Au fil des générations, l'évaluation de programme a traversé de nombreux changements (nécessaires), qui l'ont conduite à devenir une activité à la fois technique et sociopolitique. Aujourd'hui, elle est d'une indéniable complexité du fait notamment de la nature des situations évaluatives rencontrées, dont les caractéristiques influencent la faisabilité, la fiabilité et l'utilité de l'évaluation. Des situations animées de contraintes sociopolitiques et organisationnelles importantes, de problèmes sur le plan des intrants disponibles, de l'accessibilité des données, etc. En outre, la qualité de l'évaluation est tributaire de la capacité de l'évaluateur à mobiliser des savoirs pratiques en situation, son expertise, et son jugement afin d'entreprendre les choix méthodologiques les plus appropriés. Inscrite dans une perspective interprétative, cette étude explore et tente de comparer les choix méthodologiques opérés par des évaluateurs novices et experts œuvrant dans des cabinets de conseil (n=8) lors de la réalisation de leurs évaluations de programme ; et la façon dont ils appréhendent et gèrent les contraintes situationnelles. Elle mobilise deux types d'activités reconnues pour l'analyse des pratiques professionnelles des évaluateurs de programmes : 1. la métaévaluation d'un projet tierce rapportée durant un entretien non dirigé ; et 2. l'entretien d'explicitation centré sur un projet d'évaluation passé avec, en amont, l'analyse des devis évaluatifs faisant l'objet de l'exercice d'explicitation. À partir de ces deux types d'activités, il devient possible d'examiner et croiser les bonnes pratiques et les pratiques réelles des participants. Les résultats s'inscrivent dans le contexte de l'évaluation externe de programmes publics fédéraux sous la direction d'un chef d'évaluation interne responsable de la planification initiale et la suppression de l'évaluation, et la consultation d'un comité interne composé d'utilisateurs ciblés. Au sein des équipes évaluatives externes, on observe une certaine hiérarchie dans l'organisation du travail. L'évaluateur expert est le gestionnaire de l'évaluation et il est chargé d'activités cruciales comme la conception et la communication de l'évaluation. L'évaluateur novice peut exercer dans une capacité d'exécutant/exécutant avancé de tâches de collecte et d'analyse de données (travail en silo), ou de collaborateur et participer à l'évaluation dès sa conception. Ultimement, les choix méthodologiques sont du ressort de l'évaluateur expert. Les pratiques réelles des évaluateurs novices sont ancrées dans le développement de leurs compétences méthodologiques et de leurs capacités analytiques, ce qui transparaît sur le plan de leurs bonnes pratiques. L'articulation de leurs pratiques se centre sur une logique technique/méthodologique de production de connaissances quant aux objets évalués. Pour eux, il est essentiel de démontrer le caractère approprié de la démarche d'évaluation, l'effort de rigueur, la fiabilité et la représentativité de la méthodologie évaluative (c.-à-d. l'alignement du contenu du cadre d'évaluation, le caractère systématique des procédures, la représentativité des sources d'information, la transparence du raisonnement évaluatif, etc.). Si dans le cadre de l'analyse critique d'un devis tierce, les évaluateurs novices reconnaissent l'influence de différents facteurs contextuels sur l'évaluation, leur analyse demeure superficielle et décontextualisée comparativement aux évaluateurs experts. En effet, les pratiques réelles tout comme les pratiques recommandées des évaluateurs experts sont influencées par la situation évaluative réelle et centrée sur les résultats. La priorité, pour eux, est de veiller au caractère approprié et faisable du devis d'évaluation à la lumière des caractéristiques de l'objet évalué ou evaluand (complexité de la théorie de programme, envergure des objectifs, caractère facilement observable de ses résultats ou non, etc.), des exigences politico-organisationnelles (la Politique évaluative fédérale, ses directives méthodologiques et ses normes, la collaboration avec le chef de l'évaluation interne, etc.), et des ressources disponibles (temps, argent, données probantes existantes et accessibles, etc.). Et ce, tout en assurant la fiabilité, la représentativité et l'utilité de l'évaluation. Il s'agit d'un raisonnement que les évaluateurs novices semblent commencer à s'approprier dès lors qu'ils ont l'occasion de participer à l'évaluation dès la phase de conception. Les résultats montrent que la pertinence du devis d'évaluation repose sur la capacité des évaluateurs à réaliser un diagnostic efficace de la situation évaluative rencontrée afin de revoir et opérationnaliser les paramètres de l'évaluation initialement prescrits par les clients, et de s'assurer de la faisabilité et de la légitimité de l'évaluation. Cette entreprise nécessite la mobilisation de savoirs méthodologiques procéduraux et expérientiels, de connaissances spécifiques à l'environnement professionnel (programmes publics, système politico-organisationnel du gouvernement fédéral, politique évaluative, gouvernance de l'évaluation externe de programmes publics, etc.), de savoir-faire relationnels, et de savoir-faire cognitifs acquis dans et par l'expérience (indispensables à l'analyse de la situation et à la résolution de problèmes, à la conception et à la réalisation de l'évaluation). Les résultats soulignent ici l'incidence du niveau d'expertise de l'évaluateur de programme externe sur sa capacité à anticiper, identifier, comprendre et gérer efficacement les contraintes situationnelles afin de concevoir une évaluation fiable et utile. Ils montrent l'importance d'offrir le plus tôt possible aux évaluateurs novices l'occasion de participer à des projets d'évaluation du début à la fin, d'accroître les occasions d'observation et de contribution sur le plan de la conception et de la gestion de l'évaluation dans le cadre de petits projets où le devis est plutôt simple. Des tâches cruciales qui, dans le présent contexte de pratique, sont réalisées par les évaluateurs experts.

