Sentence examples for curricula and programmes from inspiring English sources

Creating schools and incubators with curricula and programmes that educate farm workers, farm managers, and farm owners can both address the challenge of ensuring universal education while providing career opportunities for young people.

And other specialist groups have published or are about to publish detailed ICT curricula and programmes of study, including Computing At School (led by the British Computer Society and the Institute of IT), Behind the Screens (led by eSkills UK), Naace and others, with considerable support from industry leaders.

No evidence from systematic reviews was found to address how to design training and education curricula and programmes to increase the supply of health workers (Table 1).

For all the above reasons it is essential that curricula and training programmes prioritise midwifery skills – but sadly many current training programmes do not.

Educational institutions still need to develop and implement new curricula and training programmes, for example.

Implementation of the DA is considered as optimal within patient education curricula and counselling programmes.

Developing and disseminating training materials and guides to raise awareness and to incorporate into agricultural universities' curricula and government programmes.

1 5 Enhancing competency in patient safety (PS) at entry to practice requires introduction and integration of PS content into health professional curricula and training programmes, with a particular emphasis on the socio-cultural facets of PS. 1 However, a growing body of literature suggests this is not happening quickly in medicine 6 8 or other health professions.

1 6 This requires introduction and integration of patient safety (PS) content into HP curricula and training programmes, with a particular emphasis on the socio-cultural facets of PS. 1 Restructuring HP education is challenging 7 and a growing literature suggests it is occurring very slowly across the health professions.

Architectural curricula and studio design programmes are typically written with concerns for theoretical and professional training in mind without attending to ways in which a particular problem may privilege some students.

Beyond this, the content and resources developed for the training can be further sustained and strengthened through continued skills transfer, the use of master trainers, and the adaptation and integration of IST content and resources within existing curricula and related training programmes.