Diagnostic motor vehicle inspection demonstration projects, program engineering support. Volume 4 - appendix C: survey and evaluation of inspector training programs. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Preliminary training for drug evaluation and classification. The PRE-School student manual.

National Highway Traffic Safety Administration, Washington, D.C.

Guidelines for organization and operation of vocational evaluation units : a training guide /

Cover title: Guidelines for organizing vocational evaluation units.

Studies of human relations in the teaching-learning process. v. final report: Evaluation of laboratory human relations training for classroom teachers,

"The research reported ... was performed pursuant to Contract no. 8143 with the cooperative research Branch, United States Office of Education, Department of Health, Education, and Welfare."

Driver improvement training and evaluation: initial development. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

An evaluation of the training program: "The Alzheimer's disease afflicted: understanding the disease and the resident" /

On cover: New horizons in long term care.

An evaluation of the trainer-tester and punchboard tutor as electronics trouble-shooting training aids,

Mode of access: Internet.

Short-term evaluation and research issues for the Job Training Partnership Act of 1982 : impact of different forms of private sector participation on client characteristics and program outcomes : final report /

"December, 1983."

A decision theoretic approach to the evaluation of training programs /

Presented at the Conference on Evaluating Manpower Training Programs, May 6-7, 1976 sponsored by Industrial Relations Section, Princeton University and Office of the Assistant Secretary for Policy, Evaluation and Research, Dept. of Labor.

An evaluation of the training provided in correctional institutions under the Manpower development and training act, section 251; final report.

Report MEL 71-09a-c.

Evaluation report of the training course on disaster assessment methodology

The Economic Commission for Latin America and the Caribbean (ECLAC) has been a pioneer in the field of disaster assessment and in the development and dissemination of the Disaster Assessment Methodology. The organization’s history in assessing disasters started in 1972 with the earthquake that struck Managua, Nicaragua. Since then, ECLAC has led more than 90 assessments of the social, environmental and economic effects and impacts of disasters in 28 countries in the region. The Sustainable Development and Disaster Unit provides expert assistance in disaster assessment and disaster risk reduction to Caribbean states and to all countries across Latin America. Considering that assessing the effects and impacts of disasters is critical to the Latin American and Caribbean countries, the Unit has started a new cycle of training courses. The training is designed for policymakers and professionals involved directly with disaster risk management and risk reduction. Additionally, and since the methodology is comprehensive in approach, it is also designed for sector specialists, providing a multisectoral overview of the situation after a disaster, as well as an economic estimate of the damages, losses and additional costs. In an attempt to strengthen disaster risk reduction through its financial instruments, the National Bank for Economic and Social Development (BNDES for its acronym in Portuguese) of Brazil requested that ECLAC undertake a four-day training programme on the Disaster Assessment Methodology.

An evaluation of pharmacy education and pre-registration training

This thesis covers two major aspects of pharmacy education; undergraduate education and pre-registration training. A cohort of pharmacy graduates were surveyed over a period of four years, on issues related to undergraduate education, pre-registration training and continuing education. These graduates were the first-ever to sit the pre-registration examination. In addition, the opinions of pre-registration tutors were obtained on pre-registration training, during the year that competence-based assessment was introduced. It was concluded that although the undergraduate course provided a broad base of knowledge suitable for graduates in all branches of pharmacy, several issues were identified which would require attention in future developments of the course. These were: 1. the strong support for the expansion of clinical, social and practice-based teaching. 2. the strong support to retain the scientific content to the same extent as in the three-year course. 3. a greater use of problem-based learning methods. The graduates supported the provision of a pre-registration continuing education course to help prepare for the examination and in areas inadequately covered in the undergraduate course. There was also support for the introduction of some form of split branch training. There was no strong evidence to suggest that the training had been an application of undergraduate education. In general, competence-based training was well regarded by tutors as an appropriate and effective method of skill assessment. However, community tutors felt it was difficult to carry out effectively due to day-to-day time constraints. The assistant tutors in hospital pharmacy were found to have a very important role in provision of training, and should be adequately trained and supported. The study recommends the introduction of uniform training and a quality assurance mechanism for all tutors and assistants undertaking this role.