Is government in Mauritius legalized training?
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FRCI was recognised as Microsoft 2010 Country Partner of the year for Mauritius and received numerous Microsoft awards for the West, East and Central Africa (WECA) region : 2012 & 2011 Best Learning Partner, 2011 Best Virtualisation Partner and 2010 Best Enterprise Software Advisor. Historically, with the exception of the air wing, the armed forces have been poorly trained and suffered from low morale. Beginning in the late 1980s, the government began to establish a military training infrastructure. On May 16, 1987, the first noncommissioned officers (NCOs) passed through a three-month refresher course at the SPDF NCO Training School.
At the graduation ceremony, Chief of Staff James Michel told the NCOs that a new career development program would give each of them “an equal opportunity to develop his career and rise up the promotion scale to the highest ranks.” On May 7, 1988, the SPDF, supported by the People’s Militia, conducted a simulated offensive at the Grand Police Military Training Center. The troops covered offensive and defensive military tactics, weapons training, field communications and engineering, first aid, map reading, and other military subjects. On June 2, 1990, officials opened the Seychelles Defence Academy, which provided training courses for the SPDF, the People’s Militia, and the police.
Despite these efforts, the SPLA and the navy wing have failed to improve their capabilities. Personnel suffer from low morale, poor qualifications, and ineffective combat skills. Training is legalized in various aspects in Mauritius so that to help the country to attain economic growth and to be effective in the market, the following aspects are shown below, namely: 1. Training in education
2. Training in construction
3. Training in information technology
4. Training in defense
5. Training in health care
6. Training in development
7. Training in dealing in the international market
Is training really a necessity?
How do you find the true benefit of your training? I wish I could tell you it was glamorous and exciting. With the right attitude it can always be exciting, but it is hardly glamorous. The most important aspect is patience. You won’t find the benefits overnight. It may take a couple of years before you really understand. However, your understanding keeps growing from that point.
Training is exciting if you look for the Basic Principles. I see many students (even high ranking) who know the movements but don’t understand principles such as body shifting and turning, balanced motion, focus on abdomen and proper breathing. In order to maximize your training experience I would like you to do one thing. Don’t just look on the surface at what you are doing. Dig deeper and try to understand the real meaning. I guarantee you will be amazed at the treasures you will discover.
Training is the process through which you find it – whatever it is you are looking for. The color of your belt or the number of stripes doesn’t mean anything. It is the process of training that is important. Training is your journey. The destination is up to you
. Training is probably the most important decision a new registrant can make, because it will dictate if this individual will be in the industry in two years from their point of entry. Basing a decision to join a brokerage based on commission structure alone is a short-sighted decision, but sadly this is all too common. If an individual truly wants to be successful in real estate they need to be trained properly. They need to ensure that the person offering the fundamental training is licensed and has had practical hands-on experience. There are lots of stories about the quality of training, and the depth and knowledge of the individuals doing the teaching. Some are good, but many are weak or hollow at best.
Due diligence on the training front is an absolute requirement for all new registrants. The registrants need to ensure there is substance, relevancy and credibility to the training programs being offered. More importantly, research the actual trainers providing the course materials – remember, you get what you pay for. A good rule of thumb: if it is free, you are probably wasting your time. Surina Hart, the director of education for Right At Home Realty (RAH), who heads up RAH University, says, “Having taught the OREA courses, I have become intimate about the training the registrants receive and the gap that exists before that registrant completes their first deal.
The problem is many registrants feel that upon completion of the registrant courses they are ready to sell, and I can tell you they are not yet in that position.” “Inadequate introductory training is a key factor in why so many individuals leave the industry after only two years in the business, not to mention the negative impact they have on the public who are interacting with them.” We need to continue learning, expanding and developing our core skills, on top of taking the required continuing education courses.
In which countries are training legalized in developing, less or under developed countries? Differences in training in developing countries can be traced to the experiences of colonization, industrialization, and advancing technology. Since decolonization after World War II, developing countries have had to cope with depleted primary resources and unprecedented and unexpectedly rapid industrialization. Industrialization has taken the form of technology transfer, which has contributed to the loss of indigenous technologies.
The developing world is becoming aware that the key to its development lies not in transfer of capital-intensive technologies designed for use where labor is comparatively scarce, but in industrial development that uses those technologies that advance the socioeconomic objective of development. Training and development efforts in developing countries should nrelate to an industrialization that uses technologies appropriate to specific environments.
