By Geoff Scott

A advisor to dealing with swap around the schooling and coaching zone.

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Sample text

It is during implementation, therefore, that the tactics of continuous quality improvement (CQI) come into play. 1 The education programming swamp The physical conditions for learning The nature of the students The available learning resources and tools An effective learning program MANAGING CHANGE IN LEARNING PROGRAMS implementation has been completed, the practitioners involved should reflect on the experience, seeking to identify what they would or would not do again when a similar group of learners and conditions are encountered.

For example: With prospective students the focus would be on finding out more about their background, abilities, needs, experience, and their current problems, knowledge, skills and feelings. With previous students the focus might be on how they handled the course, what tactics worked best and what ones were a waste of time. Tips for subsequent groups of learners could also be sought. With a senior manager the focus might be on what sorts of organisational limitations and requirements should be taken into account, along with their success indicators, for a program of the type proposed.

This isn’t higher education. I don’t know what they are on about. In our section we’ve always been flexible. Finally we’ve got some real leadership and we know where we’re going. It’s great. I don’t know about the other departments but we’re getting a real buzz out of this. We’ve succeeded in getting a number of flexible learning programs up. I suppose it’s because we’ve been hand-picked by our head of department and get on so well together. I really object to being forced to fit in with their agenda.

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