Definition of a General Template for training programmes Sample Clauses

Definition of a General Template for training programmes. The goal of this task is the definition of a general template valid for any training programme. This template will be a set of structured data describing its business model and its academic model. Figure 15 -an adaptation of Figure 5- shows a structured set of topics that could be used to describe any training programme, and therefore an orientative structure of the template. PHASE BUSINESS MODEL ACADEMIC MODEL Specification Description of methods used and proof to support the professional/technical relevance of the programme Definition of target jobs, target skills. Taxonomies: skills, jobs, tools/systems. Design Use of facilities (virtual/physical) and resources Definition of requirements/profiles for students Roles and functions of different stakeholders involved. Includes hiring mechanisms (if any) Definition of skill‐increments, target gaps. Contents and training goals. Financial structure: sponsorship, subsidies/grants, tuition, remuneration and costs Detailed contents. Re‐use of training modules. IPRs? Dissemination, marketing and recruiting procedures Teaching and evaluation methods Digital tools licensing Use of digital tools Detailed operations planning Detailed timetables, academic planning Certification entities and methods Certification criteria (detailed) Feedback and validation methods Validation criteria (detailed) Implementation success records Recruiting success (quantity) Individual certification: results Financial success (profit, sustainability) Programme certification: results Alumni feedback: results Employers feedback: results Figure 15. Topics that could be included in the Template to describe training programmes Expected results: The definition of the template itself, and the design of a data structure to store the contents. For practical reasons, the edition should be guided by a questionnaire-form to be implemented. Careful trade-offs should be applied to the template and its data structure, between rigid/closed options and free texts. Rigid options allow efficient classifications and search/selection functions, but they may lead to an endless review and extension process. In fact, it is possible to define a range of alternative templates, depending on the size and type of the programme. The academic model should use the results from tasks 1 and 2 (syllabus elements), to describe contents and requirements in a systematic way. Suggested directions and methods:
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