This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson provides information on what farming activities could be considered 'Enterprises" and incorporated into an Enterprise Accounting spreadsheet, how to use functions to calculate totals and averages within the spreadsheet program, customise formula using a spreadsheet program and how to customise the Enterprise accounting template.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson provides information on how to search for information using the Internet and mobile devices, describes the importance of  agribusiness call centres, and how to interact with information professionals and systems.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. In this lesson participants are asked to look at various online businesses to determine if any of the firm's advantages are sustainable

This cross-sectional study was carried out in March 2011, in Keshunga and Kashongi sub-counties in Kirhura District.  In Keshunga sub-county, six farmers were purposively selected by the leadership of Amate gaitu cooperative, based on their previous participation in AgShare pilot study. Kahongi sub-county was included in this study due to the high prevalence of brucellosis reported in previously (Kato and Nakavuma, 2010). Six farms were randomly selected Kashongi subcounty by the area veterinarian.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'.This sub-module defines the concept of economics, provides an overview of the concept of a firm and explores the centrality of profit in its models.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson covers the basic governing principles of economic thinking including the key economic questions, factors of production, efficiency and the market structure.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson focuses on building skills and economic rationales for decision making under given farming scenarios that may have multiple options. We will spend some time looking specifically at Economic versus Accounting Costs & Relevant Cost Analysis.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson continues on from lesson 3 and should be seen as a continuation. You will need to review lesson 3 and the discussion on Economic versus Accounting Costs & Relevant Cost Analysis. In lesson 4, however, we will focus on Revenues & Measurement of Profitability and Risk & Uncertainty.

This Farmers' Agribusiness training course has been developed to help both farmers and farmer organisations. Its intention is to provide access to provide access to additional skills and knowledge that will allow farmers to move from a 'farm' to a 'firm'. This lesson provides guidance of how to transform a farm into a firm. Hindering and enabling factors are expected to be explored in the lesson and strategies for overcoming challenges and seizing opportunities.

This booklet was first developed in 2004, shortly after the introduction of the Revised National Curriculum Statement in South Africa. The intention of the booklet was to help teachers of senior phase (junior secondary) to integrate assessment into their teaching and learning.

Further Education and Training (FET) Mathematics Certificate Course (University of South Africa (UNISA), Pretoria, South Africa) Adapted by Ronel Paulsen

UNISA offers certificate courses for maths teachers wishing to improve their knowledge for the teaching of maths in specific areas. Ronel Paulsen adapted the full ACEMaths module for the purposes of an FET (Grades 10,11 and 12) certificate course. This adaptation was versioned to include maths examples and activities appropriate to the FET Mathematics teacher in the place of some of the original activities which were more geared to primary school teachers. There is also one full new unit (Unit 3) which presents FET mathematics content and four additional readings appropriate for FET teachers. One of the original ACEMaths units (Unit 6) was omitted from this adaptation. 

Learners with Special Educational Needs (LSEN) ACE module material (Six units) (University of the Witwatersrand (Wits), Johannesburg, South Africa)Adapted by Judith Inglis The LSEN (Learners with Special Educational Needs) ACEMaths adaptation was produced by Judith Inglis of the University of the Witwatersrand. Judith used the full set of materials in the pilot study with a mixed group of teachers studying towards an ACE qualification. There were teachers in her group from the Foundation, Intermediate and Senior Phases as well as some FET teachers. None of the teachers in her group were maths specialists. While they worked with the ACEMaths materials Judith noticed that there were certain key design features that differed between all her other module material and she decided to adapt the module so that it would fit better with her full set of materials for the ACE LSEN.

The adaptation is marked with icons to guide the reader through the text and has fewer activities. Some of the shorter activities were renamed as points to stop and think and a few (not many) were removed from the original ACEMaths text.

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Appendix A Data handling exercises
• Appendix B Guidelines extracts

Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli.
At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.

Further Education and Training (FET) Maths Literacy ACE (Two units) (University of KwaZulu (UKZN) Natal, Pinetown, South Africa) Adapted by Sally Hobden. 

The ACEMaths materials were used at UKZN by lecturers involved in the presentation of a re-skilling ACE, aimed to enable teachers to qualify as maths literacy teachers. Sally Hobden prepared a module guide which incorporated much of ACEMaths Unit Four, in combination with extracts from units one, two and three. The adaptation was versioned to include maths examples and activities appropriate to the FET Maths Literacy teacher.

The material here was prepared for medical students learning about clinical examination techniques as part of the Clinical Skills Programme in the Department of Medicine at UCT.  The training resource is presented through video and audio in isiXhosa and Afrikaans, and covers the general examination, abdominal examination, respiratory examination and cardiovascular examination.

Click here to view the interactive version. Please note the download file is 222MB and will take take a bit of time to download
 

This guideline was produced for those persons responsible for the maintenance of health and safety measures at agricultural workplaces handling potentially hazardous organophosphate and carbarnate chemicals. It is primarily aimed at professional nursing and other medical staff charged with monitoring workers for pesticide exposure, but will be useful to all personnel involved in workplace health and safety wishing to understand the principles behind monitoring workers for pesticide exposure.

The guidelines concentrate on monitoring for organophosphate and carabarnate insecticides because the technology is reasonably readily available, and the methodology well described. These chemicals are widely used, and are the most common cause of acute poisoning by pesticides.  The guidelines have also been written bearing in mind the Hazardous Chemical Regulations (Regulation 556 of 25 August 1995 in terms of the Occupational Health and Safety Act) that include agricultural workplaces in addition to industry.

The main objective of this module is to develop your understanding and skills to successfully manage the marketing of agricultural and food products in a global, ever-changing, competitive and sometimes even in a hostile environment. The module specifically aims at:

• Acquainting you with the generic concepts of Marketing Management.

• Providing you with an overview of marketing of agricultural commodities and products.

• Making you appreciate the important decisions to take during the management of each element of the marketing mix: product, pricing, place, and promotion.

• Making you recognise the power and influence of consumers on market segmentation.

• Imparting you with skills to assess the performance of the marketing systems of agricultural commodities and products.

The key objectives develop an understanding of the dimensions of access to health care; create greater awareness of health care access constraints from the household perspective; promote critical evaluation of policy options to address access constraints in relation to equity goals; promote and strengthen effective development and implementation of equitable health sector policies.

The training materials can be used for a diverse set of target groups, but are primarily aimed at current and future health sector managers.  It is also envisaged that the case studies can be used on an ad-hoc basis in post-graduate programs such as Masters in Public Health programs.

Six case studies have been prepared for this course

• Experiences of households in Sri Lanka
• Availability of health services and resource allocation: 
• Affordability of drugs in the context of the World Trade Organisation (WTO)
• Tax and insurance funding for health systems
• Health service acceptability issues
• Access board game