Search results

This article appears in Chapter 3 - Boundaryless TET, which presents different approaches to aspects of technician education and training (TET) which might lend themselves to adaptation or adoption in other places or cultures. The author contends that monitoring and evaluation are critical to ensuring continuous improvement in TET. In today's climate of change, the speed at which skills training can adjust to industry needs will be a vital factor in determining economic success. In addition to high level technical skills, workers in the future will need a diverse range of other skills, such as inter-personal, analytical and entrepreneurial. In order to assess what is needed, the TET sector will need to continuously monitor and evaluate the policies and practices to ensure that the required resources are available and that energy and resources are not being wasted. Robinson examines three levels of monitoring and evaluating, which create a feedback loop of information. First of all he looks at the national level and, using Australia as an example, suggests the development of a mission statement, objectives and key performance measures. At the college or institution level, using Adelaide Institute of TAFE, he recommends the formation of a strategic plan with goals and measurable outcomes. Finally, at the individual TET course or syllabus level, he presents examples of a course evaluation questionnaire for student feedback and a subject evaluation questionnaire for student and lecturer feedback. He concludes by stressing the importance of the feedback loop in ensuring that real national and local needs are met: monitoring and evaluation being the only ways in which all the steps, down to the course level, can be measured for relevancy and improved where necessary.