology plan, which aims to integrate technology into teaching, learning, and administration. It discusses the E-Rate program, which provides discounts for telecommunication services and internet access to schools. To be eligible for E-Rate funding, schools must have a technology plan that focuses on goals like teaching/learning, educator development, leadership/support, and infrastructure. Denton ISD's plan supports these goals by increasing technology resources, staff training, parent communication, and network infrastructure.
The EU provides financial support and grants for projects in various areas such as education, health, consumer protection, conservation, and humanitarian aid. Grants are subject to strict rules to ensure funds are spent transparently and accountably. Some key EU funds that provide grants include the European Regional Development Fund, European Social Fund, Cohesion Fund, European Agricultural Fund for Rural Development, and European Fund for Maritime Affairs and Fisheries. Croatia faces challenges like unemployment, skills mismatches, and regional disparities. EU funding supports priorities like developing job skills, improving education, promoting social inclusion, and strengthening civil society. Successful grant applications must demonstrate relevance, quality solutions, partnerships, methodology, risk assessment, sustainability, and a detailed budget.
Ecological organic agriculture (eoa) initiative implementation in NigeriaPABE BENIN
The document provides a progress report on the Ecological Organic Agriculture Initiative in Nigeria. It discusses the initiative's four pillars: research, training and extension; information and communication; value chain and market development; and the coordinating pillar. Major achievements are reported for each pillar, such as publishing research materials, improving farmer and extension agent capacity, and establishing an organic producer database. Lessons learned include the need for more value addition, increased production to meet demand, and addressing challenges like weeds and lack of machinery. Major challenges also centered around limited budgets, bureaucracy slowing activities, and small-scale production restricting market supply. The conclusion outlines continuing contributions of the initiative, such as knowledge documentation, informed stakeholders, growing marketing activities,
This document proposes several projects to help Eaquals and its members: 1) reviving a national representative scheme to organize local events, promote Eaquals, and increase membership; 2) a teacher development certificate validation scheme linking professional development to frameworks; 3) an online bulletin board for members to connect virtually; and 4) an exchange program to facilitate staff and student exchanges between member organizations. It also suggests special interest groups for academic managers, technology in the classroom, CEFR resources, and marketing, as well as publishing inspection reports to help with marketing. The proposed projects aim to promote Eaquals, encourage professional development, improve teaching quality, and help members connect and share resources.
Private Sector Engagement for People and Forests-RECOFTC mrlgregion
This document outlines RECOFTC's strategy for private sector engagement to enhance community forestry. It discusses challenges facing community forestry, such as lack of land tenure and market access. The theory of change is that by improving enterprise capacity and market access for local communities through partnerships with the private sector and government, forest-dependent communities can alleviate poverty through sustainable forest-based livelihoods. Initiatives taken so far include capacity building, research on best practices, and piloting partnerships. Next steps are to develop RECOFTC's internal private sector engagement capacity and strategy through support from SDC. The goal is strengthened community rights, benefits, and governance through tripartite partnerships between communities, private sector, and government.
This project focused on improving equity in vocational education and training (VET) policies within the Ministry of Economy in an unnamed country. The research identified unique needs of the VET school system and helped share knowledge to better prepare for future initiatives. Remaining challenges include promoting the image of VET, recruiting and training quality teachers, improving school infrastructure, and increasing cooperation between the ministries and private industry.
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
The document outlines Denton ISD's technology plan, which aims to integrate technology into teaching, learning, and administration. It discusses the E-Rate program, which provides discounts for telecommunication services and internet access to schools. To be eligible for E-Rate funding, schools must have a technology plan that focuses on goals like teaching/learning, educator development, leadership/support, and infrastructure. Denton ISD's plan supports these goals by increasing technology resources, staff training, parent communication, and network infrastructure.
The EU provides financial support and grants for projects in various areas such as education, health, consumer protection, conservation, and humanitarian aid. Grants are subject to strict rules to ensure funds are spent transparently and accountably. Some key EU funds that provide grants include the European Regional Development Fund, European Social Fund, Cohesion Fund, European Agricultural Fund for Rural Development, and European Fund for Maritime Affairs and Fisheries. Croatia faces challenges like unemployment, skills mismatches, and regional disparities. EU funding supports priorities like developing job skills, improving education, promoting social inclusion, and strengthening civil society. Successful grant applications must demonstrate relevance, quality solutions, partnerships, methodology, risk assessment, sustainability, and a detailed budget.
Ecological organic agriculture (eoa) initiative implementation in NigeriaPABE BENIN
The document provides a progress report on the Ecological Organic Agriculture Initiative in Nigeria. It discusses the initiative's four pillars: research, training and extension; information and communication; value chain and market development; and the coordinating pillar. Major achievements are reported for each pillar, such as publishing research materials, improving farmer and extension agent capacity, and establishing an organic producer database. Lessons learned include the need for more value addition, increased production to meet demand, and addressing challenges like weeds and lack of machinery. Major challenges also centered around limited budgets, bureaucracy slowing activities, and small-scale production restricting market supply. The conclusion outlines continuing contributions of the initiative, such as knowledge documentation, informed stakeholders, growing marketing activities,
This document proposes several projects to help Eaquals and its members: 1) reviving a national representative scheme to organize local events, promote Eaquals, and increase membership; 2) a teacher development certificate validation scheme linking professional development to frameworks; 3) an online bulletin board for members to connect virtually; and 4) an exchange program to facilitate staff and student exchanges between member organizations. It also suggests special interest groups for academic managers, technology in the classroom, CEFR resources, and marketing, as well as publishing inspection reports to help with marketing. The proposed projects aim to promote Eaquals, encourage professional development, improve teaching quality, and help members connect and share resources.
