Coe Undp Quality Assurance

APPROACH TO QUALITY ASSURANCE IN LOCAL GOVERNMENT TRAINING

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APPROACH TO QUALITY ASSURANCE

FOREWORD............................................................................................................................................. 5 BACKGROUND ....................................................................................................................................... 7 INTRODUCTION .................................................................................................................................... 7 STRUCTURE OF THIS APPROACH .................................................................................................... 9 1. QUALITY ASSURANCE: THE TRAINING ENVIRONMENT.....................................................10 1.1 National framework..............................................................................................................11 1.2 Local authority level .............................................................................................................13

APPROACH TO QUALITY ASSURANCE

TABLE OF CONTENTS

2. QUALITY ASSURANCE: THE PROCESS OF DESIGNING AND PROVIDING TRAINING 14 2.1 National framework..............................................................................................................15 2.2 Local authority level .............................................................................................................19 2.3 Institutional level ...................................................................................................................20 3. QUALITY ASSURANCE: EFFECTIVENESS OF TRAINING ......................................................22 3.1 National framework..............................................................................................................23 3.2 Local authority level .............................................................................................................24 3.3 Institutional level ...................................................................................................................25 4. QUALITY ASSURANCE: CHALLENGES AND SOLUTIONS...................................................26 ANNEX 1: Quality Assurance in Training: Framework of key elements ...........................32 1 FACTORS AFFECTING THE TRAINING ENVIRONMENT ......................................................34 1.1 National framework..............................................................................................................34 1.2 Local authority level .............................................................................................................37 2 FACTORS INFLUENCING TRAINING PROVIDERS, TRAINERS, MATERIALS AND METHODOLOGY ..........................................................................................39 2.1 National framework..............................................................................................................39 2.2 Local authority level .............................................................................................................43 2.3 Institutional level ...................................................................................................................44 3 FACTORS INFLUENCING TRAINING EFFECTIVENESS.........................................................45 3.1 National framework..............................................................................................................45

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APPROACH TO QUALITY ASSURANCE

3.2 Local authority level .............................................................................................................47 3.3 Institutional level ...................................................................................................................48 ANNEX 2: Examples of Standards .................................................................................................50 A. Standards for a training organisation ...................................................................................51 B. Requirements for applying for the accreditation of training programmes.............51 C. Standards for trainers ....................................................................................................................... ANNEX 3: Introducing Quality Assurance into local government training ...................54 ANNEX 4: Delivering Quality Assurance: Summary Flowchart ..........................................58

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This approach to Quality Assurance in local government training has been prepared and presented jointly by the Council of Europe and the Local Governance and Decentralization sub-practice of the UNDP Bratislava Regional Centre. The Council of Europe and UNDP are active in assisting countries of Central and Eastern Europe in carrying out and consolidating political, legal and constitutional reform in parallel with economic reform, and providing know-how in areas such as human rights, local democracy, economic development, governance and the environment. Local governance and decentralisation reform is one of the key areas for collaboration between the Council of Europe and UNDP. The importance of building and strengthening the capacities of central governments and local authorities for successfully implementing such reforms is widely recognised. Training is one of the key tools in building the capacities of local authorities to cope with, and capitalise on, the changes in the environment in which they operate.

APPROACH TO QUALITY ASSURANCE

FOREWORD

The Council of Europe and UNDP have gained wide experience in building the capacities of local governments through the development of appropriate training systems. They have frequently encountered questions about how training can be used to build capacities of local authorities, what role the National Association of Local Authorities and other institutions might play, what the key elements for a functioning and successful training system are, and how the quality of training provision can be assured. This approach seeks to answer these highly relevant questions and offers guidance to central governments and local authorities on creating a supportive environment for establishing a system of Quality Assurance for local government training.

Ben Slay

Philip Blair

Director Bratislava Regional Centre UNDP

Director of Cooperation for Local and Regional Democracy Council of Europe

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APPROACH TO QUALITY ASSURANCE IN LOCAL GOVERNMENT TRAINING

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This approach to Quality Assurance in local government training has been developed by the Council of Europe (CoE) and the United Nations Development Programme (UNDP) following an experts’ workshop1 held in Strasbourg on 12-13 September 2005. The aim of the workshop was to draw lessons from current approaches to Quality Assurance in local government training and disseminate them more widely.

INTRODUCTION Local authorities today, wherever they are, must continually confront and adapt to change. This change may come from any number of sources: governments elected with reform mandates, local people refusing to accept poor service standards, or shifts in the balance between central and local powers.

APPROACH TO QUALITY ASSURANCE

BACKGROUND

In Eastern Europe, change has been particularly dramatic in the last 10-15 years and local authorities have been faced with an increasing number and variety of challenges. The duties of today’s local authority officials are multifaceted and complex: they include policy advice, management of human, financial and other resources, provision of critical services, as well as interpretation and application of laws, decisions and regulations. They often must perform these functions under stressful conditions for little pay. At the same time they must follow the laws and norms very strictly because they can be held accountable for their actions. These challenges can only be met successfully if local authority officials possess a unique combination of knowledge, skills and approaches that are being continually updated. As they are at the forefront of service delivery, it is not enough for them simply to comply with minimum standards. The interests of accountability, equality and democratisation require that local authorities achieve the highest standards possible. Training is a vital tool enabling local authority officials to achieve high standards and fulfil their potential. A lot of money is spent on training local authority officials. A lot of effort is spent negotiating training budgets. But large expenditures of money and time are no guarantee of quality, nor do they ensure that the training will respond to the priorities of local government reform. It is therefore extremely important that the training delivers value for money. Inappropriate or inadequate training can be counter-productive; it can handicap the 1

The Workshop was entitled: “Introducing Quality Assurance into Local Government Training: Developing a CoE/UNDP Approach”.

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APPROACH TO QUALITY ASSURANCE

ongoing processes of reform. In order to ensure that both central and local authorities are getting value for money, systems of Quality Assurance need to be introduced to monitor and assess the training and ensure that it meets the real needs of local authorities. Quality Assurance is about making sure that every element of the training programme fits the overall objective. Trainers should be well qualified, programmes and methodologies should be modern, training organisations should be professional, and training should meet the needs of both the individuals and the local authorities that they serve. Quality Assurance therefore involves a comprehensive review, not only of the training provided but also of the needs of the trainees. Quality is about the ‘what’ (the training standards established), while Quality Assurance is about the ‘how’ (the procedures by which the training programmes, the trainers and the training providers achieve those standards). The concept of Quality Assurance has existed for some time in several countries. It has matured in an ad hoc manner; thus there is no one, systematic approach. For example, where training is offered on the free market, Quality Assurance is determined by market forces. There are, however, certain risks involved with leaving training entirely to the market. One particular concern is that market forces may encourage cheaper or more profitable training, which may fail to respond to more specialised or longerterm needs. In many of the countries of Eastern Europe, modern local authorities are relatively new and the market for training services is less developed. Although some training may be of good quality, the training on offer does not always represent the best available. The difficulty of providing adequate training may be exacerbated by the lack of standards for elements such as the training curricula. Frequently, training is provided through centralised training systems that are supply-driven rather than by providers in competitive, demand-driven training markets. Perhaps this is inevitable where the local government is relatively new. In such cases, local authorities’ demand for training may have to be researched and supported. In these circumstances, National Associations of Local Authorities (hereinafter the ‘National Association’), local government ministries, and ministries with a stake in local government should consider introducing Quality Assurance into local government training. Introducing this approach would motivate training providers to reassess their programmes and improve the services they offer. It would also spur National Associations and local authorities to aim for the highest standards in Europe.

