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  • 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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QCTO Assessment Quality Partner (AQP) principles and values

The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP:The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP: External Assessment systems and processes must: be fair, reliable, valid, ethical and transparent; be consistent across time, place, role players and respond to a non-sectoral demand-led model; use methodologies that are fit-for-purpose and reflect a consistent level of higher  cognitive challenge;  avoid tendencies of exclusivity; adhere to the QCTO values which show: i. innovation and excellence ii. em[...]

Process Evaluation Training Development

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As material being developed, content experts should be on-hand to conduct reviews and offer suggestions. Once the course is complete, a beta or pilot test is an excellent way to identify problem areas and holes in the curriculum. Like the evaluation of the training design, using content experts, possible trainers, and members of the target population is recommended.

• Did we have adequate input from content experts?

• Did we conduct a review and/or pilot training with a good representation of stakeholders?

• Did we have enough/too much time allotted for each portion of the training?

• What content areas need more examples, statistics, case studies, etc.?

• Is there a blend of participant and instructor talk?

• Is there adequate time given to class discussion, teacher explanation/lecture, question-answer periods, group activity, and individual exercises?

• What should the trainers work on regarding classroom presence, style, and overall teaching effectiveness?

• Does the course actually meet the stated learning objectives? Do the learning objectives need to be modified?

• Have we built in adequate evaluation to assess the curriculum, the process, and participant learning and application?

Finally, it is important to reiterate that training and training design are an on-going, rather than a linear process. Questions posed above aimed at evaluating one experience should inform the following training course or future pilots if more than one is required. Regular check in with the project team, structured evaluation of each process and constant feedback loop maintain a high quality of the training material and its delivery in terms of relevance and overall impact for participants’ future practice.