Private Sector Engagement for People and Forests-RECOFTC mrlgregion
This document outlines RECOFTC's strategy for private sector engagement to enhance community forestry. It discusses challenges facing community forestry, such as lack of land tenure and market access. The theory of change is that by improving enterprise capacity and market access for local communities through partnerships with the private sector and government, forest-dependent communities can alleviate poverty through sustainable forest-based livelihoods. Initiatives taken so far include capacity building, research on best practices, and piloting partnerships. Next steps are to develop RECOFTC's internal private sector engagement capacity and strategy through support from SDC. The goal is strengthened community rights, benefits, and governance through tripartite partnerships between communities, private sector, and government.
This project focused on improving equity in vocational education and training (VET) policies within the Ministry of Economy in an unnamed country. The research identified unique needs of the VET school system and helped share knowledge to better prepare for future initiatives. Remaining challenges include promoting the image of VET, recruiting and training quality teachers, improving school infrastructure, and increasing cooperation between the ministries and private industry.
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
This document proposes a European approach to micro-credentials for lifelong learning and employability. It defines micro-credentials and establishes standard elements and principles for their design. The objectives are to enable people to acquire skills needed for changing labor markets and support providers in enhancing transparency and flexibility of learning. Recommendations include adopting the definition and standards, developing ecosystems for micro-credentials, and using them to upskill and reskill workers and support education and training. Member states would implement measures using EU funds and the Commission would support research, tools, cooperation and monitoring progress.
ILRI developed an integrated service delivery model for promoting pig rearing in remote rural areas of Nagaland, India. The model focused on (1) strengthening community capacity through trainings on best practices, resource identification and intervention planning, (2) establishing community-led veterinary and input services through groups like SHGs, and (3) improving breeding stock, housing, feed, and market access. While the model led to increased community eagerness to learn and adopt practices, challenges remained in ensuring sustainability due to high poverty, poor infrastructure, and a lack of coordination among stakeholders. Lessons indicated the need for demand-driven, participatory approaches and better multi-stakeholder involvement from the start.
This document outlines a plan to allocate $37.6 million in funding across 9 priority areas to support remote learning and address challenges arising from the COVID-19 pandemic. Key allocations include $10.8 million for digital curricula subscriptions, $3.5 million for a statewide learning management platform, $1 million to expand educational content partnerships, $10 million for exceptional children instructional support, and $4.5 million for regional support through instructional coaches. It also allocates funding for program administration, monitoring, and evaluation of implementation efforts.
SCUP Annual 2021: Renovating Student Services to Promote Successbrightspot
At the SCUP Annual 2021, Adam Griff (brightspot), Charles Frame
and Dara Hagen (Normandale Community College), and Rebecca Celis (HGA) discussed our work with Normandale Community College and their Student Services Building.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
The Knowledge Transfer Network (KTN) stimulates innovation by linking organizations and exchanging knowledge, providing access to funding and support, and promoting exemplars. KTN has over 60,000 members and 120 staff who help build connections across industries. KTN offers monthly newsletters on specific sectors, events for collaboration and consortium building, and help finding the right funding. KTN also organizes competitions like the Manufacturing and Materials grants which provide up to £2 million for experimental development projects.
BRIDGE's National ECD Community of Practice- presentation to the CoP (BDJ) - ...kaleylemottee
The document discusses the activities of BRIDGE's National ECD Community of Practice. It notes that the South African cabinet has established an inter-ministerial committee to coordinate ECD implementation. It also describes meetings held with various stakeholders and projects aimed at supporting evidence-based ECD policymaking and improving coordination between government and civil society ECD organizations. Key topics discussed include developing a unified ECD strategy, setting consistent training standards for ECD practitioners, and identifying sustainable sources of funding.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
PlaNet Guarantee is an insurance broker that develops innovative insurance products tailored to the needs of populations excluded from traditional insurance. It has developed index-based agricultural insurance programs in multiple countries in West Africa to protect farmers against risks from climate events. The programs use satellite data and weather station information to automatically payout claims indexed to measures like rainfall levels. This stabilizes farmers' incomes and the broader agriculture sector by securing access to credit, investment, and markets. Partnerships with local insurers, reinsurers, banks, microfinance institutions, and farmer cooperatives facilitate the distribution and management of the insurance programs. [/SUMMARY]
The document discusses using an online Moodle platform to support work-based learning (WBL) programs. It describes a Career Development Course (CDC) that provides online resources and modules to support students enrolled in cooperative education, internship, and shadowing programs. Approximately 42% of seniors, or 128 students, are currently participating in these types of WBL programs. It also outlines future directions for the online platform, such as making the job bank more active, connecting students to employer profiles and virtual interviews, and using technology to document safety trainings and site visits.