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A number of issues should be kept in mind when considering this Approach to introducing Quality Assurance in local government training. First, in many countries the system for local and central government training is ‘mixed’. This means that Quality Assurance for the training of local authority officials has to take into account the training system for national civil servants. Second, this Approach uses the term ‘training’, although this is only one element of capacity building. The Approach can encompass coaching, consulting and other learning methodologies. Third, the term ‘local authority officials’is used to cover both elected representatives and staff, unless stated otherwise. This document is divided into a number of parts: the main body discusses three key elements of the Quality Assurance system: creating the right environment (section 1), establishing the processes for the design and delivery of quality training (section 2) and finally evaluating the effectiveness of the training (section 3). See Annex 1 for an overview. The key elements are discussed on three levels – national framework, local authority and institution.

APPROACH TO QUALITY ASSURANCE

STRUCTURE OF THIS APPROACH

Section 4 highlights some of the challenges to developing a reliable system of Quality Assurance and suggests some solutions to these challenges. The Annexes are intended to serve as checklists for central governments and local authorities, National Associations and training institutions. Annex 1 highlights the key elements for establishing a Quality Assurance system in local government training and can be used as the basis for drawing up an Action Plan. Annexes 2 and 3 give examples of standards. Annex 4 introduces a systematic approach to Quality Assurance through four separate-but-linked programmes. This Approach is summarised in Annex 5. All these tools can be used to support the development and implementation of the Quality Assurance process.

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1. QUALITY ASSURANCE:

THE TRAINING ENVIRONMENT

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1.1

National framework

It is important that the central government recognises the value of designing and operating efficient training systems for local authorities. Central government and local authorities should see training as a key tool for implementing reform.

1.1.1 Legal and policy frameworks for local government training The legal and policy frameworks for local government should clearly express the central government’s commitment to professional development. The legal framework – i.e. the Civil Service law (if an integrated civil service system) or the special law dealing with local authority civil servants or employees – should clearly allow for them to develop their skills and improve their qualifications.

APPROACH TO QUALITY ASSURANCE

High standards of local government training can only be achieved in a professional environment, one that encourages training. There are several elements that make up that environment.

The law should provide for an attractive career structure for these civil servants or employees – one that motivates them to use training both to improve their performance and enhance their career. The law should indicate how the professional development of civil servants will be paid for. For example, a certain percentage from the local government salary fund could be allocated for training.

1.1.2 National Training Strategy for local government A National Training Strategy for local government should be developed to provide a strategic overview of the operation and sustainability of the training system. The National Training Strategy should set strategic objectives for training and identify priorities and target groups. The priorities should focus on supporting the implementation of major local governance reforms. All stakeholders (national government, National Association, local authorities, training providers and other relevant parties) should develop and agree on the National Training Strategy. It should help to establish a professional training environment and identify those factors that would support the effective provision of local government training. The National Training Strategy should spell out the roles of different players and define a model training system at the local authority level. It should provide a set of common requirements for training that delivers high standards (e.g. standardised materials for core courses, accreditation of training providers, certification of trainers). It should aim to increase the number and quality of trainers, facilitate the sharing of training information and materials, develop local training capacity within each lo-

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cal authority and introduce modern training methods. In this way, the National Training Strategy would help ensure the Quality Assurance of local government training. The National Training Strategy should be based on a comprehensive Training Needs Analysis. Institutional and individual training needs of individual local authorities should be identified. The National Association should analyse the resulting information. Since the implementation of reforms requires local authorities to possess relevant knowledge and skills, major reform plans, new laws and new procedures should be analysed with a view to identifying potential training needs. Based on the training needs assessment, national annual training priorities should be set for each year. They should link the goals of local government reform with the knowledge and skills necessary to achieve them.

1.1.3 Training market A National Training Strategy should encourage the development of the training market. A healthy competitive market for training providers, whether they are nongovernmental associations, private companies or the National Association itself, can guarantee good quality training. In countries where a training market does not yet exist, or where there are very few training organisations, support may be needed to develop the capacities of these institutions. Governments and other actors should provide incentives to foster efficient training markets, with a sufficient number of competitive suppliers. Local authorities should be able to choose training providers without having to rely on monopoly suppliers. A strong training market should function to attract investment in good quality trainers and programmes according to demand. However, despite the advantages an established training market can bring in terms of Quality Assurance through competition, reliance should not be placed solely on market forces to guide and develop a Quality Assurance system. This especially applies to countries in transition, where the training market is often in an early stage of development. There will always be a need to implement some priority programmes in order to comply with national policies or build specific capacities, especially in countries that are implementing ambitious reform packages. The market may not always satisfy this need; hence governments and multilaterals must play a role.

1.1.4 Role of national and international organisations National and international organisations have an important role to play in the provision of training for local authorities. They can offer new materials and methodologies, provide specialist trainers and other human and financial resources, and they can support research.

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1.2

Local authority level

1.2.1 Commitment of the local authority leadership High training standards start with the commitment of the local authority leadership. It should introduce a learning culture throughout the whole local authority, one that encourages staff to take advantage of training opportunities. Such commitment should lead to effective training programmes and funding.

APPROACH TO QUALITY ASSURANCE

Currently, donors direct many of the training initiatives due to the insufficient capacity of local authorities to assess and articulate their training needs. The National Training Strategy should help donors respond to the needs and requirements specific to the local context. National and international organisations should strive to work within the framework of the National Training Strategy to ensure a coherent and effective approach to training.

1.2.2 Human resources function Local authorities need to establish a firm legal framework for the Human Resources (HR) function. In many countries in Central and Eastern Europe, HR offices simply manage personnel files. They also need to identify training needs and set learning priorities for personnel, as well as link training strategies to an overall human resources policy. Therefore, the functions of the HR units need to be further developed, particularly with respect to performance appraisal, training needs assessment and promotion. Job descriptions should include the responsibilities of the post, the tasks to be carried out and the qualifications needed. In order to express and identify training needs, staff should meet regularly with management, as part of a performance appraisal process, to discuss individual performance face-to-face, celebrate achievements, resolve issues and identify training needs. Human resources units should include a training function. This may be achieved by the initial designation of a Training Focal Point, a professional trainer or training manager. This may be later developed into a Training Service. The Training Focal Point should ensure the quality and usefulness of the training offered, either inhouse or outsourced, using qualified trainers, modern materials and effective methodology.