From a developing country’s perspective, training and development have an important role in developing the capacity to use and control appropriate technology. Training and development must be dynamic and focus on an understanding of the respective country’s culture in its transition from a low to a higher technology base. Implementation problems include cultural and linguistic diversity of the audience, poor communication, and limited or out-of-date instructional materials, facilities, and training and development personnel.
A visit was made to Washington, D.C., to see Dr. Allan McKelvie, who has spent many active years in the voluntary Organisation, CARE/Medico, and who was responsible for starting the voluntary programmes in Indonesia, Jordan and Tunisia. In these programmes surgeons from the United States, Canada, Australia and elsewhere visit developing countries for periods of one month each to develop the orthopaedic services and train the local surgeons and doctors. Dr. McKelvie is also very active in orthopaedic surgical training programmes in the United States, and has a considerable interest in helping in the training of orthopaedic surgeons from developing countries.
The relative needs of the developing countries of the world were discussed, and the realistic methods by which the standard of treatment of the patient crippled by orthopaedic diseases or trauma could be improved in over half the world’s population. The following points were agreed upon as being important:
1. Orthopaedic Surgeons. In developing countries surgeons should be trained either in their own countries or in suitable centres in other developin countries. Little good would come of training them in sophisticated centres in developed countries, apart from short courses in specialised types of orthopaedics. Surgeons from developing countries who are trained in centres in Europe and North America often cannot adapt to simplified procedures on returning to their own countries.
In addition, many never want to return to their own countries, while others are dissatisfied after their return. It is therefore essential that certain orthopaedic centres in developing countries, with the facilities, staff and patients suitable for training surgeons from other developing countries, should be assisted and recognised by the major orthopaedic associations in the developed countries of the world. 2. Type of Training Required. Dr. McKelvie felt that the standards of training in developing countries should be much lower than those of developed countries, in order that the maximum number of orthopaedic surgeons should be trained. In Uganda a very different approach has been used.
It is felt that it is essential to have a nucleus of well trained ortho-paedic surgeons with international recognition in order that they can in future train other surgeons to a recognised high standard. The problem of training as many doctors and staff as possible is overcome by running courses of variable length from 3 days to 6 months in duration for other doctors and for general surgeons. In addition a large number of orthopaedic assistants (male nursing assistants with 1-2 years’ additional training in all the simple practical aspects of orthopaedics excluding actual operating) are trained.
This method has worked well to date in Uganda. 3. Publications on Training. It was agreed that there was an urgent necessity for books, slides and films devoted to the realistic management of orthopaedics and trauma in developing countries. A booklet was also required on the manufacture of simple appliances and artificial limbs suitable for developing countries. 4. Training of Orthopaedic Ancillaries. In addition to orthopaedic assistants, orthopaedic technicians, physiotherapists, rehabilitation workers and nurses should be trained as far as possible in developing countries.
Only a small selected ftw of these should visit a developed country for further training and then only for a specialised course. 5. Assistance from Developed to Developing Countries
(a) Staff. CARE/Medico orthopaedic surgeons only spend one month at a time on a rota system in a developing country. They teach and do clinical work, but do not take any part in policy making or administration. (b) Many leading surgeons in developing countries, however, feel that a surgeon should spend at least oneyear, and if possible two, in order to be of real value, especially if he has never worked in a developing country before. This is because it often takes 3 to 6 months for a surgeon to re-orientate his management of patients to that which is economicaly realistic to a developing country.
The same will apply to orthopaedic technicians and physiotherapy teachers, but in these cases it is essential that the teacher is flexible and realistic in his or her approach. A teacher, for instance, who will only make calipers and artificial limbs out of imported parts from a developed country at an exhorbitant cost will do more harm than good in a developing country. Financial Assistance. This is required for secretarial and research assistance and for the preparation of books, booklets, slides, films and reprints for teaching purposes. Large sums of money are spent on transport and emoluments and even capital expenditure for buildings by developed countries in developing countries.
A small fraction of this amount would achieve many times the good on an international rather than a national scale by distributing teaching aids so necessary for improving standards of orthopaedic care. The amount actxa~ly available is often negligible. There appears to be a universal reluctance throughout the world to help direct6v in the dissemination of knowledge. As a result of this, the lack of communication between countries, except at the highest level, is little short of appalling.