Training programmes and policy making to enhance innovation OECD CFE
This document summarizes Dr. Iris Arbel's presentation on training programs and policy making to manage innovation in high-growth firms. The presentation discusses three main challenges that high-growth firms face: competing globally, cooperating with competitors through co-opetition, and providing management skills and tools for innovation. It also describes Israel's MAGNET program for enabling cooperation between competitor firms and the "Moving Up" training program that provides management skills and practical tools for innovation through monthly lectures, case studies, and mentoring on developing innovation projects.
Higher vocational education (HVE) in Sweden is designed to meet the labor market's demand for post-secondary qualified skills. HVE programs are offered at 236 education providers across a range of fields, last one to two years, and include workplace training. Graduates have high employment rates, with over 70% employed within a month and over 80% employed within six months, often in the same field as their study. HVE programs are developed in partnership with employers to define needs and influence content. The Swedish Council for Higher Vocational Education oversees and funds HVE.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
The COPIE Toolkit provides resources to help regions develop inclusive entrepreneurship policies and support structures. It includes diagnostic tools to assess strengths and weaknesses, as well as guides and modules focused on priority areas like entrepreneurship education, business advising, and access to finance. The toolkit has been applied in over 18 European locations since 2007. It is meant to help member states and regions better utilize EU funding programs to promote entrepreneurship and social inclusion.
WASH services that last in Mozambique - from cases to changesIRC
1) Triple-S is a 6-year initiative in several countries including Mozambique that aims to improve rural water supply and sanitation services through sustainable service delivery at scale.
2) In Mozambique, IRC collaborated with government agencies and UNICEF to produce case studies on innovative practices in rural WASH from three provinces to identify lessons learned.
3) The goal is to use these cases to inform policy and practice changes needed to shift from project-based approaches to sustainable service delivery models with long-term support for rural populations.
This document discusses capacity building activities for the Breeding Management System (BMS) in phase 2 of the Integrated Breeding Platform (IBP). It outlines plans to:
1) Introduce and provide support for the BMS to users through meetings, conferences, and timely assistance.
2) Conduct training on the BMS at local and regional levels for scientists and technicians.
3) Collaborate with universities and breeding academies to incorporate aspects of the BMS into their curriculums to train the next generation of plant breeders.
The document discusses the long term impact of MOOCs at Delft University of Technology. In the short term, MOOCs led to increased enrollment in online courses and programs. However, in the long run MOOCs are transforming education by moving from standalone courses to full programs and credits, expanding from national to global learners, transitioning from initial to continuous education, blending online and on-campus learning, and progressing toward more open education. MOOCs are helping to educate learners worldwide and improve the quality of education access and delivery.
The project aims to enhance digital teaching and learning in Irish universities by developing and rolling out an ambitious staff development program. It will pilot workshops and activities focused on assessment, the flipped classroom, using digital tools for feedback, and conducting needs assessments. The goal is to mainstream digital skills for all university teachers and support staff. A framework based on the DigCompEdu competency model will be used, and participants who complete the pilot program will earn a micro-credential in Digital Teaching and Learning. The project is funded through 2021 and involves representatives from all Irish universities.
Preliminary Midterm review findings of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET)
This annual report summarizes a vocational training project in Lusaka, Zambia run by Kanyama Youth Programme (KYP) from 2006-2008 with support from the National Union of University Students in Finland. The project aimed to provide vocational education to vulnerable youth to increase employment. Key results included improved education quality through new teaching materials and trained staff, as well as increased reputation through new marketing strategies. KYP managed project implementation and provided facilities while generating income through course fees, rentals and membership dues. Partners like the Lusaka City Council, TEVETA and Christian Children's Fund also supported the project through training, inspections and facility usage. The project addressed economic challenges in Zambia but
ILRI developed an integrated service delivery model for promoting pig rearing in remote rural areas of Nagaland, India. The model focused on (1) strengthening community capacity through trainings on best practices, resource identification and intervention planning, (2) establishing community-led veterinary and input services through groups like SHGs, and (3) improving breeding stock, housing, feed, and market access. While the model led to increased community eagerness to learn and adopt practices, challenges remained in ensuring sustainability due to high poverty, poor infrastructure, and a lack of coordination among stakeholders. Lessons indicated the need for demand-driven, participatory approaches and better multi-stakeholder involvement from the start.
This document outlines a plan to allocate $37.6 million in funding across 9 priority areas to support remote learning and address challenges arising from the COVID-19 pandemic. Key allocations include $10.8 million for digital curricula subscriptions, $3.5 million for a statewide learning management platform, $1 million to expand educational content partnerships, $10 million for exceptional children instructional support, and $4.5 million for regional support through instructional coaches. It also allocates funding for program administration, monitoring, and evaluation of implementation efforts.
SCUP Annual 2021: Renovating Student Services to Promote Successbrightspot
At the SCUP Annual 2021, Adam Griff (brightspot), Charles Frame
and Dara Hagen (Normandale Community College), and Rebecca Celis (HGA) discussed our work with Normandale Community College and their Student Services Building.