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2. QUALITY ASSURANCE:

THE PROCESS OF DESIGNING AND PROVIDING TRAINING

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2.1

National framework

2.1.1 National Association of Local Authorities The National Association has a key role to play in the Quality Assurance process. For example, the National Association will work with other stakeholders to elaborate the National Training Strategy. The National Association could, furthermore, provide training to local authorities. This system has a number of advantages. For example, local authorities would see the National Association as providing a quality service aimed at improving the performance of staff and elected representatives. This may encourage more local authorities to join the National Association and pay higher fees.

APPROACH TO QUALITY ASSURANCE

Quality Assurance seeks to review, assess and improve the ways in which training institutions design and deliver their products.

The National Association also has a clear idea of local authorities’ training needs as they are in regular contact. They also communicate with the central government and can anticipate future changes in policy and legislation, which is important when planning training. National Associations are in a position to help local authorities learn from each other, e.g. through Best Practice Programmes. They can undertake activities to support the local authorities, for example, commissioning local training providers to run training programmes, marketing training and encouraging a learning culture, disseminating training information, and establishing trainer support programmes. Furthermore, National Associations can identify and introduce innovative training practices from other countries, calling upon international expertise and perhaps organising international exchange visits. While there are many advantages to National Associations providing training services to their member local authorities, they must not monopolise the market. National Associations have a responsibility to foster a wider training environment. They should encourage other training providers to offer their services. To maintain a balance, the National Association could offer a different type of training than other providers do. Based on experience from OECD countries, the National Association’s training programme could, for example, focus on providing seminars on new legislation. In this way the National Association would act as a mediator between the central government and local authorities. Other training organisations could provide training programmes on different topics.

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National Associations should strive to avoid any conflicts of interest that may arise from being both a training provider and a coordinating body for standards (see section 2.1.2 below).

2.1.2 Coordinating Body for Standards A key part of the Quality Assurance process is establishing an over-arching ‘Coordinating Body for Standards’ that will oversee training coordination and Quality Assurance. This coordinating body should represent all the interested parties, with no single interest prevailing. Definition of a standard “Standards define the competencies required for effective performance in the workplace. A competency comprises the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance required.” Adapted from the Quality Group Training Organisation Definition of certification “Certification can be defined as a voluntary process by which a professional association or organisation measures (against an agreed upon set of professional practice standards) and reports on the degree of competence of individual practitioners.” Drawn from The International Board of Standards for Training, Performance and Instruction (IBSTPI) Definition of accreditation “The granting of power or an official authorisation to perform various acts or duties; to provide with credentials; to recognise or vouch for as conforming with a standard; to recognise (an educational institution) as maintaining standards that qualify the graduates for admission to higher or more specialised institutions or for professional practice.” Merriam-Webster English Dictionary The competences of this body may include the definition and accreditation of core training programmes (materials and methodologies) (e.g. a Minimum Training Package for all new staff, a Basic Management Package for potential managers, the Training of Trainers programme), the certification of trainers who have successfully completed the required training, the accreditation of training providers that wish to train trainers or deliver the core training programmes, or the preparation and dissemination to local authorities of model procedures and cri-

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There are a number of forms this body might take, depending on the circumstances in the relevant country. Below we summarise three possible forms; the one chosen will depend greatly on the specific circumstances. a) First, the National Association might establish a National Training Facility that would act as the Coordinating Body for Standards. This could be achieved by establishing an Expert Panel in cooperation with an Association of Professional Trainers to assess and accredit training organisations and programmes, determine the selection and evaluation criteria to be used by local authorities, and commission a training needs assessment on a continuous basis. There are some advantages to this model: it permits a degree of decentralisation and makes sense when all local authorities are members of the National Association. However, where the National Association provides its own training function, there is a clear risk of a conflict of interest between its own training provision and its standard-setting functions. These issues will need to be dealt with in the National Training Strategy.

APPROACH TO QUALITY ASSURANCE

teria for the selection of training providers and trainers and the evaluation of training programmes.

b) Second, where there are several tiers of local government or several local authority associations, a more practical solution may be to form one Coordinating Body for Standards that represents them all. c) The third model can be found in countries with a more centralised civil service system. In such cases, the ‘Civil Service Agency’ usually assumes responsibility for coordinating training and standards. The disadvantage of this method is that it may become too bureaucratic and centralised, with insufficient links to local authorities. However, experience in some countries demonstrates that this may be a workable alternative.

2.1.3 Accreditation Process The body responsible for coordinating standards is primarily responsible for the accreditation process. Accreditation ensures that training providers deliver programmes that are professional, modern, and topical. The accreditation process is very important in assuring local authorities that the training providers and programmes meet recognised standards.

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Accreditation takes the form of a series of steps. These are illustrated below. Registration  Verification of formal requirements (analysis of documents)  Self-assessment study (internal)  Performance assessment (external audit)  Decision made by Coordinating Body for Standards  Certificate issued or re-issued The accreditation process should not become bureaucratic and stifle innovative training. Accreditation of a training organisation or training programme should be comparable to the other accreditations provided, for example, by the Ministry of Education. They should comply with EU standards where they exist.

2.1.4 Association of Professional Trainers Creating an Association of Professional Trainers may be another way to strengthen Quality Assurance in the design and delivery of training. Such an Association could develop standards for trainers and oversee the quality of Training of Trainers programmes. For example, the Coordinating Body for Standards could consult the Association regarding the accreditation of the Training of Trainers programmes. The Association could issue certificates to those who successfully complete the programme.

2.1.5 National Database of Trainers and Training Providers The National Database of Trainers and Training Providers is an important tool to enable local authorities to match their training needs with an appropriate trainer or training provider. The database should include the CVs of qualified or certified trainers as well as hold data on accredited training institutions, in particular listing their expertise and experience. A Coordinating Body for Standards may be best positioned to compile and maintain the database. Alternatively, the Association of Professional Trainers or the National Association may be able to do this.

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A National Library of Training Resources would be another useful tool for individuals, training providers and local authorities. The library should contain the best materials from training providers so that they can be made available to others, with appropriate credit given. In this way, it would be possible to avoid some of the duplication and wasted investment that occurs when good materials are not shared. The library could be established in the National Association. When training providers are developing a programme, they should be able to use the library for research. The library should contain both hard-copies and electronic publications, as many local authorities have limited access to the Internet. A training newsletter could also be created to keep people informed about the latest training opportunities and news.

2.2

APPROACH TO QUALITY ASSURANCE

2.1.6 National Library of Training Resources

Local authority level

Local authorities play a key role in a demand-driven training environment, as they should select the necessary training programmes and training providers. It is important that the selection should be appropriate.

