Pedagogic approach overwhelmingly relies on one-way communication between 17 trainer and trainees No evidence of assessment arrangements for trainees during the training 18 programme 19 Curriculum borrowed and adapted to training needs 20 Learning outcomes borrowed and customised to training provision under review 21 Assessment arrangements confined to end-of- cycle assessment Curriculum design includes clearly defined learning outcomes set against training 22 needs identified Participatory pedagogic approaches involve active learning (e.g. group work, focus 23 groups, apprenticeship placements) 24 Evidence of ad hoc assessment arrangements of trainees during training Evidence of innovative approaches to curriculum design (e.g. students engaged in the design process, curriculum peer reviewed by representatives from business 25 world) and how the curriculum is delivered in an innovative way (e.g. role play, quizzes, simulation, case studies, enterprise labs, engagement of external speakers) Assessment arrangements for trainees involve a) entry assessment and c) exit 26 assessment 27 Evidence of review of learning outcomes and inclusion of trainees in review process Evidence of curriculum revision as a function of analysis of similar training provided 28 by other training organisations providing similar training Evidence that curriculum has been customised to meet training requirements of new 29 customers or new demands of existing customers 30 Evidence of learning technologies feature in the training design (e.g. e-learning) Assessment arrangements for trainees involve a) entry assessment, b) continuous 31 review and c) exit assessment DIMENSION 3: TRAINING ENVIRONMENT The objective of this component of the ETF good practice peer review is to assess the appropriateness of the training infrastructure and support mechanisms, including expertise of training staff, as essential elements for delivery of training programme under review In the 3 years prior to the peer review, at least one trainer in the training organisation 32 has delivered training in the subject area under review for at least 60 man-days Adequate training space and equipment to deliver training course (description and 33 visuals to be provided in good practice portfolio) Existence of an action plan specifically devoted to training project (objectives, 34 outcomes, budget, resources) In the 3 years prior to the peer review, at least one trainer in the training organisation 35 has delivered training in the subject area under review for at least 100 man-days In the 2 years prior to the peer review, at least one trainer in the organisation has 36 undertaken professional development in the subject area under review (e.g. attended conferences, study visits) prior to the peer review
17 Pedagogic approach overwhelmingly relies on one-way communication between trainer and trainees 18 No evidence of assessment arrangements for trainees during the training programme 19 Curriculum borrowed and adapted to training needs 20 Learning outcomes borrowed and customised to training provision under review 21 Assessment arrangements confined to end-of- cycle assessment 22 Curriculum design includes clearly defined learning outcomes set against training needs identified 23 Participatory pedagogic approaches involve active learning (e.g. group work, focus groups, apprenticeship placements) 24 Evidence of ad hoc assessment arrangements of trainees during training 25 Evidence of innovative approaches to curriculum design (e.g. students engaged in the design process, curriculum peer reviewed by representatives from business world) and how the curriculum is delivered in an innovative way (e.g. role play, quizzes, simulation, case studies, enterprise labs, engagement of external speakers) 26 Assessment arrangements for trainees involve a) entry assessment and c) exit assessment 27 Evidence of review of learning outcomes and inclusion of trainees in review process 28 Evidence of curriculum revision as a function of analysis of similar training provided by other training organisations providing similar training 29 Evidence that curriculum has been customised to meet training requirements of new customers or new demands of existing customers 30 Evidence of learning technologies feature in the training design (e.g. e-learning) 31 Assessment arrangements for trainees involve a) entry assessment, b) continuous review and c) exit assessment DIMENSION 3: TRAINING ENVIRONMENT The objective of this component of the ETF good practice peer review is to assess the appropriateness of the training infrastructure and support mechanisms, including expertise of training staff, as essential elements for delivery of training programme under review 32 In the 3 years prior to the peer review, at least one trainer in the training organisation has delivered training in the subject area under review for at least 60 man-days 33 Adequate training space and equipment to deliver training course (description and visuals to be provided in good practice portfolio) 34 Existence of an action plan specifically devoted to training project (objectives, outcomes, budget, resources) 35 In the 3 years prior to the peer review, at least one trainer in the training organisation has delivered training in the subject area under review for at least 100 man-days 36 In the 2 years prior to the peer review, at least one trainer in the organisation has undertaken professional development in the subject area under review (e.g. attended conferences, study visits) prior to the peer review
7655A6165008E6CCC1257E55003A71A8_EL_GP2015_APPLICATION%20FORM.docx