Enriched programmes by international collaboration and mobility - Fred Truyen...EADTU
This document discusses models for international collaboration on microcredentials and short learning programs (SLPs). It describes several pilots of SLPs run by EADTU, including on climate change, digital transformation, and online learning. Lessons from the pilots highlighted the need for clear agreements between partner institutions, suitable program size and organization, and a framework for quality assurance. The presentation goes on to provide an example of developing a joint SLP through establishing a partnership, designing a curriculum, qualifications, ecosystem, and business plan while ensuring sustainability. It stresses the importance of shared understanding and responsibilities between partners.
The Knowledge Transfer Network (KTN) stimulates innovation by linking organizations and exchanging knowledge, providing access to funding and support, and promoting exemplars. KTN has over 60,000 members and 120 staff who help build connections across industries. KTN offers monthly newsletters on specific sectors, events for collaboration and consortium building, and help finding the right funding. KTN also organizes competitions like the Manufacturing and Materials grants which provide up to £2 million for experimental development projects.
BRIDGE's National ECD Community of Practice- presentation to the CoP (BDJ) - ...kaleylemottee
The document discusses the activities of BRIDGE's National ECD Community of Practice. It notes that the South African cabinet has established an inter-ministerial committee to coordinate ECD implementation. It also describes meetings held with various stakeholders and projects aimed at supporting evidence-based ECD policymaking and improving coordination between government and civil society ECD organizations. Key topics discussed include developing a unified ECD strategy, setting consistent training standards for ECD practitioners, and identifying sustainable sources of funding.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
PlaNet Guarantee is an insurance broker that develops innovative insurance products tailored to the needs of populations excluded from traditional insurance. It has developed index-based agricultural insurance programs in multiple countries in West Africa to protect farmers against risks from climate events. The programs use satellite data and weather station information to automatically payout claims indexed to measures like rainfall levels. This stabilizes farmers' incomes and the broader agriculture sector by securing access to credit, investment, and markets. Partnerships with local insurers, reinsurers, banks, microfinance institutions, and farmer cooperatives facilitate the distribution and management of the insurance programs. [/SUMMARY]
The document discusses using an online Moodle platform to support work-based learning (WBL) programs. It describes a Career Development Course (CDC) that provides online resources and modules to support students enrolled in cooperative education, internship, and shadowing programs. Approximately 42% of seniors, or 128 students, are currently participating in these types of WBL programs. It also outlines future directions for the online platform, such as making the job bank more active, connecting students to employer profiles and virtual interviews, and using technology to document safety trainings and site visits.
Training programmes and policy making to enhance innovation OECD CFE
This document summarizes Dr. Iris Arbel's presentation on training programs and policy making to manage innovation in high-growth firms. The presentation discusses three main challenges that high-growth firms face: competing globally, cooperating with competitors through co-opetition, and providing management skills and tools for innovation. It also describes Israel's MAGNET program for enabling cooperation between competitor firms and the "Moving Up" training program that provides management skills and practical tools for innovation through monthly lectures, case studies, and mentoring on developing innovation projects.
Higher vocational education (HVE) in Sweden is designed to meet the labor market's demand for post-secondary qualified skills. HVE programs are offered at 236 education providers across a range of fields, last one to two years, and include workplace training. Graduates have high employment rates, with over 70% employed within a month and over 80% employed within six months, often in the same field as their study. HVE programs are developed in partnership with employers to define needs and influence content. The Swedish Council for Higher Vocational Education oversees and funds HVE.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
The COPIE Toolkit provides resources to help regions develop inclusive entrepreneurship policies and support structures. It includes diagnostic tools to assess strengths and weaknesses, as well as guides and modules focused on priority areas like entrepreneurship education, business advising, and access to finance. The toolkit has been applied in over 18 European locations since 2007. It is meant to help member states and regions better utilize EU funding programs to promote entrepreneurship and social inclusion.
WASH services that last in Mozambique - from cases to changesIRC
1) Triple-S is a 6-year initiative in several countries including Mozambique that aims to improve rural water supply and sanitation services through sustainable service delivery at scale.
2) In Mozambique, IRC collaborated with government agencies and UNICEF to produce case studies on innovative practices in rural WASH from three provinces to identify lessons learned.
3) The goal is to use these cases to inform policy and practice changes needed to shift from project-based approaches to sustainable service delivery models with long-term support for rural populations.
This document discusses capacity building activities for the Breeding Management System (BMS) in phase 2 of the Integrated Breeding Platform (IBP). It outlines plans to:
1) Introduce and provide support for the BMS to users through meetings, conferences, and timely assistance.
2) Conduct training on the BMS at local and regional levels for scientists and technicians.
3) Collaborate with universities and breeding academies to incorporate aspects of the BMS into their curriculums to train the next generation of plant breeders.
The document discusses the long term impact of MOOCs at Delft University of Technology. In the short term, MOOCs led to increased enrollment in online courses and programs. However, in the long run MOOCs are transforming education by moving from standalone courses to full programs and credits, expanding from national to global learners, transitioning from initial to continuous education, blending online and on-campus learning, and progressing toward more open education. MOOCs are helping to educate learners worldwide and improve the quality of education access and delivery.