2.2.1 Training Needs Analysis Conducting a Training Needs Analysis will help training providers respond to local authorities’ own priorities and needs in such areas as improving performance and meeting the requirements of new legislation. Local authorities usually have different levels of training needs. The first level is institutional, linked to their operational procedures and the delivery of public services. An example of such an institutional-level training need could be, for example, the development and implementation of strategic planning or new financial management systems. In order to translate strategic priorities into actions, a functional analysis may be carried out to identify these institutional, as well as any individual, capacity gaps. At the second level are the training needs of staff, typically identified through performance appraisals. These usually involve the development of individual competencies required to carry out functions and perform tasks more effectively. At the third level, training will be required on wider external issues, such as changes in the legal and political environment or in the Fiscal Code, or to support the process of decentralisation. Local authorities must participate in national training programmes, which may be obligatory for specific target groups, such as new staff or HR managers. The HR unit needs to consider these three levels and develop a corporate Annual Training Programme. To ensure that training design and delivery is appropriate, lo-

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cal authorities should work with training providers in conducting a Training Needs Analysis and selecting training materials and methodologies.

2.3

Institutional level

At the Institutional level, Quality Assurance for the design and delivery of training focuses on more practical issues.

2.3.1 Requirements and procedures for the development and implementation of the training programmes The training institutions should have well-developed procedures for the selection of trainers and the development of training curricula, training modules and materials. When developing training curricula, the training institutions should pay particular attention to the choice of materials and methodologies. The curriculum and the training methods should help trainees achieve the competence level needed for good job performance. The materials must be up-to-date and, where core programmes are being delivered, certified as appropriate. The methodology should reflect both the subject matter and trainees’ needs; it should be as interactive as possible, as interaction fosters learning. The development of the training programme should consist of the following main elements:  Identification of the training need/problem area (based on the National Training Strategy, changes in the legal/policy framework, and discussions with local authority officials and management);  Training needs assessment in a given area (definition of the target group, use of the focus-group method, interviews with different stakeholders);  Selection of trainers (appropriate mix of practitioners and professional trainers/consultants);  Training of trainers and the development of the training curricula (based on the standardised requirements);  Development of training materials and handouts;  Design of the programme implementation plan (logistics: location, accommodation for participants, schedules, travel arrangements);  Accreditation of the training programme (in cases where accreditation is required);  Design of the public relations strategy to advertise the training programme;  Implementation of the training programme;  Evaluation of training impact.

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2.3.2 Standard training evaluation systems Another important element at the institutional level of Quality Assurance is to incorporate an evaluation process that is transparent and robust. It should encompass (i) an evaluation immediately after the training programme and (ii) an assessment of the training impact after some period of time in order to assess progress and development. Based on the feedback received from these evaluations, training providers can improve training curricula and methods.

APPROACH TO QUALITY ASSURANCE

There may be better ways to conduct a particular training programme than holding a traditional training course. Some staff may prefer distance learning. Or, if the training is aimed at improving the delivery of a particular service, e.g. Local Economic Development, it may be better for staff to visit another local authority known for its best practices in that service.

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3. QUALITY ASSURANCE:

EFFECTIVENESS OF TRAINING

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There are two distinct, but interlinked, elements to an assessment of effectiveness. The first is an evaluation of training effectiveness, which take a relatively immediate, short-term focus. The second element involves evaluating the longer-term impact of the training, mainly on people’s behaviour, as well as on the local authorities environment and systems. Effectiveness and impact evaluations are usually carried out by different stakeholders in the training market (national government, National Association, local authorities, training providers). These evaluations will have different scopes, target groups and purposes. In some cases the evaluation may focus on the effectiveness of one training programme; in others it may focus on changes in the whole system.

APPROACH TO QUALITY ASSURANCE

Quality Assurance also focuses on the outcomes of training in terms of the competences subsequently demonstrated by the trainees, i.e. has the training been effective?

Methodologies will also differ. Traditional post-training assessment using feedback questionnaires and discussions immediately after the seminar may be appropriate for shorter training programmes, whereas obligatory and long-term programmes may require an exam or test or comprehensive impact assessment tools. The interplay of different institutions and methodologies in evaluating training effectiveness is extremely important and offers the possibility to achieve the best possible results and improve training quality.

3.1

National framework

3.1.1 National Training Impact Assessment It is very important that the National Association – in cooperation with relevant ministries, local authorities, professional associations and other stakeholders – develops or adopts an appropriate National Training Impact Assessment methodology and carries out broad training impact assessments. These assessments should evaluate progress in the development of training and assess the effectiveness of the training system and the public investment in training. Such assessments may be carried out over a longer period of time, for example every three years. The Coordinating Body for Standards, if established, would be very well positioned to conduct training impact assessments targeting selected beneficiaries, institutions and training programmes. It might even conduct a comprehensive performance review of the local authority system. Also, the Coordinating Body should be responsible for the evaluation of those training programmes which usually have an obligatory evaluation procedure at the end of the process, such as an exam, test or written exercise. Different methodologies can be applied to carry out this National Training Impact Assessment. One way would be to use the annual reports of the National Association

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and the Coordinating Body for Standards. Performance management systems and audit inspection reports, for example, should also employ evidence to demonstrate better performance.

3.1.2 Update of the Training Needs Analysis and the National Training Strategy The Training Needs Analysis and the National Training Strategy should be updated every two to three years by the National Association in cooperation with local authorities, training organisations and other stakeholders. The results of the National Training Impact Assessment mentioned above could form the basis of this update. The update is required to ensure the proper focus of training, as the system must respond flexibly to the new demands that arise, e.g. when new legal requirements are put on local authorities.

3.2

Local authority level

3.2.1 Training Impact Assessment It is important that local authorities pay attention to the quality of training received by their staff. The HR unit may conduct Training Impact Assessments to see the changes brought about by the training. Alternatively, the assessment may be of a more informal nature, for example discussions and interviews between the training manager, the trainee and the supervisor to get hands-on knowledge of the effect of the training. The HR unit of the local authority should consider how to best provide post-training follow-up to the trainees to help them put their training into practice. It might commission an in-house or external trainer to meet with each trainee some three or six months after the training to provide further support if necessary and to reinforce the original learning. A Performance Appraisal system, if applied, will also help to assess the quality and impact of training and identify future training needs. The Performance Appraisal process should encompass an initial meeting between each staff member and the relevant manager to agree on what should be achieved (i.e. objectives) during the year. The staff member needs to understand the manager’s expectations and the performance assessment procedures. This initial meeting should be followed by a mid-year discussion between the staff member and manager about the staff member’s progress in meeting the objectives, any obstacles and possible solutions, and any additional or changed objectives and tasks. The performance appraisal process should culminate in an end-year meeting to assess the staff member’s achievements and challenges. At this meeting, additional

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The performance appraisal is an opportunity for a confidential two-way dialogue between each staff member and the relevant manager, and for any training needs to be identified and any training to be assessed.

