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This study aims to explore and identify potential challenges and prospects for conducting the professional shariah audit training programme via an e-learning approach during coronavirus disease 2019 (COVID-19).

Questionnaires were administered to 296 participants who were enrolled in the professional shariah audit training programme via e-learning during the COVID-19 pandemic outbreak in 2020. These participants were final-year students from selected Malaysian public universities.

Findings show that several main challenges are faced in adopting an e-learning approach for conducting the professional shariah audit training programme such as the inability to do more hands-on, group and physical activities, different understandings based on academic backgrounds, difficulty in learning practical and technical topics, technical issues and problems during e-learning sessions. These lead to the unsuitability of conducting professional training via the e-learning approach. In terms of prospects of knowledge learnt via the e-learning approach, participants showed that they are able to master all six modules covered in the professional shariah audit training programme via the e-learning approach. These include (1) shariah principles; (2) shariah governance; (3) Islamic financial transactions; (4) shariah risk management; (5) shariah audit planning and programme; and (6) shariah audit fieldwork and communication.

Based on the findings, it is suggested to have more time spent and earlier preparation on the learning contents and sessions, more discussion on actual contents and practical exercises and competency of the trainers in delivering e-learning sessions.

This study is believed to be one among the pioneering studies on the potential challenges and prospects in adopting e-learning for conducting the professional shariah audit training programme due to COVID-19.

The purpose of this paper is to assess the impact of professional training and development for librarians/library staff in the southwest, Nigeria; especially the Federal University of OyeEkiti, Nigeria. Thus, this study intends to assess the impact of staff professional development and training on the job performance of library staff in the Federal University Oye Ekiti, Nigeria.

The descriptive survey research design was used in carrying out this study. The population of study cuts across all library staff/attendants in the Federal University Oye Ekiti departmental, faculty and the university libraries. The purposive sampling technique was used in selecting the sample for the study (77 library staff). Research instruments, developed by the researchers, Staff Development Programme Questionnaire (r = 0.79), Staff performance Questionnaire (r = 0.81), Challenges of Staff Professional Development and Training Questionnaire (r = 0.82), were used for data collection. The data were analysed using descriptive statistics (frequency counts and percentages, mean and standard deviation) and inference statistics (correlation and one-way ANOVA) at a 5% level of significance.

Results revealed that the level of the job performance of library staff in Federal University Oye-Ekiti (FUOYE) is high; there is a positive and statistically significant relationship between the professional development of library staff and their performance in the job; professional development and training of library staff significantly impact their job performance; orientation, in-house training, seminars, on-the-job training and instructor-led training.

The study was limited to the university libraries in the Federal University Oye Ekiti, Nigeria. The variables used in this study were restricted to training and development of library staff and job performance of librarians in FUOYE, and professional development programmes available for FUOYE librarians.

Other forms of professional development programmes such as Distance Educational Programmes, Conferences/Workshops, Study visits, Formal professional library education and TETFUND Programmes should be made available for university library staff. Universities should always organise staff professional development programmes; since it enhances the job performance of library staff.

This article is original and has not been published elsewhere.

Training, particularly in the form of comprehensive professional development, continues to be a need for paraeducators (also known as teacher assistants). Training needs begin with an initial set of knowledge and skills and is built based upon the paraeducator’s role with individual students and the educational settings. Standards or guidance documents are available from a few individual states within the United States, higher education systems, and professional organizations that serve individuals with exceptional needs and agencies. An international professional organization, Council for Exceptional Children [CEC] (2011), identified a common skill set that reinforces standards for defining curricula when providing training to paraeducators. Key to their ongoing professional development is the on-the-job coaching by the education professional (teacher), to support the application of skills into the inclusive setting. Various forms of professional development are available including online trainings in addition to face-to-face.

Discusses issues relating to professional development and manpower training in Kenya. Provides background information on the libraries and information sciences training programmes situation. Gives attention to issues and trends affecting the information profession in training, curricula development, application of information technology, cost of information materials and the crisis in supply and demand in regard to manpower development in the information profession. Suggests that institutions for training information professionals need to observe the supply and demand trends in their environment and to adjust both the curricula and intake of trainees to the national situation. The training institutions also need to broaden the courses offered in their programmes to include computer skills, communication studies, economics of information, marketing, research methodologies, management, publishing and booktrade, resource sharing and continuing education. The market for information professionals needs to be provided with products with diversified knowledge and skills. Concludes with observations on how the problems of manpower development and training in information sciences in Kenya may be handled.

This paper aims to explore the definitions of and the differences between education and training and the role of each in nurturing and supporting lifelong learning for records professionals: records managers and archivists.

General definitions of “education”, “training”, “competence” and “competencies” have been deliberately selected as an accessible starting‐point for reflection. Different models for competencies and the lack of consensus on what constitutes an appropriate competency model for the profession are considered.

Education provides new professionals with knowledge of theory of the discipline and helps them to explore current practice. It provides the information‐seeking skills and encourages a reflective habit that underpins independent lifelong learning. Training focuses on acquisition of specific skills and competencies necessary in the workplace. More is needed for a viable professional future; education for research is essential to the development of professional knowledge and for the survival of education programmes in universities.

Professional associations as leaders of opinion and practice have an important role in finding the way forward. Although competency standards are more appropriate for evaluating training programmes, professional associations which have embraced competency standards have attempted to use them to evaluate education programmes, but prefer not to consider evaluating training programmes and training providers.

