You may edit the order or sequence your sections are in
(i.e., you would like to move Section 1 to the Section 2 position when viewed
on-screen). You must do so BEFORE all of the sections have been entered. If all
of the sections have been entered, you must then delete a section in order to change
its sequence.
In the drop-down box, highlight the Course Section you want
to move. Click the “Edit” button, and the following screen will appear. Once
you enter the new section sequence, click the “Save” button.
You may return at any time to delete and add course content
sections as you wish, even if classes are already being taught based on this
course.
Training
The Training Standards are made up of seventeen statements that include all aspects of a training service — inputs and resources, processes and practices, and outputs and outcomes. Taken together, they describe the minimum standard for quality training services. For example, the first standard is that training should take into consideration the labour force development needs of industry and the economy. This indicates that quality training is based on a solid needs assessment of those who would be making work for trainees. There is nothing radical or revolutionary about the content of the standards. They speak to good instructional methods, qualified instructors, accessibility and accountability. Copies of the Training Standards are available from the CLFDB .
What is somewhat revolutionary is that they are the first such standards in Canada. Despite provincial jurisdiction over education and training, they are national — they are intended for application across Canada in order to increase and systematize the quality of education and training for all Canadians.
They are consumer-oriented — a composite view of quality training held by all the labour market partners.
They are consensus-based — developed in a process in which decisions were arrived at through collaboration and consultation.
They are holistic — they cover all elements of quality training.
They are future-oriented — many of the standards imply change to current practice, stipulating that trainers, for example, institute systems for Prior Learning Assessment and Recognition (PLAR).
And they are recommended — there is no enforcement mechanism or compliance regulation.
In fact, it is assumed that consumers will — with these Standards in their hands — know quality training when they see it and demand quality service for their investment in training .