Search results

Women entrepreneurs face a myriad of challenges in running their enterprises, such as inadequate market information for their products or services, lack of marketing skills, insufficient capital to start and run the business and unfavourable policies in county governments among others, leading to unwillingness to participate in businesses. To overcome these challenges, a number of initiatives had been put in place as a way of empowering these women, for example, Women Enterprise and Development Fund (WEDF) aimed at financing and sustenance of women-owned small and medium enterprises (SMEs). Despite these initiatives, women continue to lag behind in terms of entrepreneurship leading to this study to unearth underlying issues pertaining to women entrepreneurship and empowerment. The study was guided by the following objectives: to determine the effects of WEDF loans on women empowerment, to evaluate accessibility of credit by women entrepreneurs, to establish the role of capacity building on the performance of women enterprises and to establish the effects of women enterprises on household livelihoods. This study is significant as it aimed at establishing the relationship between gender enterprise in relation to women empowerment by use of descriptive and explanatory research designs. The study targeted 246 women entrepreneurs in Eldoret whereby 51 respondents were sampled randomly who were issued with questionnaires having closed- and open-ended questions. Secondary data obtained from the banks were also used to enhance the accuracy of the data. The study established that WEDF loans had a positive effect on women empowerment and an improved household livelihood. On accessibility of loans, a few entrepreneurs had benefitted as women were required to be in groups in order to benefit and in addition, have collaterals. Performance of business enterprises owned by women who possessed marketing skills was good as opposed to those without the skills necessitating capacity building. The study therefore recommends that there is a need to encourage vulnerable groups to participate in economic development and women entrepreneurs to form groups which will enable them do table banking hence making them financially empowered.

The chapter discusses the importance of capacity building and need for continuous professional development for library and information science professionals in university libraries. The changing dynamics in higher education, information and communication technologies and the shift in the learning landscape has led to more demands for skills and competencies of library and information professionals. The need for training is more urgent than before. If University Libraries are to remain relevant in the 21st Century, they need to constantly adapt and have professional staff who are able to cope with such rapidly changing environments enabling them to deliver resources and services efficiently and effectively. The chapter, therefore, document the importance of capacitating staff in university libraries.

This chapter explains how organizations can build intelligence capabilities into their everyday working environments. The definition of capacity building builds upon the organizational management and the strategic workforce development literatures. This chapter also derives essential guidance from another series focused on critical capabilities and capacity building. The authors highlight the role of a strong intelligence culture and learning in building intelligence capacity. Capacity building is achieved through short- and long-term efforts. This chapter also highlights the importance of balancing capacity building across everyday business operations and specialized intelligence functions.

Tourism development is often seen as a tool to empower rural and peripheral communities. Problems can arise if there is an imbalance in the power relationship between local communities and external actors promoting development, including investors and Non Government Organisations (NGOs). This chapter examines the issues of leadership and power related to a hotel project operated by a private company in a small rural town in Timor-Leste. While there was initially substantial support for the project, the private company leading the project failed to adequately engage with community leaders creating feeling of loss of authority. Moreover, the members of the community who were not directly associated with the project felt that there was a gap between promises made to the community and the actual outcomes.

Capacity development (or capacity building, capacity enhancement) is becoming an increasingly important component in development assistance through agreements among multilateral and bilateral donors and developing countries because it is critical for achieving development objectives. Much evidence has indicated that development assistance and projects have not been successful due to capacity constraints; therefore, many training programs for capacity development were implemented and continue to be in demand at various levels.

This chapter aims to discuss the challenges facing these countries building productive capacity for development. This chapter makes use of data published by international organizations as indicators for measuring the state of development in the Arab region. Several indicators are presented to compare Arab countries with other world regions. The use of data identifies some of the gaps that countries in the Arab region need to close to strengthen capacity building for development and fostering economic growth. The findings from the data presented reveal that the productive structure in most Arab countries remains weak to generate production linkages and provide incentives for investment in nonenergy sectors. The failure of the export-led growth model to diversify output and promote development in energy producing countries has increased the dependence of these countries on global trade. Fluctuations in commodity prices and uncertainty about global demand for energy have influenced the ability of the state to construct strategies for rapid transformation. Except for the energy sector, the productivity of nonoil sectors remains low reflecting inadequate incentives and ineffective entrepreneurial capabilities. The study examines the challenges for building productive capacity in the Arab world. It illustrates the failure of the led-export model and its inability to prompted economic diversification, especially in the Gulf countries. The study contributes to the literature on capacity building in the Arab world so that to encourage researchers and students of development conducting studies concerning the main development challenges facing these countries.

This chapter analyzes the building of environmental governance in two post-socialist countries of Southeastern Europe, Albania, and Croatia, with a focus on forest policy reforms. After the end of the socialist era, the countries have rapidly adopted new policies and legislation directed at sustainable forest management. The main driver of policy reform is the European and international influence. Yet the developments in the countries cannot be adequately described as a mere adoption of Western-style methods and solutions, as suggested in arguments on the catch-up development of transition states. The capacities needed in post-socialist countries to deal with environmental issues differ from those in industrial societies. On the contrary, there is no essentialistic link between environmental problems and solutions to these problems in post-socialist countries. The outline of the policy reforms in Croatia and Albania reveals very different approaches to sustainable forest management and different paths in the post-socialist transition process. It is argued that capacity development in forestry in transition states needs to be based on country-specific socio-political, economic, and cultural features to be successful.

This chapter will describe and assess initiatives by the University of Oslo (UoO) in Norway, the purpose of which has been to expand and improve collaboration with universities in Africa, notably the University of Dar es Salaam (UDSM) in Tanzania. UoO has a long history of North-South cooperation with a wide range of institutions on the African continent. In 2009, the UoO initiated a collaborative program with UDSM entitled “Program for Institutional Transformation Research Outreach” (PITRO) III, supported by Norwegian Agency for Development Co-operation (NORAD). The chapter will situate the UoO-UDSM cooperation in relation to Norwegian aid, and compare the program with previous programs, giving attention to the ways they were developed, how problems and challenges were tackled, and the probable consequences for Tanzania’s development. The chapter will compare and contrast the structure and experiences from these programs, and will point out strengths and weaknesses. Attention will be given to the rights-based approach, an important new dimension in North-South cooperation on higher education in Africa. It will be argued that the incorporation of this approach provides a basis for developing new policies and programs that strengthen African collaboration within research, education, and capacity building in higher education.

Teachers across the globe have been called upon to employ evidence-informed practices to guide instructional decision-making. Using a social regulation/cohesion matrix and institutional theory analytic lens can help illuminate the barriers and enablers shaping teachers' efforts to use evidence in different policy contexts. In the US, there is social cohesion with respect to public schooling as well as a high degree of regulation with respect to accountability. In this chapter, we closely examine the work of a teacher team in a California middle school that we studied for four years using case study methods. While teachers on this team shared an interest in evidence use and were open to trying research-based practices in their own classrooms, doing so consistently was challenging. The teacher team's use of evidence to inform practice was shaped by three themes. First, several capacity-building opportunities provided teachers with support for drawing on research-based practices as well as eliciting student thinking as a form of evidence on student learning. However, lack of cohesion across these opportunities functioned as a barrier to effective implementation of strategies. Finally, a strong focus on accountability ultimately constrained the team's ability to consistently use evidence to inform daily practice. Lessons for policy and practice are discussed.