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41. Guide pour les Femmes sur la Réforme du Secteur de la Sécurité: Programme de Formation

Author:
Kathrin Quesada, Megan Bastick, Heather Huhtanen, Carrie O'Neill, and Kristin Valasek
Publication Date:
01-2017
Content Type:
Special Report
Institution:
Geneva Centre for Security Sector Governance (DCAF)
Abstract:
This Training Curriculum builds the knowledge and skills of women from civil society to participate in security sector reform (SSR), and conduct advocacy related to the security sector. It is a companion to A Women’s Guide to Security Sector Reform, published in 2013 by DCAF and Inclusive Security. The curriculum is aimed at experienced facilitators and trainers who design workshops and trainings for women and civil society organizations wishing to engage in SSR processes. The Training Curriculum addresses the concepts of security, the security sector, SSR, gender and gender equality, and the links between them. It builds skills for planning, research, coalition building, developing recommendations, and advocacy around the security sector, as well as monitoring and evaluating those efforts. Given that women are often excluded from SSR processes, the curriculum serves as a tool to train and support women and CSOs of all types to participate in dialogue and decision-making to create a security sector that is more effective, accountable and inclusive. The Training Curriculum includes 17 modules that are practical, field-tested, and grounded in adult learning methodologies. They include case studies, exercises, videos, and role plays to make the material accessible to a range of learning styles and knowledge levels. Sample agendas and training guidance are included in the Introduction and each module can be adapted to suit specific training needs.
Topic:
Security, Civil Society, Gender Issues, Reform, Inequality, and Training
Political Geography:
Geneva and Global Focus

42. Gender Training for Leaders: The Swedish Gender Coach Program

Author:
Louise Olsson and Annika Björkdahl
Publication Date:
10-2017
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
Dr. Louise Olsson and Capt. Anna Björsson, in “Gender Training for Leaders: The Swedish Gender Coach Program,” draw lessons from a program which aims to strengthen the ability of senior leaders in security, defense, and foreign affairs ministries to understand and ensure gender equality in their organizations. Senior leadership is instrumental both for creating demand for the organizational changes, and for ensuring an effective use of expert support functions, such as gender advisers. The authors detail the evolution and strengths of this program to offer best practices for leadership training programs in other security forces. They argue that such training must be designed to facilitate the leaders’ ownership of the process, and that key elements include: A parallel support structure, in which the person providing gender training has a similar level of seniority to the person receiving training, allows for potentially sensitive issues to be addressed more effectively; Strong leadership commitment, perseverance, institutionalization of practices, and education of personnel are required to build organizational capacity on gender equality.
Topic:
Leadership, Training, and Gender
Political Geography:
Sweden

43. International Experiences in the Operationalization of Culture for Military Operations – Field Research Results

Author:
Kamila Trochowska
Publication Date:
06-2014
Content Type:
Journal Article
Journal:
Connections
Institution:
Partnership for Peace Consortium of Defense Academies and Security Studies Institutes
Abstract:
The following article intends to summarize the conclusions and recommenda- tions of research on the operationalization of culture for pre-deployment and operational training and activities. The results are based on research and interviews conducted by the author at Polish and foreign military institutions in the years 2009-2013, among others during study visits to international military institutions, US Army War College and mul- tinational coalition forces representatives at US CENTCOM in 2012. This piece of re- search analyzes the solutions implemented in the preparation and conduct of operations by NATO (among others, Canada, the UK, Germany, Poland, and Turkey) and other ar- mies (such as Australia, South Korea, Pakistan, Singapore, and Nepal).
Topic:
Military Strategy, Military Affairs, and Training
Political Geography:
Europe, Asia, and North America

44. In-service Training: Key to Enhancing Competence and Building Confidence for Job Performance of Gewog-level Extension Agents in Bhutan

Author:
Samdrup Rigyal
Publication Date:
10-2012
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
The study is aimed to measure the confidence levels of the extension agents under the Ministry of Agriculture and Forests based in the gewogs for efficient job performance by identifying their perceptions on the various competencies. A total of nine out of the 20 dzongkhags comprising of 60 gewogs from four regions of the country were selected for the purpose of the study. A structured questionnaire-based survey was administered to 150 samples of extension agents at the gewog-level. The study showed that most of the competencies EAs considered important were also possessed by them and vice versa. However, the competencies considered important that were least possessed by EAs were particularly in vital areas, including technical knowledge and skill oriented competencies. The study indicated that EAs needed some form of training in all the 40 competencies of extension knowledge, skills and qualities measured. The technical knowledge competency stood out as the most important training need. The senior extension agents have lower level of confidence on various competencies as compared to their juniors. These differences in the competency levels could be attributed to the lack of consistent in-service training programme. The approaches and practices of delivering extension services are consistently evolving and curriculum of training institutions being improved based on new developments. The implementation of in-service training should be systematized and regularized or at least the frequency of in-service training should be increased in the future so that technical knowledge and skills of employed/senior extension agents in the field are consistently upgraded and their confidence levels on technical competencies further enhanced. In-service training was rated as one of the primary sources of information and knowledge for extension agents. The opportunities to participate in forums like workshops, seminars, conferences and meetings were also found very useful and knowledgeable. Therefore, the Ministry of Agriculture and Forests should accord the highest priority in increasing the frequency of providing in-service training particularly to senior extension agents and also give more opportunities to staff based in the dzongkhags/gewogs for participating in national/regional conferences and seminars.
Topic:
Government, Employment, Training, and Performance Evaluation
Political Geography:
South Asia and Bhutan

45. Do Mentoring and Induction Programs Have Greater Benefits for Teachers Who Lack Preservice Training?

Author:
Laura Duke, Adam Karson, and Justin Wheeler
Publication Date:
05-2006
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
The purpose of this paper is to examine the impact of mentoring and induction programs on teacher retention, as measured by teachers’ commitment to their profession. Using data from the 1999-2000 Schools and Staffi ng Survey, we perform logistic regression analyses to model the effect of induction and its different components on teacher commitment, and compare the marginal impact of induction programs on teachers with and without degrees in education. Our results show that teachers who have had mentors or gone through induction programs in their fi rst year of teaching are more likely to be committed to the teaching profession. Moreover, mentoring and induction programs have a greater marginal benefi t for teachers without education degrees than for those with education degrees. Based on our results, we recommend that districts (1) provide mentoring and induction programs for all teachers, and (2) allow school-level fl exibility in tailoring induction and mentoring programs.
Topic:
Education, Training, Teachers, and Mentorship
Political Geography:
North America and United States of America