3.3

Institutional level

3.3.1 Training Programme Evaluation Training providers usually carry out Training Programme Evaluations immediately after the training programme is carried out in order to assess the general satisfaction of trainees with the training, to get feedback on the relevance of training methods and materials, the quality of facilities and the performance of the trainer. This usually takes the form of filling in questionnaires or holding post-training discussions with trainees. This allows training providers to revise or improve the training curricula and training delivery techniques; it may also lead to changing the trainer.

APPROACH TO QUALITY ASSURANCE

training can be set out in a Personal Training Plan and the staff member can discuss management and other issues.

The training institution may also conduct a more formal Training Impact Assessment after some time or request feedback from the supervisors of the trainees who took part in the training programme. However, this happens only infrequently as market training institutions are profit-oriented and broad impact assessments are very costly and time-consuming.

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4. QUALITY ASSURANCE:

CHALLENGES AND SOLUTIONS

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Challenge 1. Difficulty in identifying the key elements The quality of training depends on a number of factors, including the training needs assessment, curricula, materials, trainers, facilities, participants, possibilities for putting the training into practice and the internal culture of the local authority. Given the large number of variables, it is often difficult to assess whether or not the training has an impact on the competences and performance of participants. Where impact is small or non-existent, it is difficult to determine whether this resulted from an ineffective training programme, a poor organisational culture or a lack of motivation.

APPROACH TO QUALITY ASSURANCE

Developing a reliable system of Quality Assurance for local government training is not easy. It will not happen with one initiative. There is no single technique that guarantees success and often the best results have been obtained when several Quality Assurance approaches have been combined.

Better Quality Assurance can be achieved by using a combined approach, for instance focusing on standards in curriculum development in parallel with assessing the training itself. The standards could be established by the Coordinating Body for Standards in cooperation with professional associations and (if one exists) with the Association of Professional Trainers.

Challenge 2. Developing the right training programme A better quality training programme could be assured by determining the procedures for curriculum development as well as for ensuring that the programme corresponds with the needs of beneficiaries. There are many methodologies for the development of new training programmes. The best results have been obtained when new training programmes have been designed within a working group comprising members with expertise both in designing training programmes and in the technical field. The working group should also include those institutions that want the training. The working group may also consult with relevant outside experts. It is always advisable to test the training curriculum and materials in a pilot programme followed by a thorough evaluation to assure its effectiveness.

Challenge 3. Accreditation and certification systems There are a number of challenges relating to accreditation and certification systems. Accrediting single elements of training provision does not assure the quality of training as a whole. For example, the accreditation of trainers does not assure the quality of the training programme. One suggestion for dealing with this problem would be for the Coordinating Body for Standards to use a combined approach by establishing Quality Assurance mechanisms both for training institutions and training programmes with a strong emphasis on the evaluation of training outcomes and impact.

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APPROACH TO QUALITY ASSURANCE

Accreditation should be part of the combined approach, i.e. accreditation of institutions and accreditation of training programmes.2 Accreditation will take into account the relevance of proposed training requirements for specific qualifications and the performance needs of local authority officials. The balance struck between institutions and programmes depends to a great extent on the local government training system in the particular country. There is a risk that a narrow focus on formal accreditation will neglect the fact that local authority officials develop their competences and performance through a multiplicity of training providers, programmes and experiences. This makes it difficult to set universal standards. This diversity could be managed to a certain extent by centralising responsibility for the accreditation process in the Coordinating Body for Standards. Procedures and rules would therefore be clearly defined and communicated to all interested parties. There is a further risk that accreditation may not be appropriate for all training and an excessive accreditation requirement may make the Quality Assurance process too formal, inflexible and bureaucratic. Accreditation is usually obligatory for certain training programmes, for example for compulsory training, or for those over a certain number of hours, or those that conclude with exams and confer certificates and awards and for, wide-scale programmes or priority programmes intended to support the implementation of reforms, new policies and procedures. However, the accreditation process is often time consuming. It is therefore difficult to accredit short training programmes that do not offer qualification certificates, even though such programmes may provide valuable training. This is also true for informal and on-the-job training. This issue demonstrates the importance of using other Quality Assurance tools for those training programmes that are not subject to accreditation. Evaluation is definitely one tool to use but there are other, less formal tools, such as organising periodic information exchanges between the local authorities and the training providers, publishing training evaluation reports and introducing quality awards for training.

Challenge 4. Ensuring independence of the Coordinating Body for Standards The aim of the accreditation process is to ensure that recognised and equal standards are uniformly applied. This should reassure local authorities that a training organisation and programme will be of a recognised standard. 2

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Examples of requirements for accreditation of training institutions and programmes and the certification of trainers are in Annex 2.

In such cases, one needs to ensure that potential conflicts are brought to public attention and can be appropriately scrutinised. Second, one should set out in the National Training Strategy how these relationships and linkages should be structured to avoid conflicts of interest. For example, the training services provided by the National Association could be structured as an ‘arms-length’ agency of the National Association.

Challenge 5. Evaluation can only contribute to quality training if it is complete and comprehensive

APPROACH TO QUALITY ASSURANCE

However, where institutions for coordination and Quality Assurance are connected to National Associations that also provide training services, conflicts of interest can arise between the National Associations’ ‘watchdog’ and ‘provider’ roles. These conflicts could threaten to undermine the accreditation process, significantly weakening any Quality Assurance process.

Evaluation is one of the most used tools to guarantee the quality of training. However, the evaluation method chosen is important in determining the effectiveness of the evaluation. Frequently evaluation relies heavily, and sometimes entirely, on the use of ‘happy sheets’ to identify the satisfaction of participants with the content of training, trainers, training materials and facilities. However, this type of evaluation provides little information on the effectiveness of the training. A complete and comprehensive evaluation of training programmes should include four levels: a) Reaction: to evaluate the satisfaction of participants. b) Learning: to evaluate the extent to which training improves people’s knowledge and/or increase their skills. c) Behaviour and attitudes: to evaluate the extent to which training fosters change in behaviour and attitudes. d) Results: to evaluate the extent to which the trainee succeeds in putting the training into practice. It is possible to set standards for each level and assess the satisfaction (first level) as well as the impact of the training (second, third and fourth levels), for example by comparing the findings of the evaluation with established standards.

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APPROACH TO QUALITY ASSURANCE

Evaluation questions for Level 1: 1. To what extent does the training content meet the training objectives? 2. Is the trainer well qualified to deliver the training? 3. Does the trainer use the most effective methods for maintaining interest and for imparting the desired attitudes, knowledge and skills? 4. To what extent is the training interactive? 5. Are the training facilities satisfactory? 6. Is the training schedule appropriate for the trainees? 7. Are the training aids effective in improving communication and maintaining interest? 8. Has the coordination of the training programme been satisfactory? 9. What can be done to improve the training programme? There are several tools for evaluation. For evaluating changes in local authority officials’ learning, behaviour and attitudes as well as in the effectiveness of officials’work, a combination of the following tools could be used: a) b) c) d) e) f) g)

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Feedback sheets; Tests, exams; Interviews with participants, supervisors, HR staff; Analysis through public opinion surveys, service quality or customer satisfaction; Performance appraisal interviews; Control groups; Performance audit.

