Qualitative Research. Develop a work plan, methodology, and data analysis plan. Develop a sampling strategy; develop and finalize data collection tools (including reporting templates). • Uphold ethical behavior (including obtaining proper consent and assent during data collection; treating respondents with respect and sensitivity; maintaining confidentiality and upholding the tenants of Winrock’s organizational Code of Conduct (xxxxx://xxxx.xxxxxxx.xxx/) • Engage, train, and manage field interviewers and supervisors as appropriate • Conduct quality checks and analysis of data gathered. This may include assessing inter- rater reliability and other methods as needed. • Facilitate learning workshops among the team and key partners in Bangladesh to gather information for learning papers and success stories • Develop (write, engage Xxxxxxx’s input, format, finalize) and disseminate eight lessons learned documents for publication • Develop (write, engage Xxxxxxx’s input, format, finalize) and disseminate 10 success stories in written form. Develop corresponding video clips for success stories. • Submit electronic bibliography and PDFs of all literature reviewed • All hard copies and electronic versions of data capture, data summary, FGD summaries (if applicable), and data analysis reports These tasks will be carried out from February to August 2020. The exact timeline of preparation, data collection and analysis, and delivery should be laid out by the applicant in the technical proposal. The final timeline can be adjusted after mutual agreement between the international organization/firm and Winrock International upon award. Proposals must be received no later than midnight (12:00 am) Eastern Standard Time on Saturday, February 8, 2020. Late submissions will not be accepted. All proposals are to be submitted following the guidelines listed below. Telephone requests will not be honored. Winrock International may request additional documentation after the bid deadline. Inquiries/questions must be received no later than midnight (12:00 am) on Friday, January 3, 2020 EST and must be submitted via e-mail to XXXXX.xxxxxxxxxxx@xxxxxxx.xxx. Winrock will review and respond to all potential questions by Monday, January 27, 2020. Winrock will evaluate complete vendor proposals to determine which proposal represents the best value to Winrock. This is an unsealed solicitation request. Xxxxxxx reserves the right to negotiate with the vendors with or without discussion. All submissions in response ...
Qualitative Research. A guide to design and implementation. (4th Ed.). San Francisco: Jossey-Bass. MES (Ministry of Education and Science of the Republic of Kazakhstan). (2015). Otchet o realizatsii Gosudarstvennoy programmi razvitiya obrazovaniya Respubliki Kazakhstan na 2011-2020 gody [Report on the implementation of the State Program of Education Development of the Republic of Kazakhstan for the years 2011-2020]. Retrieved from xxxx://xxx.xxx.xx/ru/page/deyatelnost/plani_i_otcheti/programmi MES (Ministry of Education and Science of the Republic of Kazakhstan). (2016a). Gosudarstvennaya programma razvitiya obrazovaniya i nauki Respubliki Kazakhstan na 2016-2019 gody [State Program of Education Development of the Republic of Kazakhstan for the years 2016-2019]. Retrieved from xxxx://xxxxxxx.xxx.xxx.xx/sites/default/files/gpron_ukaz_ot_1.03.2016_no2015_1.pdf MES (Ministry of Education and Science of the Republic of Kazakhstan). (2016b). Strategicheskiy plan Ministerstva obrazovaniya i nauki Respubliki Kazakhstan na 2017- 2021 gody [Strategic plan of the Ministry of Education and Science of the Republic of Kazakhstan for the years 2017-2021]. Official Internet-Resource of the Ministry of Education and Science of the Republic of Kazakhstan. Retrieved from xxxx://xxx.xxx.xxx.xx/ru/dokumenti/detail.php?ELEMENT_ID=2574 MES (Ministry of Education and Science of the Republic of Kazakhstan) & (IAC) JSC “Information-Analytical Centre”. (2016). Natsionalniy doklad o sostoyanii i razvitii systemi obrazovaniya Respubliki Kazakhstan po itogam 2015 goda (kratkaya versiya) [National Report on the State and Development of Education System of the Republic of Kazakhstan based on the results of the year 2015 (brief version)]. Retrieved from MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2014). Astana-Almaty. Retrieved from xxxx://xx.xxx.xxx.xx/storage/e2/e2cca5f0c1e012d0f846734d9139ea43.pdf MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2016). Natsionalnyi doklad po nauke [National Report on Science] Astana-Almaty. Retrieved from xxxx://xxxxx- MES (Ministry of Education and Science of the Republic of Kazakhstan) & (NAS) National Academy of Science of the Republic of Kazakhstan. (2017). Natsionalnyi doklad po nauke [National Report on Science] Astana-Almaty. Retrieved from xxxx://xx.xxx.xxx.xx/storage/34/343fbdce9dfa46...
