TRAINING
Development of underpinning knowledge and understanding
A P L
Initial assessment Classroom training
Development of attitude and skills
A P L
e-learning Practical training
Workplace assessment of competence
Other theoretical learning
Workplace learning
Individual learning assessment plan/report
Record learning (log and report)
Record results
Record learning (log and report)
Learning management system Figure 1. Eastwood Park’s blended learning solution.
competent to the standards expected in their occupational area, whether derived from HTMs or other types of guidance or ‘standards’ they are working towards, via a generic blended learning model. This model is also a Competence- Based model that can be applied to individuals and groups of learners irrespective of their country of origin or location. It relies on the information gained from formative assessment activities to ‘steer’ the student through the learning processes to the outcome (competence) required. It is underpinned by a Learning Management System that records progress and achievements. Typically, we have students regularly
attend from The Middle East, Africa, South East and Central Asia, South America, and Europe.
Overseas delivery Sending delegates to the UK to attend a short course is not always possible, and can become very costly due to travel arrangements, VISA applications etc so we provide a service whereby we send a member of our staff to the relevant country to deliver training at an appropriate local site, which could be a hospital. Minimum delegate numbers apply to this approach, to ensure it is viable, and to be able to provide this service a number of checks have to be undertaken to make sure an appropriate learning environment is available with access to suitable and sufficient equipment for use during the practical element of the training. If we are able to deliver one or more of our existing scheduled courses in this way, we will also be able to provide the associated
IFHE DIGEST 2025 Re-audit/assess?
Evaluate training
Added value?
Accreditation Assess competence Workplace support Deliver training Figure 2. Eastwood Park’s international competence development model. 77
Audit/assess compliance to standard (in practice)
At organisation or service level Identify training needs
Using role competencies
Design training (to meet needs)
Pilot training
accreditation, usually from City & Guilds of London. If more tailored or bespoke
development programmes are required, then we are likely to adopt the approach outlined in Figure 2. Again, this starts with determining the Service Standard that is required to be met or complied with. This may or may not be based on the HTMs we use in the UK. Again, it is assessment led with an initial audit of compliance, in practice, being made. Delegates then follow the well-known training cycle. However, we add evaluation to this process so that we can recognise and feedback the added value that the
organisation has derived from this development programme. We quite often have an agent in
specific countries that work on our behalf to promote our courses and programmes and organise our quotations and tenders. Over the years we have delivered
training in this way in countries such as Saudi Arabia, UAE, Oman, Brazil, Hong Kong, Malaysia, etc (it’s a long list!).
Delivery via an in-country training partner We have several service contracts in place with delivery partners in a number of countries covering a number of disciplines
Determine standards
(for the service in the country) Based on HTMs?
Record and report achievements
Record qualifications
Competence Accreditation
Assessment
Assessment
Standards
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