This paper aims to raise awareness of the need to give appropriate weight to education, training and research to ensure that records professionals are known for high levels of competence as well as productive reflection and creative forward thinking.

In elite professional firms, minorities are actively recruited but struggle to move upward. The authors argue that initiatives aimed at general skill development can have unintended consequences for firm diversity. Specifically, the authors contend that approaches that win partner support through motivational significance and interpretive clarity provide a more effective avenue to skill development for minorities, who have less access than White peers to informal developmental opportunities. The authors also argue that a longer “partnership track,” which imposes a time limit on skill development, will benefit minority professionals. Using data on 601 offices of large US law firms in 1996 and 2005, the authors investigate the effects of five developmental initiatives and partnership track length on the representation of African-Americans, Latinxs, and Asian-Americans among partners. Observed effects are consistent with expectations, but patterns vary across racial-ethnic groups.

The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community‐based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.

The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading‐level, county‐level, and campus‐level; the design of a systematic curricula for teacher training of disaster prevention and training campus‐level teachers; and the evaluation of the efficiency and performance of the teacher‐training program for disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed. Statistics analysis of training and learning efficiency evaluation by trainee shows that the designed courses are efficient and practical. The project cultured 310 campus‐level disaster prevention teachers and more than 1,000 licensed teachers trained that follow the training program in Taiwan.

The purpose of this study is to identify the professional skills and competencies of accountants that support a successful implementation of International Financial Reporting Standards (IFRS). The authors further investigate the extent to which professional accountants have developed these skills through professional training.

In the survey, Indonesian accountants were provided with a list of 47 skill items under nine categories of professional skills and were asked to rate the importance of each skill item and to indicate the level of priority given to the development of the skill items in the professional training they have undertaken. Their responses provide insights into the skills needed for applying IFRS and the adequacy of professional training in providing these skills.

The authors find that accounting judgement is considered to be the most necessary skill for applying IFRS. Likewise, the findings show that ethical skills and certain generic skills are also perceived to be necessary for adequate application of IFRS, while skills relating to cultural sensitivity are viewed as least important. The findings further demonstrate that professional training programmes need to emphasise the development of judgement and other relevant skills that are important skill categories for applying IFRS.

This study extends the literature on IFRS implementation through a specific focus on the professional skills required by accountants.

These findings have important policy implications for the standard-setters, regulators, auditors and to professional training providers across the world, such as professional accounting associations, accounting firms and educational institutions, for evaluating the content of the training and education programmes being delivered to accountants to prepare them with the relevant skills for applying IFRS.

This study is one of the first to examine the importance of various types of skills necessary for accountants in applying IFRS and the extent to which these skills have been developed through the professional accounting training provided.

The purpose of this paper is to identifying, discussing and analyzing the existing education and training programs related to quality management system (QMS) in Spain.

Exhaustive search of the education system database was used to map the multifaceted of Spanish education system and professional training in addition to their relationships with the labor market. Thereafter, a thorough scan of the existing training related to management system standards was used to classify them into different subgroups as well as identifying possible education and the professional trainings related to QMS.

The overall results showed that general education in Spain and in particular related to QMS can be classified into four different groups including: official university, unofficial university, official non-university and unofficial non-university. Moreover, this study observed that the general concern about the employment and earnings in Spain has led the local, autonomous communities and national government to launch specific measures designed to both continue to increase the quality of the workforce with the QMS backgrounds and to ease the difficulties encountered when entering the labor market.

This study is the first to analyze and map the multifaceted character of Spanish education system and professional training related to QMS. The findings of this study may be useful for organizations trying to evaluate their QMS efforts, thus, engage their people in order to face the competitive challenges that lie ahead.

Research studies on training‐job relevance continuously discuss the extent of transfer being found limited. This study aims to focus on exploring trainees' perceptions about the effects of a “Western” professional training program on their skill development and how cultural factors specific to Lebanon influence the learning.

This research adopted a mixed method study design. It was conducted in the context of a training services program offered by an HRD department in a large Lebanese financial institution. The sample frame consisted of service employees who were conveniently selected after enrolling in the professional training program. The sample was composed of 120 participants. A total number of 107 questionnaires were completed and 101 questionnaires were usable (82.5 percent response rate). Analysis of the quantitative data was through descriptive statistics. Qualitative data collection was included to corroborate the quantitative data in answering the research questions. The researcher conducted 15 interviews with participants and stakeholders in the training program to get their perceptions of how well the training workshops were helping them develop new skills.

This study yielded a broad perspective on issues related to formal training and training transfer in the Lebanese context. The issues explored are related to trainees' attitudes towards the training activities they were exposed to, their perceptions of the impact of training activities on their career development, and their attitudes towards work environment that might predict the transfer of training.

While professional training programs may lead to motivating trainees to become more committed to work, and enhancing learning skills relevant to individual career development and life‐long learning, such trainings fail to tackle problems specific to a trainee's organizational or cultural needs. In particular, it is often hard to integrate generic training ideas into specific workplace settings.

This paper provides original information on a topic that is not well researched in the Lebanese context. It identifies needs and offers practical help to HRD practitioners and international consultants, and provides theoretical insights to HRD scholars to better understand the field of HRD in international contexts.