The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.

Thesis (M.S.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

O objetivo deste estudo foi avaliar os efeitos de um programa de capacitação de treinadores sobre comportamentos de um treinador de tênis no estabelecimento de metas para seus atletas durante o treino. Um treinador de tênis com 21 anos de idade e 3 de experiência, e dois atletas, com idade entre 15 e 16 anos, que treinavam e competiam regularmente, participaram da pesquisa. O estudo foi dividido em três fases. Na fase de linha de base,realizou-se a filmagem de 11 sessões de treino e calculou-se a porcentagem de ocorrência de instruções, encorajamentos, críticas/sarcamos, correções e elogios, fornecidos aos atletas, pelo treinador. Registrou-se, também, os tipos de exercícios aplicados pelo treinador e o número de vezes que o treinador registrou o desempenho dos atletas e que participou dos exercícios aplicados. Em seguida, iniciou-se a fase intervenção (Fase 2),composta por quatro passos, em um total de 10 sessões. Cada sessão consistiu no treino de habilidades específicas do treinador (observar e registrar comportamentos, planejar critérios e prazos de evolução do desempenho, fornecer feedback etc.) antes do treino e no acompanhamento subseqüente do treino com os atletas. Providenciou-se feedback para o treinador, durante os treinos e ao final destes. Finalmente, na pós-intervenção (Fase 3),procedeu-se como na Linha de Base. Os resultados mostraram que houve aumento na porcentagem de instruções, correções e elogios descritivos e redução na porcentagem de críticas/sarcasmos, durante e após a intervenção. Observou-se, ainda, que houve um aumento da porcentagem de registros dos desempenhos dos atletas e da participação do treinador nos exercícios. Verificou-se que os comportamentos aprendidos pelo treinador ocorreram nas interações com outros alunos de outras turmas. Também observou-se melhora no desempenho dos atletas – que atingiram as metas estabelecidas. Os resultados sugerem, portanto, a efetividade da intervenção na capacitação de treinadores no uso da estratégia de estabelecimento de metas, bem como a necessidade de mais investigações com um maior número de treinadores, de diferentes modalidades. / The aim of this study was to assess the effects of a coach training program on the behaviors of a tennis coach while establishing goals for his athletes during practice. A 21-year – old coach with 3 years of experience, and 2 athletes, aged between 5 and 16 years old who have practiced and competed regularly took part in this research. The study was divided in three phase. During the baseline phase, 11 sessions of training were filmed and the percentage of occurrence of the instructions, encouragement, criticism/sarcasm,corrections and praise, given to athletes by their coach, were calculated. It was also recorded the type of drills used and the number of times in which the coach has registered the athletes development and his participation in the required drills. Following, it was initiated the intervention phase (Phase 2), consisting of four steps, totalizing 10 sessions. Each session was composed of the training of specific coach abilities (observe, register the athlete’s behavior, criterion and development time, provide feedback etc.) before practice and by the post-training follow-up with the athletes. Feedback was provided for the coach, during and after the training. Finally, during the post-intervention (Phase 3), procedures were set such as in baseline phase. The results showed that was an increase of the percentage of instructions, corrections and descriptive praise, and the decrease of the percentage of criticism/sarcasm, during and after intervention. It was also observed the increase of number of times when the development of the athletes were registered and the coach’s participation in the performed drills. It was seen that the knowledge obtained by the coach was used to interact with different students other than those. It was also observed the improvement on the athletes performance – who have achieved the established goals. Therefore, the results suggest the effectiveness of the intervention while training coaches in the use of the goal-setting strategy, as well as the need of further investigation using a larger number of coaches in sports other than tennis.

Syftet med studien var att undersöka hur personliga tränare upplever sin psykosociala arbetsmiljö. Vidare används KASAM-teorin för att se vilka faktorer som bidrar till, respektive hindrar en god psykosocial arbetsmiljö. Metoden som användes var enkät med uppföljande intervju. Enkäten innehöll 18 frågor med stängda svarsalternativ. Enkäterna mailades ut till personliga tränare som nått myndig ålder, bosatta i Sverige och hade en anställning på en friskvårdsanläggning. I mailet fick även deltagarna förfrågan om deltagande i den uppföljande intervjun. Utifrån resultatet från enkäten skapades intervjufrågorna. Tre intervjuer gjordes. Resultatet av enkäterna sammanställdes i figurer och analyserades utifrån KASAM-teorin, även intervjuerna analyserades utifrån samma teori. Det framkom i resultatet att deltagarna upplever information och kommunikation mellan dem och chef, organisation och ledning som en bristfällig faktor i arbetsmiljön. Slutsatsen av denna studie har visat att personliga tränare upplever sin psykosociala arbetsmiljö på olika sätt. Det finns olika faktorer som har utvecklingspotential enligt KASAM-teorins tre begrepp. Dock anser majoriteten av deltagarna att de är motiverade och engagerade i sitt arbete vilket är en viktig del för att uppleva begriplighet, hanterbarhet och meningsfullhet. / The purpose of this study is to examine how personal trainers are experiencing their psychosocial work environment. Using the KASAM-theory we identify which factors contribute to the psychosocial work environment, and which factors that doesn’t. The methodology used in this study is a survey with a follow up interview. The survey contained 18 questions with closed answer options. The participants of the survey were personal trainers with the age of 18 years or above, residing in Sweden and with an employment in a wellness center. The survey was sent out by e-mail where participants also received a request to participate in an interview. Based on the results of the survey, the interview questions were created and three interviews were made. The results from the survey were compiled in figures and analyzed by the KASAM-theory. The interviews were also analyzed using the same theory. The results show that participants experience information and communication between them and manager, organization and management as a defective factor in the work environment. The conclusion of this study is that personal trainers experience their psychosocial work environment as very varied. There are different factors that have potential for development according to the KASAM-theory. The majority of participants state that they are motivated and committed to their work, which is an important part of experiencing comprehensiveness, manageability and meaningfulness.