The project aims to enhance digital teaching and learning in Irish universities by developing and rolling out an ambitious staff development program. It will pilot workshops and activities focused on assessment, the flipped classroom, using digital tools for feedback, and conducting needs assessments. The goal is to mainstream digital skills for all university teachers and support staff. A framework based on the DigCompEdu competency model will be used, and participants who complete the pilot program will earn a micro-credential in Digital Teaching and Learning. The project is funded through 2021 and involves representatives from all Irish universities.
Preliminary Midterm review findings of the Aquaculture Technical, Vocational, and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project in Zambia (AQ TEVET)
This annual report summarizes a vocational training project in Lusaka, Zambia run by Kanyama Youth Programme (KYP) from 2006-2008 with support from the National Union of University Students in Finland. The project aimed to provide vocational education to vulnerable youth to increase employment. Key results included improved education quality through new teaching materials and trained staff, as well as increased reputation through new marketing strategies. KYP managed project implementation and provided facilities while generating income through course fees, rentals and membership dues. Partners like the Lusaka City Council, TEVETA and Christian Children's Fund also supported the project through training, inspections and facility usage. The project addressed economic challenges in Zambia but
This project aimed to provide vocational training to vulnerable people in Lusaka, Zambia to improve their employment opportunities. The project partner, Kanyama Youth Programme Trust, implemented the project and provided training facilities and local administration. 112 students graduated from vocational courses in 2006, and 58 additional students enrolled. The project strengthened the partner's training institution by improving teaching quality, marketing, and organizational capacity. External factors like currency fluctuations and unemployment impacted project implementation. The partner and local community took steps to increase sustainability through income-generating activities and donations. The project's direct beneficiaries were vocational students and the partner organization, while families and short-course participants indirectly benefited.
eLearning to enhance skills in dairy production and agripreneural capacity in...ILRI
eLearning training can augment traditional training methods to enhance technical and soft skills among dairy producers and other stakeholders in Tanzania's dairy value chain. A needs assessment is underway to tailor eLearning materials to address existing skills gaps. Materials will be adapted from UNCTAD on entrepreneurship training. eLearning training materials can outlive in-person trainings and reach more producers beyond current target areas, especially women and youth.
1) SNV Netherlands Development Organisation is an international development organization dedicated to sustainable poverty reduction.
2) SNV has over 40 years of experience implementing development projects in various countries. Their work focuses on renewable energy, including large-scale biogas programs in Asia and Africa.
3) This document discusses SNV's approach to developing sustainable domestic biogas sectors, including thorough context-specific preparation, establishing long-term sector sustainability, linking impact and capacity development, promoting market-oriented solutions, and attributing roles to multiple stakeholders.
Strengthening HESA and Food Systems in the Phillipines and Southeast AsiaSIANI
The Agricultural Training Insitute's (ATI) perspectives on achieving SDG's and how to improve investments and government policy towards higher agricultural education in SE Asia.
HESA-SIANI August 2017 Philippines Workshop
This document discusses digital literacy in the education sector. It provides background on the ECDL Foundation, which developed the ICDL certification program for digital literacy. The document emphasizes that digital literacy is key to enabling technology adoption and national development. It argues that education systems should invest in developing teachers' digital literacy through certification programs like ICDL to improve classroom practices and prepare students. Examples are given of ICDL programs implemented successfully in the education systems of countries like Italy, UAE, and Algeria.
The document is a CV that summarizes the professional experience and qualifications of Henry Oloketch. In under 3 sentences:
Henry Oloketch has over 24 years of experience in financial services and small business development in Africa. He has worked extensively with microfinance institutions, governments, and international organizations across 16 countries. His experience includes strategic planning, market research, product development, and technical assistance for financial inclusion projects.
Family poultry production is an important activity for many rural households in developing countries, providing food and income. The International Network for Family Poultry Development (INFPD) works to promote knowledge sharing and training to improve family poultry practices and outcomes. The INFPD coordinates Associate Poultry Advisers training programs, where trainees receive classroom instruction and field placements. Evaluation found the programs effective at building capacity and documenting lessons. Continued knowledge sharing, capacity development, and ensuring access to quality chicks are seen as important for strengthening family poultry systems.
Family poultry production is an important activity for many rural households in developing countries, providing food and income. The International Network for Family Poultry Development (INFPD) works to promote knowledge sharing and training to improve family poultry practices and support. The INFPD trains Associate Poultry Advisers who gain experience through field assignments, and shares information through publications and conferences. Investing in knowledge sharing networks and capacity building can effectively promote family poultry development globally and help address location-specific challenges.
The document outlines a program to enhance community engagement and science culture development in TVET institutions in Ethiopia. It discusses three components of community engagement: 1) developing a community vocational career guide, 2) strengthening industry extension services, and 3) improving knowledge and technology transfer. It also discusses two components of science culture development: 1) integrating STEM into TVET and 2) developing indigenous talent and skills. The overall goal is to improve the quality, relevance, access, and equity of community engagement and science culture practices in TVET institutions.
Presentation during the session 'Going to Scale with Smart Investments in Community Food Production and Health Initiatives: A Response to Fiji’s Health Crisis' GLF Bonn Digital Summit, 04 June 2020
The document discusses the ATVET (Agricultural and Vocational Education Training) Initiative in support of CAADP implementation in Africa. It outlines key challenges facing African agriculture like climate change, food security, and youth unemployment. ATVET aims to address these by promoting skills development and professional education in agriculture. It focuses on making farming and value chains attractive to youth, prioritizing human capital development, and ensuring ATVET responds to country needs. The document discusses components of effective ATVET systems and outlines both mid-term initiatives like reviewing training programs and long-term goals around integrated rural transformation and agricultural education.
