How can young women in developing countries best be prepared for success in their lives and livelihoods? Life preparation requires learning different types of knowledge and skills in formal, non-formal, and informal learning contexts. Since the advent of the Education for All initiative in 1990, the international community has recognized that in…

The paper focuses on the need for trained mentors in developing new hires in any profession and outlines a developmental theoretical framework as a basis for mentor training. To illustrate the success of trained developmental mentoring, a unique mentoring program called the Kansas Early Career/Mentor Teacher Academy is reviewed. The paper shares…

Out-of-school time (OST) youth programs are inherently difficult to assess. They are often very dynamic: Many youth interact with one another and with staff members in various physical environments. Despite the challenge, measuring quality is critical to help program directors and policy makers identify where to improve and how to support those…

Goal-based training has specific, predetermined objectives, whereas goal-free training involves implementation of innovations whose outcomes cannot be predicted. Evaluation of goal-free training must consider clients' requirements, the effectiveness of the initiative, and application of feedback. (SK)

It is possible that the emphasis on increased accountability in the training function may drive out programs that cannot demonstrate quantitative, measurable improvements in performance or results. Five levels of issues in training evaluation are (1) work versus perk; (2) substantive versus symbolic; (3) external versus internal; (4) behaviors…

The revision of the 1969 statement is intended to serve as a guide for planning programs or for the evaluation of existing programs for Library/Media Technical Assistants. (Author/NH)

Reviews the history and theory of evaluation of management training and development. Assesses the state of the art of evaluation techniques and instruments, discussing how the focus, scope, and purpose of evaluation affect the choice of method. Presents a systematic model of evaluation and a model of results-oriented human resource development.…

In the development of a model for evaluating media for the handicapped, it is found that mere recognition of numbers is not sufficient preparation for training primary level educable mentally retarded (EMR) children to respond meaningfully via an automated response system. This study, based on the findings of a previous investigation, attempted to…

The report discusses four steps in the systematic development of human resources through training--specifications of training objectives, input control (trainee selection), training procedures, and output control (proficiency measurement). It then considers their implications for conducting training programs and training research. A primary…

Described here is a rating scale to provide feedback about the success of training and of program implementation when a new program is being adopted. It allows project personnel to determine whether trainees possess the knowledge and skills necessary to implement a new program for which they are being trained. It also informs project personnel of…

The Rutgers Train the Trainer Program (RTTP) is a 2-day intensive workshop for teaching noncareer prospective teachers. Seven essential principles of the program are as follows: (1) teachers of prospective teachers should model the elements of effective teaching; (2) teachers should adopt an overall approach to their students that centers on…

A Title XX funded statewide training program offering 20 hours of instruction for 1,662 licensed center and home child care providers who served Title XX eligible children in Michigan was evaluated at the end of its first year of operation. The first three chapters of this evaluation report discuss (1) the history, philosophy, and goals of the…

Describes recruitment procedures for child care workers in India. Includes a description of training programs, training needs and approaches, and curriculum and training procedures. Monitoring and evaluation of child welfare programs are discussed. Appendices include descriptions of and norms for training programs. (AS)

The 1989-90 activities of New York City Public Schools' Special Education Training and Resource Center (SETRC), supported by the New York State Education Department, are reviewed and evaluated. The resource center program was designed to provide training to regular, special, and occupational education personnel; parents; and support services staff…