6504 Programme Evaluation & Course Assessment Methods – K. Cooper, A. Estwick, T. Hall., M. Hodge and J.

Marin 1

Group 4 - Assignment Log Frame

by
K. Cooper, A. Estwick, T. Hall, M. Hodge and J. Marin

Presented in Partial Fulfillment

Of the Requirements of

EDID 6504 Programme Evaluation and Course Assessment Methods

Trimester II, 2014

Email: aisha.estwick@my.open.uwi.edu

University: The University of the West Indies Open Campus

Course Coordinator: Dr. David Subran

Course Facilitator: Ms. Marie-Anne Woods

 6504 Programme Evaluation & Course Assessment Methods – K. Cooper, A. Estwick, T. Hall., M. Hodge and J. Marin 2

Introduction

After preliminary discussions a range of problems were identified in the communities of

each group member which provided the basis for the development of the identified programme.

It was observed that high adolescent high school dropout rates persisted in all of the communities

identified and this was followed by high rates of unemployment, incarceration, drug use, and

non-marital births. While of high school dropouts, males were found to be in majority. Although

it was recognized that there were many programs to provide training for this target group, most

of the programme offered were based on the traditional school setting, therefore not addressing

the reason for the ‘dropout’ in the first instance.

The programme presented by the group integrated the major commonalities discussed

and was systematically designed to address the unemployment of adolescent males. The Male

Employment Readiness and Skills Programme (MERSP) is one that has been designed to

provide skills training in a non-traditional school setting. This program caters for the needs of the

individual from trainee to on the job placement. The outreach of the MERSP extends to the

remote areas of the country and provision is made for accessibility for the participants through

the placement of programmes in geographically strategic locations. In areas where a centre could

not be established, transportation would be provided on a daily basis to and from the nearest

centre.

The training that takes place, is tailored to suit the individual strengths as well as the

needs of the participants and training is conducted using a differentiated strategy, therefore the

intake is limited for each cycle. Once trained, participants move on to the Apprenticeship Phase

of MERSP and they are afforded the opportunity to actively experience environments where
 6504 Programme Evaluation & Course Assessment Methods – K. Cooper, A. Estwick, T. Hall., M. Hodge and J. Marin 3

their skills can be applied. This six months phase is monitored by industry mentors who guide

and assist participants in honing skills and becoming proficient in the areas that they have

selected. Once the Apprenticeship Phase has been successfully completed, MERSP instructors

actively seek employment opportunities for the participants. This probationary phase allows for

further self-enhancement as a proper work ethic is encouraged along with the reinforcement of

life skills and budgeting skills. Once successful, each participant is given a certificate and placed

on a National Skills Bank so that can be accessed by all employers.

 6504 Programme Evaluation & Course Assessment Methods – K. Cooper, A. Estwick, T. Hall., M. Hodge and J. Marin 4

Log Frame

Goal: To provide male school leavers with the essential skills and work habits to become employable.
Objectives Inputs Activities Outputs Outcomes Indicators.
Encourage -Advertisements in Active recruiting in Community Applicants At least 100
Participation to the mass media and communities. meetings. registering for attendees enlisted.
achieve quota social media. programme.
between 100 to 125 -Establishment of Sensitising of
participants. Training locations benefits within the Need Assessment. Placement of
in different regions. programme. apprentices based
-Money to pay a on needs identified.
stipend. Determining the
-School bus. needs and skills of
Transportation. apprentices.
-Evaluators to
determine
placement within
programme.
Provision of -Experienced and -Demonstrations. Student application Students’ successful At least 75% of
practical and skilled teachers. -Teacher guided of skills learned. acquisition of skills. attendees have
vocational skills. -Equipment. lessons. acquired skills.
-Training Materials. -On site field trips.
-Proper location. -Case studies.

Apprenticeship - Collaboration with -Assignment of Ability to Successful At least 75% of

Industries where mentor/monitor. successfully apply completion of 6 apprentices
skills can be - On site industrial the skills learned, months complete the
practised. demonstrations. within the industry. apprenticeship. apprenticeship.
-Mentors/monitors. -Simulations.
-Provision of -Participant
necessary onsite observation.
Protective gear.
 6504 Programme Evaluation & Course Assessment Methods – K. Cooper, A. Estwick, T. Hall., M. Hodge and J. Marin 5

Job placement and -Industry personnel. -Orientation classes. A model employee Participants receive At least 75% of
Orientation. -Budgeting classes. with proper social a passing grade on participants remain
-Mentors/monitors. -Work deportment skills and work probationary employed after
classes. ethic. assessment probation period of
-Job placement. -Assignment of 4 months.
work monitors. Probationary,
-Trainee appraisal. appraisal report.