With the help of Cezary Trutkowski, Jacek Krolikowski, Ulla Purga, Jana Voldanova and Luba Vavrova. Assisted by Dejana Popic, Jacqueline Ingram, Nathalie Schell and Aurelie Haug.

APPROACH TO QUALITY ASSURANCE

Prepared by Jurgita Siugzdiniene (UNDP) and John Jackson (CoE).

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ANNEX 1:

Quality Assurance in Training: Framework of key elements

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NATIONAL FRAMEWORK

Factors influencing the training environment ENVIRONMENT

Factors influencing training providers, trainers, materials and methodology EXPERTISE

Factors influencing training effectiveness OUTCOMES

SECTION 1.1

SECTION 2.1

SECTION 3.1

 Legal and policy framework for local government training  National Training Strategy for local government  Training market  Role of national and international organisations

 National Association of Local Authori-  Training Impact Assessment ties  Update of Training Needs  Coordinating Body for Standards Analysis and National Training  Accreditation and certification process Strategy  Association of Professional Trainers  National Database of Trainers  National Library of Training Resources

LOCAL AUSECTION 1.2 SECTION 2.2 THORITY LEVEL  Commitment of the local authority  Training Needs Analysis

SECTION 3.2

INSTITUTIONAL LEVEL

SECTION 3.3

leadership  The Human Resources function

SECTION 2.3

APPROACH TO QUALITY ASSURANCE

This framework highlights the key elements for establishing a Quality Assurance system in local government training and can be used as the basis for drawing up an Action Plan.

 Training Programme Impact Assessment

 Standard Selection Criteria (trainers /  Training Programme providers) Evaluation

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APPROACH TO QUALITY ASSURANCE

1

FACTORS AFFECTING THE TRAINING ENVIRONMENT

The checklist is provided below to allow national stakeholders to assess the current status of Quality Assurance in local government training in their respective countries. Based on this information they should be able to draw up an action plan aiming to introduce/improve Quality Assurance mechanisms for local government training.

1.1

National framework

1.1.1 Legal and policy framework for local government training Description: The commitment of the government to encourage professional training is supported by the legal and policy frameworks. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

 The duty and right of local civil servants or employees to improve their qualifications are defined in the legal framework.  Raising qualifications is linked with career development of local civil servants or employees.  A performance management system is applied in local authorities.  A % of funding (% of salary fund, amount of national budget) is allocated for the training of local civil servants or employees.

1.1.2 National Training Strategy for local government Description: The National Training Strategy lays out a model training system at the local level by setting common quality requirements for training, clarifying the roles of different players and building of consensus over the training model and over financing mechanisms.

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STATUS Complete

 Key stakeholders (relevant ministries and agencies, local authorities, training institutions, others) participate in the development and implementation of the National Training Strategy.  The National Training Strategy is based on a comprehensive Training Needs Analysis.

Absent

Additional work needed

N/A

APPROACH TO QUALITY ASSURANCE

KEY ELEMENTS

 The Training Needs Analysis report is compiled every year as a combination of analyses of local authorities’ organisational training needs and from the needs arising from national strategic priorities and local government reform objectives.  Clear objectives for training are set and annual training priorities identified at the national level.  The development of the National Training Strategy is led by the National Association.  The National Training Strategy is approved by the Council/Board of the National Association and relevant ministries, e.g. Ministry of Local Government and the Civil Service Agency.  The National Training Strategy has a realistic Action Plan for which there are clear responsibilities and resources.

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APPROACH TO QUALITY ASSURANCE

1.1.3 The training market Description: A market of training providers is functioning effectively in the country and support is provided to develop it further. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

 The legal and policy (National Training Strategy) framework precludes monopoly situations and encourages healthy competition.  The National Association actively supports the strengthening of training providers.  The accreditation and certification processes do not crowd out the market or stifle innovation and healthy competition.

1.1.4 Role of national and international organisations Description: National and international organisations work within the framework of the National Training Strategy. KEY ELEMENTS

STATUS Complete

 Donors and national/international organisations support the development of the National Training Strategy.  Donors and national/international organisations direct their resources towards the implementation of priority training needs.

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Absent

Additional work needed

N/A

Local authority level

1.2.1 Commitment of the local authority leadership Description: The local authority leadership promotes a learning culture, reflected by staff responding to training opportunities as a way of improving their own performance as well as enhancing their career prospects. KEY ELEMENTS

STATUS Complete

 There is serious commitment from the leadership to improve the local authority performance.

Absent

Additional work needed

N/A

APPROACH TO QUALITY ASSURANCE

1.2

 The % of funding allocated for training is spent for this purpose, and is based on transparent procedures.  The Human Resources function is established as a professional unit with a designated training focus.  All local authority officials have the same opportunities to receive appropriate training.  A clear link is seen between training, and improved performance and career prospects.

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APPROACH TO QUALITY ASSURANCE

1.2.2 The Human Resources function Description: The Human Resource function, encompassing responsibility for training, is functioning effectively in local authorities. A Training Focal Point or Training Service exercises a coordinating function for training and is responsible for the development of yearly action plans for training. KEY ELEMENTS Complete  The HR function encompasses training and performance management policies.  A Training Focal Point/or Training Service is established within the HR department/unit with responsibility for training issues.  Job descriptions are explicit and contain information on the competences needed for the particular position.  The training action plan is developed based on performance appraisal results and on internal institutional and individual / capacity needs assessment processes.

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STATUS Absent

Additional work needed

N/A

FACTORS INFLUENCING TRAINING PROVIDERS, TRAINERS, MATERIALS AND METHODOLOGY

2.1

National framework

2.1.1 National Association of Local Authorities Description: The National Association facilitates the development of the National Training Strategy and coordinates and oversees its implementation. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

APPROACH TO QUALITY ASSURANCE

2

N/A

 The National Association oversees the development and implementation of the National Training Strategy.  The National Association supervises the implementation of the National Training Strategy and updates it regularly.  The training provider of the National Association doesn’t have an unfair advantage vis-à-vis other training institutions and competes in the market.

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APPROACH TO QUALITY ASSURANCE

2.1.2 Coordinating Body for Standards Description: An independent Coordinating Body for Standards is established to ensure the quality of training through accreditation of training providers and programmes and certification of trainers. It prepares and disseminates model procedures and criteria for the selection of training providers and trainers and for evaluating training programmes. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

 A body is responsible for Quality Assurance and represents all the interested parties, with no one interest prevailing.  An expert panel is established to provide substantive support.  A Quality Assurance system is defined in the National Training Strategy.  Where the National Association provides its own training service and a Quality Assurance body is established within the structure of the Association, conflicts of interest are avoided by clearly defined roles and procedures.