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The houses which were built during the million programmes are now facing extensiverenovations and refurbishment, some have also been demolished. The houses that still standtoday have now reached their lifespan, this however, does not necessarily mean that theyshould be demolished. The construction industry has, during these last years, flourishedimmensely. Resources, methods, and construction techniques are constantly evolving and arenow being applied when working with renovations of old buildings. And it is now resulting inhouses that are durable and energy efficient, which enables them to endure even longer.Unlike new buildings, renovations are more complex and require wider knowledge in severaldifferent areas to address the problems in the best possible way. In addition to the technicalaspects, it also shows that the preservation of cultural-historical aspects, for the millionprogramme houses, must be considered when it comes to remodelling.In this study, it is investigated how a renovation is carried out and which measures are usedon these houses in terms of technology, sustainability, and the preservation of theenvironment. In addition, how such buildings are designed in regard to their culturalhistoricalvalue and influence.

In Canada, less than half of the drugs that the World Health Organization classifies as Essential Medicines for the treatment of Neglected Diseases like Chagas disease, drug-resistant tuberculosis, echinococcosis, leishmaniasis, leprosy, malaria and sleeping sickness are formally available, even as collectively hundreds of patients require access to them each year. Essential Medicines, according to the WHO, are those “intended to be available within the context of functioning health systems at all times in adequate amounts, in the appropriate dosage forms, with assured quality, and at a price the individual and the community can afford”. Nevertheless, many of these Essential Medicines, like the conditions they treat, are neglected by pharmaceutical companies and governments alike in low-burden, high-income countries like Canada. The result is a reversal of the usual access to medicines narrative around novel, patented medicines unavailable in low-income countries; these are old, off-patent Essential Medicines, many of which have become widely available in low and middle-income countries yet increasingly difficult to access in many high-income countries. Their absence from countries like Canada is not due to their lack of medical utility – many of them are recognized domestically as the standard of care – but their lack of commercial value. Unfortunately, Canada’s regulatory system is premised upon keeping unsafe, ineffective or poor-quality drugs out, not bringing Essential Medicines in. As a result, these drugs must be accessed through ill-fitting mechanisms like Canada’s Special Access Programme (SAP). Other high-income countries face similar access challenges, though they may manifest in different ways; in the United States for instance, drugs that have disappeared from the Canadian market or simply never been introduced in the first place have instead had de facto monopolies unscrupulously exploited. In turn, as the COVID-19 pandemic has served to underscore, access to these Essential Medicines for Neglected Diseases is an issue that cannot be solved solely at the domestic level. Essential Medicines that threaten to disappear before the diseases they treat do also serve to highlight broader issues of domestic and international concern, from drug shortages to antimicrobial resistance. This thesis provides an in-depth exploration of the problem, and offers guidance on what Canada in particular can do about improving access to medicines, especially those for Neglected Diseases that have been largely absent from the Canadian pharmaceutical agenda.

