Abstract
M.Ed.
The fragmented, unequal and undemocratic nature of the education and training
system in South Africa before 1994 warranted a new approach to Human Resource
Development. Resulting from the transformation of education and training was the
South African Qualifications Authority Act (SAQA Act, Act 58 of 1995) and an
outcomes based approach to education and training. This act demands the alignment
of all education and training programmes with the policy framework of education
and training in order to support the macro economic, social and political goals of our
growing society.
The aim of this study was focused on evaluating existing practical evaluation
techniques to ensure that Telkom SA. Centre For Learning, hereinafter called "TSA-Cfl"
practical evaluation processes are aligned with the principles of evaluation
during competency based training. The methods used to conduct this study were
grounded in the qualitative research approach. An empirical study, with interviews
and observation as data gathering instruments, was done. The study was supported
by a literature overview.
From the analysed data and the literature overview the following conclusions were
made:
A summative and formative approach for practical evaluation is used in
TSA-Cfl. This approach supports the principles of evaluation during
competency based training.
A criteria based approach for practical evaluation is used in TSA-CFL.
This approach supports the principles of evaluation during competency
based training.
There is a need for Kirkpatrick's level 3 evaluation in TSA-CFL
practical evaluation processes. Level 3 evaluation determines behaviour
change as a result of training.From the data obtained, a set of suggested guidelines to standardise practical evaluation
in TSA-Cfl was formulated. It is suggested that a standardised assessment form be used
in TSA-Cfl to ensure reliability and validity in the practical evaluation process. A
standardised assessment form for on the job evaluation is also suggested. It is
recommended that management, supervisors and training facilitators use a collaborative
approach for level 3 evaluation.