2.1.3 Accreditation and certification process Description: The accreditation of training providers and programmes and the certification of trainers ensures that providers deliver training programmes in accordance with professional standards and that training programmes respond to needs and use modern methods. This process is overseen by the Coordinating Body for Standards, or by another institution.

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STATUS Complete

Absent

Additional work needed

N/A

 Procedures for accreditation and certification are straightforward, transparent and efficient.  Accreditation does not stifle innovation or increase barriers to entry for new training providers.  Training providers are required to renew their accreditation regularly.

APPROACH TO QUALITY ASSURANCE

KEY ELEMENTS

2.1.4 Association of Professional Trainers Description: An Association of Professional Trainers exists to improve standards. It may also take over responsibility for establishing the standards guiding the training of trainers. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

 The Association of Professional Trainers is efficient and actively supports trainers in their personal development; its creation was driven by demand.  Trainers find value in belonging to the Association.  The Association focuses on the goal of professional development of trainers.  The Association maintains high standards.  The Association cooperates with training institutions.

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APPROACH TO QUALITY ASSURANCE

2.1.5 National Database of Trainers Description: A National Database of Trainers containing personal details, expertise, experience and past evaluations of certified trainers would be a useful tool for local authorities and training providers in order to match their needs to an appropriate trainer. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

 The responsibility for managing the database and procedures for its use are clear.  The database is kept up-to-date and is accessible through the website.

2.1.6 National Library of Training Resources Description: An up-to-date library of training curricula, methods and materials is a useful tool for individuals and training providers. KEY ELEMENTS

STATUS Complete

 The Library is kept up-to-date through research and development.  The Library is accessible to all stakeholders.

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Absent

Additional work needed

N/A

Local authority level

2.2.1 The Training/Capacity Needs Analysis by local authorities Description: Local authorities are able to assess their capacity-building needs and to articulate them to the training market. KEY ELEMENTS

STATUS Complete

 The HR unit/training Focal Point or Training Service has the commitment and expertise to carry out a Training Needs Analysis and develop a training plan for the local authority.

Absent

Additional work needed

N/A

APPROACH TO QUALITY ASSURANCE

2.2

 Different methodologies are applied to assess training/capacity development needs, such as the performance appraisal process, functional analysis, training needs analysis etc.  The implementation of the training plan is coordinated by the HR unit.

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APPROACH TO QUALITY ASSURANCE

2.3

Institutional level

2.3.1 Standard Selection Criteria (trainers / providers) Description: Training institutions have solid procedures and requirements for the selection of trainers and the development of training curricula. KEY ELEMENTS Complete  There are clear selection procedures and criteria for trainers and training providers.  There are clear evaluation procedures that inform future selection of trainers and training providers.

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STATUS Absent

Additional work needed

N/A

FACTORS INFLUENCING TRAINING EFFECTIVENESS

3.1

National framework

3.1.1 National Performance Analysis / Training impact assessments Description: Training effectiveness is assessed by conducting a national performance analysis or a training impact assessment. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

APPROACH TO QUALITY ASSURANCE

3

 The National Association is overseeing the development and implementation of the methodology for national training impact assessment/national performance analysis.  A team of independent experts carries out training impact assessments/or national performance analysis.  Training impact assessments are carried out regularly and the assessment results are available for all stakeholders.  Local authorities are involved in establishing performance indicators and standards.  Local authorities are willing to participate in national training impact assessment / national performance analysis processes and are committed to introduce changes.

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APPROACH TO QUALITY ASSURANCE

3.1.2 Update of Training Needs Analysis and National Training Strategy Description: The Training Needs Analysis and National Training Strategy are regularly updated to reflect changes in the training needs. KEY ELEMENTS Complete  The National Association is responsible for conducting a continuous Training Needs Analysis and updating the National Training Strategy.  All relevant stakeholders are involved in the training needs identification process.  An action plan for the National Training Strategy is updated every year.

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STATUS Absent

Additional work needed

N/A

Local authority level

3.2.1 Training Programme Impact Assessment Description: Local authorities focus on the quality of training received by their employees through discussions and interviews led by the HR unit, post-training follow-up activities and a performance appraisal system. KEY ELEMENTS

STATUS Complete

Absent

Additional work needed

N/A

APPROACH TO QUALITY ASSURANCE

3.2

 Local authorities assess the effectiveness of the training received by their employees.  There is an HR/training manager responsible for the assessment of training effectiveness.  There is an effective performance appraisal system in place.  There is an effective post-training follow-up system to help put acquired knowledge and skills into practice.

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APPROACH TO QUALITY ASSURANCE

3.3

Institutional level

3.3.1 Training Programme Evaluation Description: Training providers carry out immediate post-training evaluations to assess satisfaction, and conduct longer-term Training Impact Assessments when possible. KEY ELEMENTS Complete  Training institutions assess trainees’ satisfaction with the training programme.  Trainees respond with constructive feedback.  Trainees’ comments are fed into the redesign of training programmes.  There is an effective post-training follow-up system to help put acquired knowledge and skills into practice.

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STATUS Absent

Additional work needed

N/A

ANNEX 2:

Examples of Standards

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An example of standards for a training organisation (based on the Australian Na-

tional Qualification Framework standards):

 The training organisation has systems in place to plan for and provide quality training and assessment across all of its operations.  The training organisation ensures that compliance with state legislation and regulatory requirements relevant to its operations is integrated into its policies and procedures, and that compliance is maintained.  The training organisation has effective financial management procedures in place.  The training organisation has effective administrative and records management procedures in place.

APPROACH TO QUALITY ASSURANCE

A. Standards for a training organisation

 The training organisation recognises the accreditation and certification system and the statements of achievement issued by any other training organisation.  The training organisation applies access and equity principles; it provides timely and appropriate information, advice and support services that assist clients to identify and achieve their desired outcomes.  Each member of the training organisation’s staff who is involved in training, assessment or client service is competent in the functions he or she performs.  The training organisation delivers outcomes specified in accredited training programmes and issues qualifications and statements of achievement that meet the requirements of the qualification system.  The training organisation identifies, negotiates, plans and implements appropriate learning and assessment strategies to meet the needs of each of its clients.  The training organisation’s assessments meet the requirements of the standard evaluation system.  The training organisation’s marketing and advertising of training and assessment products and services is ethical.

B. Requirements for applying for the accreditation of training programmes The requirements should be clear and made available to all interested parties. The requirements should determine: 1. the information that should be provided by the applicant, 2. the rules and procedures of application, 3. deadlines for application.