Qualitative Research. After the first cycle of blended learning took place, Injaz 2 conducted qualitative research through focus group discussions with graduates, trainers, and employers to try to identify any curriculum gaps that might exist. This process inspired the project to update three curricula – finance and inventory management, mobile phone repair, and solar panels and electricity installation – and to make other adjustments to improve the training. It also encouraged the project to consider developing advanced courses, which it did for solar panels and electricity installation. The finance and inventory management and solar panels and electricity installation training were reviewed and upgraded by experts in both fields. The updated curricula were used starting at the end of 2020, as was the advanced solar curriculum. Additionally, a one-time advanced computer lab training was also conducted to update their knowledge and to provide them with a computer, as computer lab graduates were not previously provided with a start-up kit. Xxxxx also informed the USAID-funded vocational training program based in Amman of the gaps and subsequent upgrades to the curricula. The USAID program funded several of the same CBO partners for some of the same vocations, using the same original curriculum.
Qualitative Research. Phase 1 shall involve preparation for the project including an initial steering group meeting, working with the steering group to select and recruit local authorities, designing interview templates and question frameworks, and organising the fieldwork. Interview templates and question frameworks shall be agreed with the steering group. Phase 1 shall also involve an initial phase of qualitative research: · Interviewing key national stakeholders including policy officials, the IAA, the LGA and some major Academy Sponsors (a minimum of 6 interviews) · Undertake a fieldwork visit, lasting 1-2 days, to each of the 8 participating local authorities. During this visit the Contractor shall · conduct 2 face-to-face interviews with the Director of Children’s Services and the assistant director responsible for school improvement · carry out focus groups with primary headteachers, secondary headteachers, special school and PRU headteachers, local academy or free school sponsors in the area, and key staff leading on place planning, school intervention, SEN, education of looked after children, and admissions. · The findings of the fieldwork visits would be written up in a common template.
Qualitative Research. We have made provision for 85 in-depth interviews as part of this study. This includes five in-depth interviews in each of the 17 communities. The purpose of the interviews would be to gain a deeper understanding of how consumers had responded to the different delivery approaches, explore in more detail what they considered the impact to be. Research would also take place with those who had refused measures to understand the extent to which they have realised benefits, and what if anything, might persuade them to take-up new measures. We believe that in-depth interviews will be more effective to explore these issues than group discussions as they will enable interviewers to probe on specific situations which led to the installation of CESP and CERT measures, as well as in-depth discussions about any resulting impact on the individual or household. We would recommend face-to-face depth interviews conducted in-home rather than telephone interviews. By placing the interview in the home the respondent can clearly highlight any benefits or misgivings they have about the installations, as well as the physical factors that shape their behaviour. The researchers will be able to observe the respondent in their own environment and to some degree how they behave which will add richness to the data.