Assessing the causes of SMME learner drop-out and attrition in the national rollout of the Productive Capacity Building Programme (PCBP): A Case StudyThe aim of this evaluative research study is to investigate the causes of learner dropout and attrition within the national rollout of the Productive Capacity Building Programme PCBP of the National Productivity Institute (NPI). This study is undertaken using a case study format with particular interest in the behaviour of adult learners within the context of a learning environment as well as particular interventional measures that could be undertaken by adult educators and facilitators in retaining adult learners within contact training programmes. The research study not only has internal validity in terms of the PCBP training programme operations but also contextual importance for long distance education, e-learning, other modes of learning delivery as well as the larger human resources development (HRD) domain. The ultimate objective is to minimize PCBP training costs resulting from adult learner attrition and the failure to meet training targets. A survey population comprising sixty (x60) small, medium and micro enterprise (SMME) learners who attended PCBP training is selected using simple random sampling. The study is undertaken using case study format from a learning practitioner’s perspective. Utilizing a questionnaire instrument and interview method, the survey population is interviewed through a qualitative research method. Historical training statistics as well as post-implementation training statistics resulting from the application of recommendations are stratified and compared. Qualitative data collection methods such as observation, interview and documents are utilized. The study ends with recommendations for business application and the practical effects brought about by the implementation of initial recommendations.An analysis of recommendations indicates that adult learner dropout within the PCBP training programme is minimized through the introduction of adult learning principles within the delivery of the programme.

No / A reinvestigation into the unsolved murder of 25-year-old estate agent Suzy Lamplugh who went missing in 1986. Despite appeals on 'Crimewatch' and four separate investigations her killer was never found. Documentary profiles John Cannan, currently serving three life sentences for robbery, rape and murder, and who senior police officers believe to be the estate agents murderer.

Yes / The success of programmes that relate to disarmament, demobilisation and reintegration (DDR) of former combatants into civilian life is dependent on four crucial aspects. First, it is essential that there is insightful and comprehensive planning that is based on sound research and analysis in order for a realistic strategy to be developed. Second, it is critical that the requisite political will exist at all levels to implement this strategy efficiently and effectively. Third, these programmes are typically expensive and time-consuming processes, and hence the necessary resources, namely financial and material support, and technical expertise, need to be secured. Fourth, it is vital that effective monitoring and evaluation systems are included in DDR processes, and that these systems are an integral part of the implementation strategy. The purpose of this paper is to examine critically current DDR developments, as well as explore the possible next steps for DDR. This will include the consideration of the current state of DDR and the extent to which initiatives such as the Multi-Country Demobilization and Reintegration Program (MDRP), the United Nations Integrated DDR Standards (IDDRS) and the Stockholm Initiative on DDR (SIDDR), as well as other contemporary policy instruments and programmes encompass a human security perspective and reflects the interests of the poor. The key question that this paper will explore is: to what extent does current or “third generation” DDR programming differ from those DDR initiatives of the 1980s and 1990s (or “second generation”)1; and to what extent do they contribute to the sustainable alleviation of poverty?

No

Yes

No / A course in statistical engineering has recently been added to the Ford Motor Company's Technical Education Program. The aim was to produce materials suitable for use by Ford but which could also be promoted by the UK's Royal Statistical Society within the university sector. The course is built around a sequence of realistic tasks dictated by the flow of the product creation process. Its structure and content is thus driven by engineering need rather than statistical method, promoting constructivist learning. Before describing the course content we review the changing role of the engineer and comment on the relationships between Systems Engineering, Design for Six Sigma and Statistical Engineering. We give details of a case study which plays a crucial role in the course. We focus on some important features of the development process and conclude with a discussion of the approach we have taken and possible future developments.