• Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]


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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Needs Assessment

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The following four central questions must be answered before
you begin designing a training course.
• Audience: Who is the target audience for a proposed training?
• Current roles: What do members of this target audience presently do in their roles?
• Knowledge gaps: What gaps exist between what these providers know how to do, and what they need to know to carry out their roles successfully?
• Outcome: Will training help fill this gap?

These questions form the foundation of a training needs assessment.
For example, a curriculum developer or trainer must first understand what civil defence, civil contingency or disaster management personnel presently do in their jobs and how training could change the nature of their work. As a result, they will be better able to determine what knowledge and skills needed. However, it is important to keep in mind that training is only part of a solution to meet professional needs identified in needs assessment. Other changes – in addition to training – may be needed in order to completely fill a learning gap.

In addition, adult learners’ particular learning needs are important considerations when designing training. Understanding those needs is part of the needs assessment phase.