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This book introduces innovative approaches to pursue climate change adaptation and to support the long-term implementation of climate change policies. Offering new case studies and data, as well as projects and initiatives implemented across the globe, the contributors present new tools, approaches and methods to pursue and facilitate innovation in climate change adaptation.
Le terme promotion de la santé en Afrique, près de 30 ans après l'adoption de la Charte d'Ottawa, continue d'avoir des connotations complètement hors du sens que lui confère cette charte. Cela n'est pas étonnant quand on sait que la notion de santé dans ce contexte africain équivaut à la lutte contre la maladie à travers les soins de santé dispensés par des professionnels de la santé dans des formations sanitaires et les hôpitaux. L'évolution que connait le continent depuis quelques décennies est de donner un peu plus de place à la communauté à travers les relais communautaires dans une participation communautaire vidée de son contenu, car le pouvoir n'est jamais passé entre les mains des communautés.C'est au vu de tout ceci que le présent ouvrage à sa raison d'être pour expliquer les fondements de l'autonomisation communautaire et de la promotion de la santé avec leur importance pour la région africaine en proie aux mauvais indicateurs de santé comparativement aux autres régions du monde.
A PDF version of this book is available for free in open access via the Elgaronline platform - www.elgaronline.com/view/9781783477036.xml Policy analysts are accustomed to thinking in terms of tools and instruments. Yet an authoritative exa
Plus que jamais, les instances gouvernementales (fédérales, provinciales, municipales ou internationales) sont soumises à des impératifs d’optimisation de leurs politiques et de leurs programmes. Pour ce faire, l’évaluation devient un levier incontournable pour juger, réviser, ajuster et réinventer les politiques publiques. La mesure de la performance de l’action gouvernementale amène cependant son lot de pressions et de contingences avec lesquelles les évaluateurs doivent composer pour mener à terme leurs évaluations avec la rigueur et l’éthique requises. Cet ouvrage traite de la praxis de l’évaluation et de la révision des politiques publiques. Des évaluateurs et des experts de ce champ d’expertise explorent la nature et l’ampleur des défis auxquels sont confrontés les évaluateurs et les gestionnaires au Québec, au Canada et à l’international. Ils offrent des réponses inspirantes, transférables et adaptables aux exigences de la pratique évaluative dans divers secteurs d’intervention (la santé, le développement régional et international, l’innovation, le transfert de connaissances, etc.). Pas moins d’une trentaine d’approches évaluatives sont présentées, dont les évaluations formatives, sommatives, « ascriptives » et complexes pour n’en citer que quelques-unes. Les enseignements tirés de la lecture de ce livre seront d’une grande utilité pour renforcer les compétences évaluatives, améliorer les rapports d’évaluation ainsi que maîtriser, d’une part, les contraintes liées aux coûts, aux pressions politiques et aux délais requis par une évaluation rigoureuse et, d’autre part, la professionnalisation et la synchronisation de l’évaluation avec les impératifs des processus budgétaires, les ressources disponibles et les compétences en présence.
It was in a context of unprecedented economic growth that educational planning developed in the 1960s. At the time, educational planners were entrusted with orchestrating the tremendous expansion of schooling, with the aim of both universalizing education and providing national economies with the qualified manpower needed. Such rigid mandatory planning is not suited to today's world, but other forms of planning such as policy analysis, policy dialog, labor market analysis, and strategic management are still valid. The following is a complete list of reprinted essays collected for this book.
This book is the result of the WHO European Working Group on Health Promotion Evaluation which examined the current range of qualitative and quantitative evaluation methods to provide guidance to policy-makers and practitioners. It includes an extensive c
On cover: IPCS International Programme on Chemical Safety. Published under the joint sponsorship of the United Nations Environment Programme, the International Labour Organization and the World Health Organization, and produced within the framework of the Inter-organization Programme for the Sound Management of Chemicals (IOMC)
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning.