Phase 1
Baseline survey and Needs Assessment
An initial fact-finding tour of the districts provides primary data on the level of ICT and Multimedia skills and practice available among the youth. The purpose of this data gathering is to inform the processes further down the pipeline. It begins by establishing a thorough needs assessment and the establishment of prerequisite minimum skills requirements, ensuring that the project implementers are adequately equipped with knowledge about the field for the ICT and Multimedia production training
Phase 2
Data analysis and setting up of training
The data so gathered is the baseline for the processes that follow. These will work in a variety of ways. This process can be looked at as the pre-training, preparatory phase, in which the parameters are set out. What it involves will be:
- Content Assessment and Inventory
- Gap Analysis and Skill Profiling
- Gender Sensitivity and Cultural Relevance Review
- Customization Process Planning as well as translation
- Resource Development and Integration
- Validation and Piloting
- Documentation, Version Control, and Quality Assurance
The field trip, data-gathering during that trip, the data analysis and setting of parameters, will have delivered sufficient material to commence the training. Before that happens, there will be a general call-out in the districts for potential participants to send in their applications for selections. It is an important phase as it simultaneously provides an opportunity for the final data gathering. During this process, the training manual shall be finely tuned, to respond directly to the quality of the application, which should provide the program implementers with data regarding real-world skill levels
Phase 3
Training phase
- Training materials development: The development of training materials is a critical aspect, encompassing multimedia modules, practical exercises, and case studies, all tailored to diverse learning styles and skill levels. The representation of content includes local case studies, integration of cultural context, and industry-relevant scenarios to make the training not only informative but also regionally pertinent.
- 80/20 Rule: Adherence to key training principles is fundamental, such as the 80/20 rule, focusing on the most critical multimedia production skills, experiential learning…..
Phase 4
Post-training Program
The value of this partnership lies in the fact that the data-gathering process, and the training phase, are only parts of a much broader program. For each of the districts, this phase begins the moment the trainees depart. Overall, a broad view then begins to emerge, of what the total of the field is, so that a systematic response can be implemented
- Assessment of the Learning process
- Customisation of post-training learning
- Beginning of post-training Support and Resources
- Continuous Assessment and Feedback
- Training of trainers
- Monitoring and Support
- Communication Materials in local languages
