Needs Analysis and Programme Planning in Adult Education

Sava, Simona

doi:10.3224/86649481

Cited by 10 publications

(14 citation statements)

References 4 publications

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“…The role of educational needs' assessment in planning for continuing professional education programs in medical fields is similar to the role observed in the general context of adult educational programs (9,10). It monitors ones' knowledge, skills, and attitudes while identifying gaps between present and desired competencies (9,10). This was supported by evidence from systematic reviews of the literature which demonstrate the effectiveness of medical education programs that are conducted based on needs' assessment, and this approach was considered as one of the areas of continuing professional development best practice (11,12).…”

Section: Introductionmentioning

confidence: 66%

“…In order to focus strategically on preceptor development efforts, it is essential to understand the importance of conducting a needs' assessment and utilizing it in designing professional development programs. The role of educational needs' assessment in planning for continuing professional education programs in medical fields is similar to the role observed in the general context of adult educational programs (9,10). It monitors ones' knowledge, skills, and attitudes while identifying gaps between present and desired competencies (9,10).…”

Section: Introductionmentioning

confidence: 84%

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Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

Mukhalalati¹,

Awaisu²,

Elshami³

et al. 2019

Preprint

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Background: Experiential learning is the backbone of many healthcare professional education programs; however, the quality of learning is profoundly dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. This study was conducted at the Qatar University Health Cluster, which comprises of the Colleges of Pharmacy, Medicine, and Health Sciences, with a primary objective of identifying the educational and teaching needs of preceptors in order to design and validate an educational professional development program. Methods: This study adopted a mixed methods approach and was conducted in three stages: 1) assessment of preceptor educational needs; 2) design of ‘The Practice Educators’ Academy’ program; 3) validation and refinement of the designed program. The needs’ assessment was conducted at all three colleges through a validated survey and focus groups with preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions.Results: Results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For validation of the designed program, the syllabus was shared with purposively selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Further refinement of the program was performed based on this feedback resulting in a representative and validated program ready for piloting. Conclusion: A preceptor development program on experiential teaching and learning skills was successfully designed and validated, with the needs of the clinical preceptors at its core.

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Section: Introductionmentioning

confidence: 66%

Section: Introductionmentioning

confidence: 84%

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

Mukhalalati¹,

Awaisu²,

Elshami³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…The needs' analysis i.e. derivation of further training activities from the company goals and action problems is very important for it (see Sava, 2012;Sork, 2010). Loop models exist in different forms both for education manage-ment, education controlling and quality management (Käpplinger, 2010;Lattke et al, 2013).…”

Section: Th Eories For Program Planning and Education Management In Tmentioning

confidence: 99%

Theories and theorems of the in-company continuing vocational training in Germany

Käpplinger¹

2016

Andr stud

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First, the text provides a definition of the subject area of the in-service training (in-company continuing vocational training). Unfortunately, in-service training is rarely seen as an educational field of activity, where the public joint responsibility and active participation provide important regulatory frameworks beyond market radicalization and market failure. A series of different theories and theorems are classified based on a tripartite multi-level model. Although there is no theory of in-company continuing vocational training, a variety of approaches with different explanatory potential are intensively used in the continuing education research. Nevertheless, there is a need for further consolidation and development of the theory-based and above all andragogic studies in an interdisciplinary research and activity field.

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“…Even though there is little agreement on the concept of M&E in literature, it is a good governance instrument when planning and implementing interventions supposed to be identifiable within the framework of known theories [20,21]. However, many of authors agreed that adult education M&E is a combination of data collection and analysis (monitoring) and assessing to what extent a program or intervention has met its objectives or not (evaluation) [22][23][24][25][26][27][28]. Additionally, M&E covers a range of activities that are all ultimately aimed at ensuring the quality and continuous improvement of the teaching-learning processes of adults [21,29].…”

Section: Introductionmentioning

confidence: 99%

“…M&E is a key part of the effort to understand the effectiveness of innovations in adult learning programming and impact [30,31]. erefore, practitioners during M&E have an inherent interest in finding out how the program performed and what needs to be improved for realizing the learners' learning needs [25]. Furthermore, IFAE M&E conceptual illustration (see Figure 1) was presented as adapted from Nafukho et al [34]; Sava [25]; and Shechtman et al [35].…”

Section: Introductionmentioning

confidence: 99%

Towards Learner-Oriented Monitoring and Evaluation in Adult Education Program: A Vital Approach to Ensure Adult Learners’ Learning Needs

Assefa

2021

Education Research International

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Monitoring and evaluation practice of adult education by its flexible nature highly needs effective and continuous professional support based on a bureaucratic system that accomplishes expectations using a hierarchical arrangement. The central essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress against the predetermined principles. As well, another common vital task is evaluation. Such practice can provide formative and summative information about program implementation and outcomes for concerned stakeholders. This study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs. In doing so, a qualitative research approach and case study design were employed. Purposive and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.

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Needs Analysis and Programme Planning in Adult Education

Cited by 10 publications

References 4 publications

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

Theories and theorems of the in-company continuing vocational training in Germany

Towards Learner-Oriented Monitoring and Evaluation in Adult Education Program: A Vital Approach to Ensure Adult Learners’ Learning Needs

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