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APPROACH TO QUALITY ASSURANCE

The information required usually includes:  the name of the institution delivering the training and proof of its eligibility (training licenses, certifications, etc. – based on legal and non-legal requirements in the country),  the name of the training programme,  the curriculum of the training programme,  the form and methodology of training,  training materials,  a list of trainers and proof of their qualifications,  the target group of trainees. The information could also include:  the budget or an assessment of costs of the training programme for the trainee,  the results of the evaluation of any pilot programme,  an example of the evaluation sheet,  an example of the certificate issued to trainees after they complete the training,  a description of the ways in which the trainees’ acquired knowledge and skills will be tested.

C. Standards for trainers The Association of Professional Trainers might adopt a set of standards for trainers as follows:  Focus on results and help clients focus on results.  Look at situations systemically, taking into consideration the larger context including competing pressures, resource constraints, and anticipated change.  Add value through your work; in particular how you do your work.  Utilise partnerships or collaborate with clients and other experts as required.  Assess the need or opportunity for training systematically.  Analyse the work and workplace systematically to identify the factors that limit performance.

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 Develop some or all of the solution and its elements systematically.  Implement the solution systematically.  Evaluate the process and results systematically. Drawn from: International Society for Performance Improvement

APPROACH TO QUALITY ASSURANCE

 Design the solution (or the specification of the requirements of the solution) systematically.

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ANNEX 3:

Introducing Quality Assurance into local government training

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PROGRAMME 1 Developing the Training Environment • Research into local authorities’ training capacity  National Association programme to strengthen local authorities’ Human Resource function and Training Service • Assessment of the:

APPROACH TO QUALITY ASSURANCE

Quality Assurance can be introduced into local government training through the development of four separate, but linked programmes. They should be the responsibility of the National Association / Coordinating Body for Standards and should be introduced in cooperation with the Association of Professional Trainers (if one exists), and with the support of the local government Ministry or related Ministries.

- national legal and policy framework - national institutional framework 

Action Plan to strengthen the national framework

Outcome:  attractive career structure for local authority officials  training resources available  Coordinating Body for Standards established  National Training Strategy adopted  local training capacity established

PROGRAMME 2 Building local authorities’ training capacity • Training management programmes for local government Training Managers on: - Training Needs Analysis approach - selection and evaluation processes - post-training support options - internal knowledge-sharing (library of materials, coaching and mentoring programmes, pool of training assistants) - Training Institution management or NGO management • Training of Trainers programmes for local government trainers and training assistants • National programme to introduce Performance Appraisal Outcome:  training expertise established within local authorities  performance appraisal adopted by local authorities

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APPROACH TO QUALITY ASSURANCE

PROGRAMME 3 Building the national Quality Assurance framework • prepare and disseminate: - standard selection criteria (trainers and training providers) - standard programme evaluation criteria - standard assessment criteria for training effectiveness • develop or commission: - national library of training resources - research and development capacity to identify and introduce / update curricula and methodology - national Training of Trainers programme based on international standards - national database of trainers • establish Standards Panel with agreed Terms of Reference and identify national pool of experts and assessors • publish accreditation and certification procedures Outcome:  local authorities use standard criteria for selection and evaluation  Standards Panel in operation  trainers, training providers and core training material subject to certification and accreditation procedures

PROGRAMME 4 Developing the training profession • Establish an Association of Professional Trainers • Determining the requirements for contemporary professional skills and their levels; developing occupational standards for training professions • Develop Training of Trainers programmes in training methodology and priority training fields Outcome:  Association of Professional Trainers established with growing responsibility and capacity for setting training and performance standards for trainers only if demand driven  Professional capacities of trainers increased

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ANNEX 4:

Delivering Quality Assurance: Summary Flowchart

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TRAINING ENVIRONMENT Local authority level HR Function  Training Focal Point or

TRAINING EXPERTISE

TRAINING EFFECTIVENESS

Local authority level

Local authority level

 Training Needs Analysis 

Training Impact assessment  Post-training follow-up  Performance appraisal

 Training service Training Institutional level Standard selection criteria for trainers / providers   Choice of materials and methods

Institutional level



APPROACH TO QUALITY ASSURANCE

Delivering Quality Assurance: local authority / institutional level

Training programme evaluation

 Standard training evaluation system

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APPROACH TO QUALITY ASSURANCE

Delivering Quality Assurance: national framework TRAINING ENVIRONMENT

TRAINING EXPERTISE

Legal and policy framework for local government training

National Association of Local Authorities

• Career structure for civil  servants or employees • Funding for professional development

• As training provider

TRAINING EFFECTIVENESS



• As provider of alternative training

National Training Impact Assessment

Coordinating Body for Standards, for example:

National Training Strategy for local government

• As National Training facility

• Strategic objectives and priorities

Update of Training Needs Analysis

• As representative of numerous local authority associations

• Based on Training Needs Analysis

• As civil service agency Training market • Competitive market Support of national and international organisations



Accreditation process Association of Professional Trainers National database of trainers and training providers National library of training resources

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

Update of National Training Strategy

12-13 September 2005, Room 2 (Palais de l’Europe) CoE Directorate of Cooperation for Local and Regional Democracy INTRODUCING QUALITY ASSURANCE INTO LOCAL GOVERNMENT TRAINING: DEVELOPING A COUNCIL OF EUROPE / UNDP APPROACH

LIST OF PARTICIPANTS Jacek Krolikowski, Consultant, Poland

APPROACH TO QUALITY ASSURANCE

EXPERTS’ WORKSHOP, COUNCIL OF EUROPE, STRASBOURG

Cezary Trutkowski, Consultant; University of Warsaw, Poland Luba Vavrova, Executive Director, Project Manager - Local Government Development Center, Slovak Republic Jana Voldanova, Project and Communication Manager, FALA (The Fund for the Assistance to the Local Administration), Czech Republic Lilia Tverdun, Training and Development Specialist, Local Government Reform Project, USAID, Moldova Svetlana Arionescu, Director, Centre for Social Enterprise and Research, Moldova Giorgi Meskidze, Civitas International, Georgia Jurgita Siugzdiniene, Local Government Specialist, Bratislava Regional Centre, UNDP Ulla Purga, Consultant, Estonia Tomislav Novovic, UNDP, Serbia Nicola Lee, UNDP, Serbia Marko Moračić, Standing Conference of Towns and Municipalities, Serbia Vesna Bisheva, UNDP, FYR Macedonia Gordana Milosevic, National Training Facility, FYR Macedonia Trilateral Committee, FYR Macedonia: Plamen Georgievski, State Secretary, Ministry of Local Self Government Metodija Dimovski, Secretary General, Agency for Civil Servants Nevzat Bejta, Vice-President of ZELS (Association of Local Self Governments) and Mayor of Gostivar Council of Europe, Strasbourg: Silvia Ivanova, Roman Huna, John Jackson

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APPROACH TO QUALITY ASSURANCE Notes:

APPROACH TO QUALITY ASSURANCE

Notes:

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