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A resource portal for the practice of capacity development and the home of Capacity.org journal, published three times a year. Building on the topics covered in the journal, this website aims to facilitate access to a broad range of related online resources that practitioners can draw on for their own work. These include the latest research findings, analytical frameworks, policy debates, practical experiences and toolkits. Through links to ongoing discussions and communities of practice, we enable practitioners to find and link up with diverse organizations, professional networks and communities of practice for further support and knowledge exchanges.
MANAGE was established in 1987, as the National Centre for Management of Agricultural Extension at Hyderabad, by the Ministry of Agriculture, Government of India as an autonomous Institute, from which its acronym 'MANAGE' is derived. In recognition of its importance and expansion of activities all over the country, its status was elevated to that of a National Institute in 1992 and re-christened to its present name i.e., National Institute of Agricultural Extension Management. MANAGE is the Indian response to challenges of agricultural extension in a rapidly growing and diverse agriculture sector. The policies of liberalization and globalization of the economy and the level of agricultural technology becoming more sophisticated and complex, called for major initiatives towards reorientation and modernization of the agricultural extension system. Effective ways of managing the extension system needed to be evolved and extension organizations enabled to transform the existing set up through professional guidance and training of critical manpower. MANAGE is the response to this imperative need.
Innovation for Agricultural Training and Education
Networkers know how to mobilise people. It’s about connecting, sharing ambitions and building healthy relationships.
The development of a series of high-quality illustrative Lessons Learned Case Studies will serve as the main vehicle in defining and communicating our vision of the principles underlying the modernization of extension and advisory services.
The mission of the Global Education Lab is to support globally-integrated educational programs in food, agriculture, natural resources, and related sciences through high-quality research, teaching, and consultation.
The focus of skill development in India by default is oriented towards industry and micro enterprises. Skill development in the farm sector is yet to receive due attention in the skill development efforts of the Government. A shift towards skilling the farm sector is long overdue, argues Dr .R. M. Prasad.
an integrative tool for capacity development on the local level
"Linking up Sustainable Sanitation, Water Management & Agriculture"
DACUM (Developing A CurriculUM) is a quick, effectively, relatively low cost method of analyzing jobs and occupations that has been used worldwide for more than 40 years. It results in the production of a DACUM chart listing the duties, tasks, and related information about the job.
The Tropical Agriculture Platform (TAP) facilitates more effective and streamlined capacity development interventions in innovation systems in tropical agriculture.
FAO modules on capacity development can be downloaded from the following website: http://www.fao.org/capacitydevelopment/capacity-development-home/en/.
This is a global online platform for knowledge development, sharing and learning on participatory governance (PG). Participatory governance is about empowering citizens to participate in processes of public decision-making that affect their lives. This site provides information on a wide range of participatory governance practices and tools – all aimed at achieving more transparent, responsive, accountable and effective governance, at both the local and national level, through active citizen participation.
Please SAVE-THE DATE for AIAEE Professional Development Webinar
WHEN: Tuesday, October 28 at 10:30 Central Standard time
WHAT: CORE Competencies in Action: Examples from the University of Pretoria, South Africa and the University of Minnesota, U.S. on how to institutionalize CORE competencies needed to be an effective Rural Advisor
Get involved: If you are interested in participating in theprofessional development core group contact David Dolly at [email protected] or Renee Pardello at[email protected].
We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week’s homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.
Massive open online courses – MOOCs – offered by top universities have expanded worldwide over the last three years, gaining students globally for courses designed in the United States and elsewhere and disseminated globally on platforms like Coursera, edX and the British-based FutureLearn. Their spread has the potential to disrupt the model of bricks-and-mortar universities each with their own courses – a theme much discussed in academia. But a new type of MOOC – dubbed MOOC 2.0 – could even disrupt the way courses are devised, altering the top-down university designed curriculum and the professor-to-student course structure that is still part of the MOOC model.
There is a decrease in the number of consulting personnel in rural areas in many countries. Special qualification and competence development for the increasingly complex task of consulting services is only partially available. In fact there are different ways for qualification, mostly however technical approaches. Particularly Central and Eastern European states (CEE) show a need for competence development of consulting personnel which generally shows good technical qualification however largely lacks competences in the methodical and social field.
The IALB serves as roof under which the different training approaches of the countries are consolidated. Special modules tailored to the needs of the consulting personnel (2 mandatory and 3 optional mandatory modules), requirements, prerequisites, corner points and standards are integrated into a standardized competence development scheme at a European level. This allows the IALB to award a European certificate (CECRA) to graduates.
The offer targets people in the agricultural, rural home economics and regional consulting service (regional manager, Leader-manager, regional protagonists) in rural areas, who want to improve their consulting skills and ensure successes with their consultation customers.
Want to know more about agricultural education and training? See good practice sheets, online learning modules, and more.
Training guide designed based on a needs assessment among stakeholders in the agricultural sector in South Africa in the context of the “Cape Programme for Rural innovation – an initiative of the Department of Agriculture from the Eastern, Northern and Western Cape Provinces of South Africa (CAPRI, 2005?2009).