The aim of the thesis is to find motivational sources of contemparary trainers at the Athletic Club Stodulky Praha. Subsequently, these values are used to compare with the motivational profile ot the defined target groups in order to compare the similarity of these profiles, which should help to determine whether in these defined target groups might be found some potential new athletics coaches.

The WoodCluster project (2017-2021) focused on national bio-economies based on farm wood production in East African Countries. The project consortium was a South-South-North network with partners from Ethiopia, Tanzania, Uganda and Germany. In the project, the dynamics and resulting problems of an increasing wood supply gap, and possible solutions were investigated. The project had two main components: research and teaching. As an output of the teaching component, this trainer manual was developed for wood-based value chain actors in Ethiopia. This trainer manual aims to combine the theory of value chain development with participatory teaching methods and integrate this approach into extensions services linked to wood-based value chain actors in Ethiopia, thereby supporting their sustainable development. It especially intends to provide these trainers with insights into value chain development (VCD) tools and participatory knowledge transfer methods. The focus will be on participatory VCD approaches relevant to wood-based value chain actors. With the trainer manual, officers and trainers will be able to apply participatory VCD trainings to wood-based value chain actors in a Training of Trainers (ToT) session. Since these value chains and actors can vary depending on the regional setting, the raw material or end-product of interest, the defined scope, or the value chain development goals, the ToT will teach several approaches on the basis of which the officers and trainers can design suitable participatory VCD workshops. The trainer manual serves as a reference guide for trainers, who conduct participatory trainings, and extension agents linked to wood-based value chains in Ethiopia. The manual is constructed and arranged in such a way, so that a wide range of trainers with different skill levels and capacities may apply the participatory training in different conditions. Rather than presenting one appropriate teaching method, the manual presents several that allows the trainer to adapt the overall training approach based on the target group and conditions of the training.:Acknowledgements IV List of Figures V List of Tables VI 1 Preface 1 2 Introduction 1 2.1 Natural forest 3 2.2 Woodlots 4 2.3 Trading wood products 4 2.4 Sawmilling and furniture production 5 2.5 The need for value chain development tools 5 3 Value Chain Development (VCD) 6 4 Supporting Wood-based Value Chain Actors in Ethiopia 8 4.1 Extension services for rural development 8 4.2 Current challenges of extension services in Ethiopia 9 4.3 Value Chain Development through participatory trainings 9 5 Planning and Initiating Participatory VCD 10 5.1 Setting the objective 10 5.2 Defining the value chain scope and selecting participants 10 5.3 Logistical preparations 12 5.4 Designing and planning VCD workshops 12 6 Implementing Participatory VCD workshops 12 6.1 Introductory Session 12 6.2 Session 1: Value Chain Mapping 17 6.3 Session 2: Challenges and Upgrading Options 25 6.4 Session 3: Value Chain Development with Collective Action 30 7 Post-training Activities 34 7.1 Reflecting on training outcomes 34 7.2 Monitoring and Facilitating Value Chain Development 34 Literature 35

Promoting informal workplace learning to improve workplace learning and performance within a competitive business environment presents a challenge for customer service training managers within a large corporation. The purpose of the study was to determine which attributes of informal workplace learning experiences contributed to meaningful professional development and improved performance. Constructivism and experiential learning provided the theoretical foundations for this study. Conceptually, learning is mediated by the meaning learners attribute to it. The primary research question concerned how customer service training associates perceived informal workplace learning experiences as having meaningful impact on their overall professional development and work performance. An embedded single case study design was used for the study. Data were collected through the use of semi structured interviews of 6 customer service training associates who were selected through maximum variation sampling. Thematic analysis was applied to transcribed interview data. The following were foundational to improvements in learning and performance: (a) participating in work-based projects, (b) receiving feedback through coaching and peer collaboration, (c) associating learning with achieving desired project and professional development objectives, and (d) structuring work activities and support so as to facilitate learning. The study demonstrated that informal workplace learning is grounded in the purposeful integration of certain essential elements. Study results advance social change by contributing to improved learning and performance thus benefitting individual trainers and the customer service organization.

The pressure on athletes to perform and stay healthy is ever more intense. This being the case, athletes suffering injuries of the operative nature with extensive rehabilitation protocols are more prone to psychological ramifications related to their injury and rehabilitation. Literature has addressed some of the issues; however the role of self-efficacy on rehabilitation adherence has not directly been evaluated. Furthermore, the particular nature of self-efficacy related to athletic participation, injury, and subsequent rehabilitation, as well as the role an athletic trainer plays in enhancing or diminishing one's sense of self-efficacy has not specifically been evaluated. Therefore the purpose of this study is to uncover some of the literature gaps and is two-fold: (i) to evaluate how an athlete's sense of self-efficacy impacts his/her adherence to their rehabilitation program, and (ii) to assess the impact an athletic trainer may have on an athlete's self-efficacy during rehabilitation. Results of this study are intended to enhance the quality and efficiency of athletic injury rehabilitation and have been designed with the athletic training professional in mind .

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