The document discusses various agricultural extension and training programs launched by the Indian Council of Agricultural Research (ICAR). It describes Krishi Vigyan Kendra (KVK), agricultural extension centers that work to apply research findings to local farming contexts. KVKs undertake on-farm testing of new technologies, frontline demonstrations for farmers, capacity building workshops, and advisory services. They also provide vocational training to farmers, farm women, and rural youth to disseminate modern farming techniques. Currently there are over 700 KVKs across India supporting local agricultural development.
The document summarizes several programs and opportunities related to international trade and development in the Caribbean region. It describes the ACP MTS Programme which provides technical assistance to ACP countries on negotiating multilateral trade agreements. It also announces the new Fulbright Nexus Scholarship program linking researchers across the Americas in science, entrepreneurship and sustainable energy. Finally, it advertises consultancy opportunities to coordinate an online distance education facility in the Caribbean and provide technical assistance through the Better Conditions for Productivity program in Latin America.
The document summarizes the Vocational Education and Training for Accelerated Promotion of Employment (VETAPE) project between June 2011 to June 2012. The project aimed to provide vocational skills training, functional literacy, and employment services to 720 disadvantaged youth and women in Puntland, Somalia to increase sustainable employment opportunities. Key activities included selecting and training beneficiaries in various vocational skills, strengthening the capacity of training providers, and facilitating employment placement. Challenges included low motivation among beneficiaries and inadequate training facilities. Plans for the next six months included completing ongoing activities, monitoring, evaluation, and planning for sustainability.
Education:
PhD in Agriculture, Chinese Culture University
Business Administration Study for Senior Executives, Northwestern University, USA
Current Position:
Deputy Secretary-General, International Cooperation and Development Fund (2008.2~)
Expertise:
International agricultural and fisheries cooperation
International cooperation and development
International human resource development
The third sector - International NGOs and NPOs
Awards:
Agricultural Industry Award by Agricultural Association of Taiwan (2011)
Distinguished Research Award by Executive Yuan (1996)
Distinguished Research Award by Executive Yuan (1995)
The document summarizes the proceedings of a regional workshop held in Dakar, Senegal from November 8-11, 2010. The workshop, organized by IFAD and the Government of Senegal, brought together 276 participants including project staff, government representatives, farmers' organizations, NGOs, the private sector, and IFAD staff. The main objectives were to improve project implementation performance, discuss promoting growth through value chains, and review progress on objectives set in the Accra Agenda for Action. Key discussions focused on the importance of value chains for smallholder farmers and the need for projects to strengthen monitoring and evaluation. Participants agreed on the importance of value chains and recommended IFAD support farmer organizations to benefit from market opportunities
This annual report summarizes the activities of a project to develop a vocational training center in Lusaka, Zambia. The project aimed to provide vocational skills training to vulnerable people to improve employment opportunities. During 2009, 189 people received training in auto mechanics, electrical work, catering, hotel management, and tailoring. A tailoring workshop was established. Teachers received training and the carpentry workshop was established. Challenges included economic difficulties reducing student enrollment, and power outages affecting practical training. Overall the project worked to strengthen vocational skills and self-sufficiency in the community.
Piloting inclusive business and entrepreneurial models for smallholder fish ...Netsayi Noris Mudege
This presentation gives a summary of the, 'Piloting inclusive business and entrepreneurial models for smallholder fish farmers and poor value chain actors in Zambia and Malawi' project. It covers the following issues 1) the goal of the project 2) Project implementation modalities including collaborations with the government, private sector and farmers, 3) solutions and technologies being implemented by the project 4) innovation platform.
Similar to Aqtevet project summary_2020 - read-only - compatibility mode (20)
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...Sérgio Sacani
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
�
(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
�
cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
�
) with
Λ
CDM. Therefore unlike low-
�
Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
�
truly diverge from their low-
�
counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...Sérgio Sacani
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Signatures of wave erosion in Titan’s coastsSérgio Sacani
The shorelines of Titan’s hydrocarbon seas trace flooded erosional landforms such as river valleys; however, it isunclear whether coastal erosion has subsequently altered these shorelines. Spacecraft observations and theo-retical models suggest that wind may cause waves to form on Titan’s seas, potentially driving coastal erosion,but the observational evidence of waves is indirect, and the processes affecting shoreline evolution on Titanremain unknown. No widely accepted framework exists for using shoreline morphology to quantitatively dis-cern coastal erosion mechanisms, even on Earth, where the dominant mechanisms are known. We combinelandscape evolution models with measurements of shoreline shape on Earth to characterize how differentcoastal erosion mechanisms affect shoreline morphology. Applying this framework to Titan, we find that theshorelines of Titan’s seas are most consistent with flooded landscapes that subsequently have been eroded bywaves, rather than a uniform erosional process or no coastal erosion, particularly if wave growth saturates atfetch lengths of tens of kilometers.
Compositions of iron-meteorite parent bodies constrainthe structure of the pr...Sérgio Sacani
Magmatic iron-meteorite parent bodies are the earliest planetesimals in the Solar System,and they preserve information about conditions and planet-forming processes in thesolar nebula. In this study, we include comprehensive elemental compositions andfractional-crystallization modeling for iron meteorites from the cores of five differenti-ated asteroids from the inner Solar System. Together with previous results of metalliccores from the outer Solar System, we conclude that asteroidal cores from the outerSolar System have smaller sizes, elevated siderophile-element abundances, and simplercrystallization processes than those from the inner Solar System. These differences arerelated to the formation locations of the parent asteroids because the solar protoplane-tary disk varied in redox conditions, elemental distributions, and dynamics at differentheliocentric distances. Using highly siderophile-element data from iron meteorites, wereconstruct the distribution of calcium-aluminum-rich inclusions (CAIs) across theprotoplanetary disk within the first million years of Solar-System history. CAIs, the firstsolids to condense in the Solar System, formed close to the Sun. They were, however,concentrated within the outer disk and depleted within the inner disk. Future modelsof the structure and evolution of the protoplanetary disk should account for this dis-tribution pattern of CAIs.
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptxshubhijain836
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
Embracing Deep Variability For Reproducibility and Replicability
Abstract: Reproducibility (aka determinism in some cases) constitutes a fundamental aspect in various fields of computer science, such as floating-point computations in numerical analysis and simulation, concurrency models in parallelism, reproducible builds for third parties integration and packaging, and containerization for execution environments. These concepts, while pervasive across diverse concerns, often exhibit intricate inter-dependencies, making it challenging to achieve a comprehensive understanding. In this short and vision paper we delve into the application of software engineering techniques, specifically variability management, to systematically identify and explicit points of variability that may give rise to reproducibility issues (eg language, libraries, compiler, virtual machine, OS, environment variables, etc). The primary objectives are: i) gaining insights into the variability layers and their possible interactions, ii) capturing and documenting configurations for the sake of reproducibility, and iii) exploring diverse configurations to replicate, and hence validate and ensure the robustness of results. By adopting these methodologies, we aim to address the complexities associated with reproducibility and replicability in modern software systems and environments, facilitating a more comprehensive and nuanced perspective on these critical aspects.
https://hal.science/hal-04582287
BIRDS DIVERSITY OF SOOTEA BISWANATH ASSAM.ppt.pptxgoluk9330
Ahota Beel, nestled in Sootea Biswanath Assam , is celebrated for its extraordinary diversity of bird species. This wetland sanctuary supports a myriad of avian residents and migrants alike. Visitors can admire the elegant flights of migratory species such as the Northern Pintail and Eurasian Wigeon, alongside resident birds including the Asian Openbill and Pheasant-tailed Jacana. With its tranquil scenery and varied habitats, Ahota Beel offers a perfect haven for birdwatchers to appreciate and study the vibrant birdlife that thrives in this natural refuge.
SDSS1335+0728: The awakening of a ∼ 106M⊙ black hole⋆Sérgio Sacani
Context. The early-type galaxy SDSS J133519.91+072807.4 (hereafter SDSS1335+0728), which had exhibited no prior optical variations during the preceding two decades, began showing significant nuclear variability in the Zwicky Transient Facility (ZTF) alert stream from December 2019 (as ZTF19acnskyy). This variability behaviour, coupled with the host-galaxy properties, suggests that SDSS1335+0728 hosts a ∼ 106M⊙ black hole (BH) that is currently in the process of ‘turning on’. Aims. We present a multi-wavelength photometric analysis and spectroscopic follow-up performed with the aim of better understanding the origin of the nuclear variations detected in SDSS1335+0728. Methods. We used archival photometry (from WISE, 2MASS, SDSS, GALEX, eROSITA) and spectroscopic data (from SDSS and LAMOST) to study the state of SDSS1335+0728 prior to December 2019, and new observations from Swift, SOAR/Goodman, VLT/X-shooter, and Keck/LRIS taken after its turn-on to characterise its current state. We analysed the variability of SDSS1335+0728 in the X-ray/UV/optical/mid-infrared range, modelled its spectral energy distribution prior to and after December 2019, and studied the evolution of its UV/optical spectra. Results. From our multi-wavelength photometric analysis, we find that: (a) since 2021, the UV flux (from Swift/UVOT observations) is four times brighter than the flux reported by GALEX in 2004; (b) since June 2022, the mid-infrared flux has risen more than two times, and the W1−W2 WISE colour has become redder; and (c) since February 2024, the source has begun showing X-ray emission. From our spectroscopic follow-up, we see that (i) the narrow emission line ratios are now consistent with a more energetic ionising continuum; (ii) broad emission lines are not detected; and (iii) the [OIII] line increased its flux ∼ 3.6 years after the first ZTF alert, which implies a relatively compact narrow-line-emitting region. Conclusions. We conclude that the variations observed in SDSS1335+0728 could be either explained by a ∼ 106M⊙ AGN that is just turning on or by an exotic tidal disruption event (TDE). If the former is true, SDSS1335+0728 is one of the strongest cases of an AGNobserved in the process of activating. If the latter were found to be the case, it would correspond to the longest and faintest TDE ever observed (or another class of still unknown nuclear transient). Future observations of SDSS1335+0728 are crucial to further understand its behaviour. Key words. galaxies: active– accretion, accretion discs– galaxies: individual: SDSS J133519.91+072807.4
1. Aquaculture Technical, Vocational, and
Entrepreneurship Training for Improved
Private Sector and Smallholder Skills Project
Project planning and dissemination meeting 2020
28 October 2020, Zoom meeting, Zambia
Presenter: Netsayi Noris Mudege (Senior Scientist)
2. Meeting Ojectives
• Present results of the Independent midterm review of the AQ TEVET
project.
