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This paper examines the factors that influence the quality of training and education on project management. The authors present the results of two questionnaire-based surveys. The goal of the first survey was to find what factors influence the quality of project management education, according to the perspective of trainers, professors, and training providers. The respondents included Chinese and European academics and professionals, such as project managers, software developers, financial managers and professors. The respondents were not only involved in project management training but also served as team members or team managers, thus ensuring a balanced overview of theoretical and practical issues. The goal of the second survey was to explore the definition "quality" to trainees and students. Although there were small differences of perspective, both trainers and trainees have the same approach toward a qualitative project management education.

PurposeThis paper aims to communicate the challenges and tensions faced by front‐line workers in negotiating the demands of performance targets and those of the young people they work with.Design/methodology/approachAn in‐depth study, over a two‐year period, of a number of training programmes combining participant observation and qualitative directed data collection.FindingsWorkers need to be sensitive to young people's previous educational experiences and social context while encouraging participation in education‐based work. Personal problems had to be addressed if progress towards the target of education, employment or training was to be achieved. Effective programmes rely on the front‐line workers but systems of accountability do not recognise the breadth of this work in handling the wider personal situations of young people. The role of training programmes needs to be better understood within this wider socio‐economic context.Research limitations/implicationsThe study is of a small number of training programmes so it is not possible to generalise from the findings. A limitation of the paper is that the ethical, moral and practical implications of the study are not explored.Practical implicationsThis paper extends our understanding of the complexity involved in the delivery of training programmes for young people.Originality/valueProviding practitioners working in training settings with an account of the work which may address some of the criticisms often levelled at them. It has potential value to inform policy development, implementation and future forms of accountability.

Background: After the Tsunami struck Tamilnadu in India in 2004, a spate of psychosocial training programmes were held by a host of agencies, both government and non-government. Aim: This study is an empirical approach to the assessment of the psychosocial training programmes held after tsunami. The nature and quality of training received by the community level workers (CLWs) and the interventions carried out by them are described. Methods: CLWs were interviewed using a questionnaire to assess details about training and interventions carried out by them. Qualitative information was also gathered both from CLWs and the community. A comparison was made between CLWs of government, non-governmental organizations (NGOs) and those belonging to self-help groups. Results: While most CLWs seemed to have benefited greatly from the training programmes, they had several suggestions to make about refining its quality. Multiple programmes, not well coordinated, resulted in a lot of overlap. The community was generally happy with the interventions provided and felt that they were necessary for about six months at least. One-to-one interventions are preferred to group activities, except in the case of children. Conclusions: Psychosocial support (PSS) training programmes after a disaster situation will need to be coordinated by a nodal agency. Too many players on the field with their own agenda do not benefit the community and can well be a waste of resources.

AbstractThis review aims to inform the evaluation of Chinese farmer training programmes through comparison with studies assessing public training programmes in the USA and Europe. The results of comparative analysis from 62 studies in the USA, Europe and Mainland China suggest that evaluation studies of the farmer training programme should measure the effectiveness of farmer training on agricultural income. Considering the cost and availability of data, cross‐section estimation may be an effective way to evaluate the effectiveness of farmer training programmes in China, but on the basis of controlling the initial demographic characteristics of samples. In particular, political status (whether a party member of Communist Party of China or not), position (whether village cadre or not) and region of residence are considered to be important determinants that impact the effectiveness of farmer training programmes in China. This review sets out directions for the future study of Chinese training programmes, with particular emphasis given to the need for research into the causal effects of different training courses, the dynamic effects arising from variation in the duration of training, and the medium‐run or long‐run effects of training programmes.

part 1. Basic biology of bacteria, viruses, fungi and parasites; host-pathogen relationships -- part 2. Microbiology/virology laboratory practice -- part 3. Health and safety -- part 4. Principles of public health in relation to communicable diseases -- part 5. Infection prevention and control -- part 6. Important clinical syndromes -- part 7. Understanding use of antimicrobial agents -- part 8. Vaccination -- part 9. The management of HIV infection -- part 10. Travel and geographic health.

published_or_final_version ; Politics and Public Administration ; Master ; Master of Public Administration