Guidelines for Training Traditional Health Practitioners in Primary Health Care
(1995; 86 pages) Voir le document au format PDF
Table des matières
Afficher le documentINTRODUCTION AND PURPOSE
Ouvrir ce répertoire et afficher son contenuSTEP I: PLANNING FOR THE TRAINING
Ouvrir ce répertoire et afficher son contenuSTEP II: DETERMINING THE CONTENT FOR TRAINING
Ouvrir ce répertoire et afficher son contenuSTEP III: DETERMINING THE TRAINING METHODS
Ouvrir ce répertoire et afficher son contenuSTEP IV: SELECTING TRAINING MATERIALS
Ouvrir ce répertoire et afficher son contenuSTEP V: TRAINING THE TRAINERS
Fermer ce répertoireSTEP VI: EVALUATING THE TRAINING
Afficher le documentA. PURPOSE OF EVALUATION IN TRAINING PROGRAMMES
Afficher le documentB. WHO BENEFITS FROM EVALUATION
Afficher le documentC. EVALUATE THE PROGRESS OF A TRAINING PROJECT
Afficher le documentD. METHODS OF ASSESSMENT
Afficher le documentE. ASSESS THE PERFORMANCE OF TRAINERS
Afficher le documentF. EVALUATE THE OUTCOMES OF A TRAINING PROGRAMME
Afficher le documentG. VALUE OF A PARTICIPATORY EVALUATION
Afficher le documentCONCLUSION
Afficher le documentAPPENDICES
Afficher le documentREFERENCES
 

STEP VI: EVALUATING THE TRAINING

The word "evaluation" sends chills down the spines of some people who may have endured negative experiences with tests or examinations at school. Or they might have been harshly judged by their supervisors in a job setting. Evaluation need not be a negative experience. If an atmosphere is created where people, working as a team, use evaluation as a tool to see how they are doing and to find ways to increase their success in reaching their goals, then evaluation can be a very positive process which will benefit all who participate in it.

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Dernière mise à jour: le 3 mai 2013