Sentence examples for relevant for programme from inspiring English sources

In other words, if when reading an included source we interpret that a section of text refers to context that is relevant for programme theory development, we will extract that section of text (as well as note its source).

Fourth, unlike previous studies, which have focused on schizophrenia exclusively, this study describes the outcomes for people with a range of chronic psychotic disorders, which is more relevant for programme planning and implementation.

30 Even when a document found from the initial search has been screened and has met inclusion criteria, it may still not contain any data relevant for programme theory development and refinement.

These areas of expertise seem as relevant for programmes in developing countries as they have been in the countries where 4-H and similar programmes emerged.

We will extend our search to also include qualitative and mixed-methods studies as these may potentially include relevant data for programme theory development.

In the meantime, sample-based and sentinel population and mortality surveillance can yield sufficiently reliable and relevant information for programme action, and are well within the means of many developing countries.

We will, however, note the presence of these sources as we may have to return to them to seek out relevant data for programme theory refinement as part of the realist review.

Key lessons for moving this research endeavour through to policy and practice were the importance of placing operational research within the programme setting, defining relevant questions for programme and country staff, obtaining "buy-in" from national programme staff at the beginning of projects and having key actors or "policy entrepreneurs" to push forward the policy-making process.

The implementation of traditional programmes and projects may have generated valuable insights that are also relevant for newer programme areas.

Mobility in higher education gives students the opportunity to study modules that are relevant for their programme of studies, and to develop other knowledge and skills in the process, for example, foreign language skills.

In addition to pre-service training, which HSAs had received to varying degrees, additional formalized training for new or specific tasks was being provided by the MOH and/or relevant NGO responsible for programme delivery.