Qualitative Research. In: X.X. Xxxxxxx & X. Xxxxxx, eds, Encyclopedia of Statistics in Behavioral Science. Hoboken, NJ: Xxxx Xxxxx & Sons. Xxxxxx, X.X. (2002) Qualitative Research and Evaluation Methods. Thousand Oaks, Ca.: Sage Publications (3rd ed.). Xxxxxx X. (2006). Xxxxx Xxxxxxxx, Western Education, and Political Revolution in Ethiopia. Amherst, NY: Cambria Press. Xxxxxx X. (2003). Ethiopia, the TPLF, and the roots of the 2001 political tremor. Northeast African Studies, 10(2), 13-66. Xxxxxx X. (1976). Traditional institutions and traditional elites: The role of education in the Ethiopian body-politic. African Studies Review, 19(3), 79-94. Xxxxxx X. & Xxxxxx X. (eds) (2010). Education, Politics and Social Change in Ethiopia. Los Angeles: Xxxxx Publishers.
Qualitative Research. Interviews with individuals that earned college credit through the noncredit credit by exam mechanism and transitioned to the credit colleges were conducted in Fall 2021. The research objectives were:
Qualitative Research. The qualitative research phase was conducted in three stages: data collection, item identification, and item review and finalization.
Qualitative Research. Kohlbacher (2006, p. 3-13) uses Xxxxxx and Symon (1994) to give a list of the defining characteristics of qualitative research and defines it as follows: It focuses on interpretation rather than quantification, emphasizes subjectivity rather than objectivity, and displays flexibility in conducting research. Qualitative research is focused on an orientation towards process rather than outcome, concerns context regarding behaviour and situation as intrinsically linked in forming an experience and gives an explicit recognition of the impact of the research process on the research situation. Qualitative researchers according to Xxxxxxxx (2007, p. 36-51) study things in their natural settings and attempt to make sense of, or interpret, phenomena in terms of the meanings people bring to them. A qualitative approach is appropriate to use when a problem needs to be explored, when a complex or detailed understanding is needed when the researcher seeks to understand the context or setting of participants and when a researcher wants to write in a flexible style. Kohlbacher (2006, p. 3-13) states that qualitative techniques have emerged from interpretive or phenomenological paradigms. Xxxx (2012, p. 827) explains that qualitative research in social sciences is guided by orientations set forth in the symbolic interaction. Symbolic interactions maintain that what humans do and say is a result of how they interpret their social world to have meaning, in fact what people say and do has specific meanings communicated through shared symbols or the most common one which is language. Whilst giving careful consideration to other methodological paradigms, this research study falls into the qualitative paradigm as the researcher is attempting to make sense and interpret the Fintech phenomena in terms of the view’s of South African bankers. The qualitative paradigm gives the researcher the necessary flexibility needed to deal with the phenomena in its natural setting which cannot be quantified and can only be studied subjectively rather than objectively.
Qualitative Research. Qualitative research is used as a way to understand phenomena and explain connections between groups. Qualitative research itself is an umbrella term for a large variety of different research practices. (Xxxxx, 2014.) A common thing with all these practices is that they do not provide clear numerical data. It is important to note that not all qualitative research is homogenous and uses the same practices and principles. Xxxxx and Xxxxxxxxx (2018) named seven different traditions for qualitative research, which all have their own special qualities. It is also sometimes stated that all the research which does not include numeric measurements and analysis is qualitative research. That is not the case as qualitative research needs a theoretical framework where the research is based and which is used to analyse empirical findings gathered in research. (Xxxxx & Sarajärvi, 2018.) Qualitative research methods are logical choices when previous knowledge about the phenomenon remains scarce. It is hard to compare statistical differences between different cases when there is not enough understanding to create a reliable questionnaire for data collection. (Lincoln, 2021.) Or like in this case when the aim is to learn more about the phenomenon in one particular area and the target group is relatively small. Qualitative research looks for themes raised by the participants. Both the variety of different viewpoints and recurring themes can be used to develop a deeper understanding. (Lincoln, 2021.) The viewpoint from the public instance is not widely researched, which makes it logical to use qualitative research methods. In qualitative research data can be used to find different explanations and descriptions of phenomena in question. In qualitative research, it is almost impossible to collect enough cases to make the analysis statistically significant. (Alasuutari, 2012). So, qualitative research can develop an understanding of different concepts and phenomena, but it does not directly tell how different groups or individuals differ from each other.
