Performance Improvement: A Key to Success in International Development Projects

Watkins, Ryan; West‐Meiers, Maurya; Song, Kristin Marsh

doi:10.1002/pfi.21319

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…In recent years, however, there is increasing acknowledgment that systemsthinking approaches to CD in AET must be coupled with performance improvement of these systems (Kelly & Palmucci, 2014;USAID, 2010;Watkins, West-Meiers & Song, 2013). For example, what good is it if financial investments in an AET system result in new laboratories being built, without the trained scientists and technicians to understand how to effectively use all the new tools at their disposal, the students to design research projects to utilize the lab, and the field space to replicate lab experiments under field conditions?…”

Section: Conceptual Framework: Capacity Development and Performance For Aetmentioning

confidence: 99%

Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

Gill

Ricciardi

Bates

et al. 2017

JIAEE

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This paper examines the current state of the agricultural education and training (AET) system in Cambodia and provides recommendations for Cambodian institutions and policymakers for enhancing the AET system. We conducted two assessment trips in June 2013 and January 2014 to analyze the state of the Cambodian AET system. Data were collected in 53 interviews and five focus groups using a modified-SWOT analysis framework. Stakeholder-identified strengths of the Cambodian AET system include the current political and economic stability of Cambodia, the young labor force, the increased educational enrollments, new agricultural education schools and curricula, good AET leadership, and the wide applicability of AET skillsets. Weaknesses of the Cambodian AET system include weak infrastructure, pedagogical stagnation, skills supply, the disconnect between the supply and workforce demand, and weak institutional administrative expertise. Meanwhile, threats to strengthening the Cambodian AET system include limited public investment, the gap between agriculture and education, low status of agriculture, and poor access to higher education. Recommendations for institutional capacity development in the Cambodian AET system include enhancing skill development and furthering links with NGOs and the private sector, while policy recommendations include welcoming prudent regional integration and enhancing investment across the whole AET system. Comparing our findings to other recent AET system studies indicates that Cambodia is facing similar challenges yet has its own unique path to forge when developing a cohesive AET system capacity development strategy.

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Section: Conceptual Framework: Capacity Development and Performance For Aetmentioning

confidence: 99%

Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

Gill

Ricciardi

Bates

et al. 2017

JIAEE

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“…These human factors include speeding or driving too slowly, intoxication, drug use for either therapeutic or recreational purposes, fatigue, and impaired vision. Drivers' knowledge of their health status and safety on the road is correlated with these human characteristics [8]. Another related RTA studies with respect to the degree of knowledge and adherence to the recommended safe practice for driving and the risk of road traffic accidents among people with diabetes mellitus in Armenia is reported by [9].…”

Section: Introductionmentioning

confidence: 99%

Effect of Safety Education Intervention on Knowledge of Road Accident Prevention among Drivers in Lagos State, Nigeria

Fowode,

Nwaogazie,

Anyanwu

2023

OJSST

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The aim of this study is to assess the impact of safety education intervention on knowledge of road traffic accident prevention among drivers in Lagos State, Nigeria. This study adopted a pre-test and post-test quasi-experimental research design. A purposive sampling technique was adopted to select a total of 384 commercial drivers in Lagos State, to whom the questionnaires were served. Questionnaires were administered and retrieved before the safety training was conducted, and post-test was conducted thereafter. A response rate of 87.76% was obtained for 384 questionnaires distributed to drivers. Descriptive statistics, Analysis of Variance (ANOVA) and Pearson Correlation were carried out. Mean score of 2.50 was used as a criterion to accept or reject results. The results indicate that safety education had a positive impact on the knowledge of preventive measures for road traffic accident. It is recommended amongst others that; further measures should be developed to educate and enlighten commercial drivers on how they can comfortably avoid Road Traffic Accidents (RTAs).

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Performance Improvement: A Key to Success in International Development Projects

Cited by 2 publications

References 8 publications

Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

Capacity Development in Agricultural Education and training in Cambodia: A SWOT Analysis

Effect of Safety Education Intervention on Knowledge of Road Accident Prevention among Drivers in Lagos State, Nigeria

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