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The paper seeks to introduce a process for assuring the creation of quality educational metadata based on the ISO/IEC 19796‐1 standard to describe the agricultural learning resources in the repository of the Consultative Group on International Agricultural Research (CGIAR).

The paper describes the general notion of quality in education and in the creation of educational metadata. It introduces a quality framework based on the ISO/IEC 19796‐1 standard on quality management and quality assurance for learning, education and training. This standard consists of a reference framework for the description of quality approaches (RFDQ) to describe, compare, and analyze quality management and quality assurance approaches, which has been adapted to the creation of educational metadata in the context of the learning object repository of the CGIAR.

In order to achieve consistency in the description of learning resources in a repository through quality educational metadata, a standardized process for metadata creators is essential. The reference framework of the ISO/IEC 19796‐1 standard provides a flexible approach that allows the optimization of the metadata creation process while assuring quality of the descriptive information.

The paper proposes a standardized process for the creation of learning object metadata based on the ISO/IEC 19796‐1 standard, and makes suggestions on how to use the reference framework when adapting a quality model for educational metadata.

ISO/IEC 19796‐1 is a very recent standard with a flexible reference framework to develop a quality model in education and training. It provides a novel approach for organizations maintaining learning repositories that are interested in standardizing the educational metadata creation process, especially when multiple stakeholders are involved.

This paper aims to address the issue of matching controlled vocabulary on agroforestry from knowledge organization systems (KOS) and incorporating these terms in DITA markup. The paper has been selected for an extended version from MTSR'11.

After a general description of the steps taken to harmonize controlled vocabulary on agroforestry, a general discussion of related work enriching documents and matching controlled vocabularies as well as details on managing controlled vocabulary in DITA are provided.

The paper identifies a number of practical and theoretical issues in matching controlled vocabulary from different sources, e.g. the complexity of addressing inconsistencies and incompatibilities between systems, and came across a number of approaches to semantically enrich documents, such as semantic‐document approach, facet classification, and integrating metadata and markup in documents.

Ways of incorporating controlled vocabularies into DITA markup are presented that can be drawn upon to guide future work in this area.

No previous work has reflected on the actual experience used to enrich DITA markup, especially with reference to the agrorestry domain.

This paper aims to address the issue of poor quality of metadata records describing educational content in Learning Object Repositories (LORs). Through this, it aims to improve the discoverability of learning objects in such LORs through a structured process that supports metadata creation.

This paper presents a proposed metadata quality assessment certification process for LORs. The process was designed as a generic approach that may be customized to fit various application domains.

Initial results from the application of the process in the context of a specific LOR report an improvement of the quality of about 11,000 metadata records. More specifically, metadata completeness for all metadata elements used in the repository under examination was significantly improved from 30 percent to 85 percent.

The main limitation of the findings is that they come from the application of the proposed process on a relatively small repository, which does not allow safe generalizations without further experimental study in bigger ones where resources and requirements scale up.

This paper addresses implications for the development of a repository in the educational domain, identifying issues related to the metadata application profile, the support to domain experts and the mechanisms that may be put in place to support metadata creation.

The value and also the originality of the approach presented lies within the fact the proposed approach quantifies issues related to metadata creation and management by studying actions and perceptions of stakeholders who are involved in the repository lifecycle.

The purpose of this paper is to improve decision quality, and therefore project and portfolio success, by testing the influence of different visual representations of interdependency data in a simulated decision experiment. A network mapping approach to visualize project interdependencies is introduced and compared with matrix and tabular displays.

A simulated decision task in a controlled classroom setting tested five hypotheses though a sample of 480 experiments.

The type of data representation used is associated with differing levels of decision quality, and the use of network mapping displays is aligned with the best results.

The findings are limited as this experiment-based study presented a simplified decision scenario and involved students rather than practicing managers. The findings are best interpreted in combination with organization-based research.

The findings of this study suggest that visual data displays, particularly network mapping displays, can provide benefits and improve project portfolio decision quality. Managers may draw upon this study to design ways to include visual data representations in their project portfolio management decision processes.

This study uses experimentation to complement organization-based studies to better understand the influence of different methods of visualizing data and managing interdependencies between projects. This research provides an important contribution to meet the acknowledged need for better tools to understand and manage project interdependencies.

In recent years, governments, donors, and NGOs have increasingly embraced value chain development (VCD) for stimulating economic growth and combating rural poverty. In line with the rise in interest, there has been a proliferation of guides for VCD. The purpose of this paper is to present the results of a review of 11 guides for value chain along six different dimensions, ranging from objectives and value chain definitions to monitoring impact. The paper concludes with suggestions for the use of guides based on local needs and context, and recommendations for future guide development.

The review compares the concepts and methods endorsed and it assesses the strengths and limitations of the guides for steering development practice.

Overall, the guides provide a useful framework for understanding markets and engaging with chain stakeholders, with a strong emphasis on strengthening institutions and achieving sustainability of interventions. However, the guides often lack discussions on the conditions necessary at different levels for VCD to advance development objectives and achieve that sustainability. The guides are designed to be implemented largely independently of the specific context, in which the chain is situated, despite the major implications context has for the design of interventions and overall success of the chain. Attention to mutual learning, whether related to tool design or the outcomes and impacts of VCD interventions, is limited.

More critical reflection and debate is needed on the design of guides for VCD. The authors suggest three areas for this reflection and debate: concepts, methods, and tools for addressing the needs of the poor in value chains; tools for addressing variations in the context; and mechanisms for mutual learning on the design and implementation of VCD.

The paper concludes with various recommendations for guide authors and donors that support VCD.