Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work—from its pre-colonial origins to the emergence of economics as the dominant discipline in the field—and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.
"This study examines distributed training development activities among U.S. Army Training and Doctrine Command (TRADOC) proponent schools and other distributed training environments, such as that associated with Program Managers. The approach was a critical investigation and examination of where the Army is and where it needs to be heading as it tackles the issue of distributed training development in support of newly fielded digital information systems. The study revealed that there are major issues and needs associated with the development and distribution of training at sites other than TRADOC proponent schools. An important component of the study is the identification, analysis, and comparison of courses of action for addressing the current issues and needs associated with distributed training development. Courses of action are thoroughly analyzed and compared and both near- and long-term implementation considerations are identified." -- Report documentation page.
Provides a complete idea of the nuances of training and development in an organizational setting through appropriate treatment of theories and real-life cases. Training and Development: Theories and Applications provides readers with a suitable backdrop to understand the complexities of training and development theories. It aims at making the concepts relevant and easier to understand and put them to practice in real-life situations. This comprehensive textbook has been developed after a thorough study of the syllabuses of major universities and management institutes in India, with adequate inputs from various professional bodies specializing in training and development. The book not only aims to address the requirements of students but also satisfies the needs of training and development instructors and human resource professionals. KEY FEATURES: Balanced discussions on theories and applications with examples from the corporate world in India and abroad. Contemporary topics such as e-training, technology-based training, cross-cultural training, and organizational development and training. Opening vignette in each chapter, case-lets and chapter-end comprehensive case study. Rich chapter-end features including general and critical review questions and ‘Special Activity for Practitioners’, a practice-based assignment. Relevant ancillary teaching material for instructors on the dedicated companion website.
"The Staff Group Trainer Project was a research and development effort sponsored by the U.S. Army Research Institute for the Behavioral and Social Sciences in coordination with the Force XXI Program. The project produced two training support packages (TSP)--battalion and brigade-- designed to train these staffs to more effectively and efficiently communicate within and between staff sections, command post, and the unit commander. Based on tactical scenarios developed for the Virtual Training Program, both TSPs focused on staff functions that support the military decision-making process within the execution phase of the movement to contact, deliberate attack, battalion defense in sector and brigade area defense missions. The TSP design and development were based on lessons learned from previous Virtual Training Program efforts, structured design methodology, and adult learning principles. This report provides details on the Staff Group Trainer Project's history, methodology, and lessons learned."--Stinet.
This book is an introduction to the long history of human learning, the environment and sustainable development – about our struggles with the natural world: first for survival, then for dominance, currently for self-preservation, and in future perhaps, even for long-term, mutually beneficial co-existence. It charts the long arc of human–environment relationships through the specific lens of human learning, putting on record many of the people, ideas and events that have contributed, often unwittingly, to the global movement for sustainable development. Human learning has always had a focus on the environment. It’s something we’ve been engaged in ever since we began interacting with our surroundings and thinking about the impacts, outcomes and consequences of our actions and interactions. This unique story told by the authors is episodic rather than a connected, linear account; it probes, questions and re-examines familiar issues from novel perspectives, and looks ahead. The book is of particular interest to those studying (and teaching) courses with a focus on socio-economic and environmental sustainability, and non-governmental organisations whose work brings them face-to-face with the general public and social enterprises.
This new edition of the leading text on employee development offers a strong strategic perspective on the subject area. It has been designed specifically to cater for the CIPD Professional Standards for the Learning and Development module, as well as for Learning and Development or Employee Development modules on HRM and business degree programmes. Written by the CIPD Chief Examiner for Learning and Development, the text offers comprehensive and balanced theory and practice for CIPD and non-CIPD students alike.
Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of ‘development’ itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.