• Present results of a smallholder fish farmers census conducted in
Northern and Luapula provinces of Zambia
• Project planning for 2021
• Scaling
3. AQ TEVET project summary
Goal: Increase the number of people working for the private sector and the
number of smallholder commercial fish farmers with enhanced
aquaculture knowledge and up-to-date practical skills to help sustainably
grow the sector and make it more inclusive.
Duration 2018 to 2021
Focal Provinces Lusaka, Northern, and Luapula
Budget USD2.4 million (NOK20 million)
Donor Norwegian agency for development cooperation (Norad)
Partners WorldFish, NRDC (MoA), BluePlanet, and Musika
4. AQ TEVET project summary
Project component 1:
• Upgrade the fisheries science
curriculum (long- and short-term
courses) and training tools,
internship program
• Develop an online training platform
and internship program at NRDC
but with links to other TEVET
institutions to scale the upgraded
training “package” over the course
of the project
BluePlanet salmon online training platform at
https://blueplanetacademy.com/
5. AQ TEVET project summary
Project component 2
• Enhancing the technical education,
vocational, and entrepreneurship
skills of rural women, men, and
youth smallholder commercial fish
farmers
• Increasing linkages to input/output
markets and entrepreneurship
opportunities via private sector
extension support and services
delivery
6. AQ TEVET project summary
• Gender and youth integration strategy
• Assessing the aspirations and needs of and barriers faced by
different groups of students and smallholder fish farmers and
differentiating between these groups
• Using this information to directly inform the design of each activity
• Emphasis on:
• Collecting sex- and age-disaggregated data
• Reaching, benefiting, and empowering more women and female
youth via project activities
7. Project support to Government and
global initiatives
Zambia 7th National Development Plan (7NDP)
Zambia Aquaculture Enterprise Development (ZAED) Project
UNESCO strategy for technical and vocational education and training (TVET)
(2016-2021)
Sustainable Development Goals (SDGs)
8. Aquaculture Value Chain Development Goal
To increase the number of human resources working for the private sector and smallholder
commercial fish farmers with enhanced aquaculture knowledge and up-to-date practical skills to
help sustainably grow the sector and make it more inclusive
Project Objective
To develop the aquaculture knowledge and practical skills of students and smallholder commercial fish
farmers (especially women and female youth) participating in technical education, vocational, and
entrepreneurship training (TEVET) to enable them to find gainful employment in the private sector
Key outcome 1
Enhanced knowledge base of
students from the TEVET
institute trained
135 students trained have
enhanced knowledge of
aquaculture using the
upgraded curriculum, tools,
and online training platform
Key outcome 2
Enhanced practical skills of
students from the TEVET
institute gained from
internships specifically
tailored to address the needs
of the individual private
company
Internships of 135 students
carried out successfully with
over 30 private companies
Key outcome 3
Increased opportunities for
students to find gainful
employment with private
companies or set up their
own aquaculture-related
businesses
Over 200 performance
reviews carried out during
internships to provide
adequate feedback to
students
10 students who wish to set
up their own aquaculture-
related businesses linked to
financial institutions
Key outcome 4
TEVET institutes in Zambia
adopt/modify the curriculum,
training tools, online training
platform, and internship
program for integration
within their institutions
2 additional TEVET
institutes in Zambia
adopt/modify the curriculum,
training tools, online training
platform, and internship
program for integration
within their institutions
Key outcome 5
Enhanced organization of
farmers trained on TEVET
and provided services by the
private sector
1000 cluster farmers
identified, organized, and
trained on TEVET and
provided services by the
private sector
Sub-outcome 5.1
Enhanced capacities of
private sector to provide
TEVET training support and
services to smallholders
Enhanced capacities of 10
private sector companies to
provide constant support and
services to smallholders
Note: Sex and age-disaggregated data will be collected on most outcomes to enable such analysis when reporting on key indicators
10. Acknowledgments
The project is funded by the Norwegian Agency for Development
Cooperation (Norad)-Agreement ZAM-18/0002, Aquaculture
Technical, Vocational, and Entrepreneurship Training for Improved
Private Sector and Smallholder Skills.
This work will be undertaken as part of the CGIAR Research Program
on Fish Agri-Food Systems (FISH).
Editor's Notes
Objective: Develop the aquaculture knowledge and practical skills of students and smallholder commercial fish farmers (especially women and female youth) participating in technical education, vocational, and entrepreneurship training to enable them to find gainful employment in the private sector
Requires setting up processes that enable deeper reflection and analysis by stakeholders (including the private sector) on how to achieve these outcomes
Requires the collection of quantitative and qualitative data to meaningfully report on certain outcomes and unanticipated outcomes