CoE UNDP Quality Assurance

APPROACH TO QUALITY
ASSURANCE
IN LOCAL GOVERNMENT
TRAINING
APPROACH TO QUALITY ASSURANCE
2
TABLE OF CONTENTS

FOREWORD............................................................................................................................................. 5
BACKGROUND ....................................................................................................................................... 7
INTRODUCTION .................................................................................................................................... 7
STRUCTURE OF THIS APPROACH .................................................................................................... 9
1. QUALITY ASSURANCE: THE TRAINING ENVIRONMENT.....................................................10
1.1 National framework..............................................................................................................11
1.2 Local authority level .............................................................................................................13
2. QUALITY ASSURANCE: THE PROCESS OF DESIGNING AND PROVIDING TRAINING 14
2.3 Institutional level ...................................................................................................................20
3. QUALITY ASSURANCE: EFFECTIVENESS OF TRAINING ......................................................22
4. QUALITY ASSURANCE: CHALLENGES AND SOLUTIONS...................................................26
ANNEX 1: Quality Assurance in Training: Framework of key elements ...........................32
1 FACTORS AFFECTING THE TRAINING ENVIRONMENT ......................................................34
2 FACTORS INFLUENCING TRAINING PROVIDERS, TRAINERS,
MATERIALS AND METHODOLOGY ..........................................................................................39
3 FACTORS INFLUENCING TRAINING EFFECTIVENESS.........................................................45
3

ANNEX 2: Examples of Standards .................................................................................................50
A. Standards for a training organisation ...................................................................................51
B. Requirements for applying for the accreditation of training programmes.............51
C. Standards for trainers .......................................................................................................................
ANNEX 3: Introducing Quality Assurance into local government training ...................54
ANNEX 4: Delivering Quality Assurance: Summary Flowchart ..........................................58
4
FOREWORD

This approach to Quality Assurance in local government training has been prepared
and presented jointly by the Council of Europe and the Local Governance and Decen-
tralization sub-practice of the UNDP Bratislava Regional Centre.
The Council of Europe and UNDP are active in assisting countries of Central and East-
ern Europe in carrying out and consolidating political, legal and constitutional reform
in parallel with economic reform, and providing know-how in areas such as human
rights, local democracy, economic development, governance and the environment.
Local governance and decentralisation reform is one of the key areas for collabo-
ration between the Council of Europe and UNDP. The importance of building and
strengthening the capacities of central governments and local authorities for suc-
cessfully implementing such reforms is widely recognised. Training is one of the key
tools in building the capacities of local authorities to cope with, and capitalise on, the
changes in the environment in which they operate.
The Council of Europe and UNDP have gained wide experience in building the ca-
pacities of local governments through the development of appropriate training sys-
tems. They have frequently encountered questions about how training can be used
to build capacities of local authorities, what role the National Association of Local Au-
thorities and other institutions might play, what the key elements for a functioning
and successful training system are, and how the quality of training provision can be
assured.
This approach seeks to answer these highly relevant questions and offers guidance
to central governments and local authorities on creating a supportive environment
for establishing a system of Quality Assurance for local government training.
Ben Slay Philip Blair
Director Director of Cooperation for Local and

Bratislava Regional Centre Regional Democracy
UNDP Council of Europe
5
APPROACH TO QUALITY
ASSURANCE IN LOCAL
GOVERNMENT TRAINING
6
BACKGROUND

This approach to Quality Assurance in local government training has been devel-
oped by the Council of Europe (CoE) and the United Nations Development Pro-
gramme (UNDP) following an experts’ workshop1 held in Strasbourg on 12-13
September 2005. The aim of the workshop was to draw lessons from current ap-
proaches to Quality Assurance in local government training and disseminate them
more widely.
INTRODUCTION
Local authorities today, wherever they are, must continually confront and adapt to
change. This change may come from any number of sources: governments elected
with reform mandates, local people refusing to accept poor service standards, or
shifts in the balance between central and local powers.
In Eastern Europe, change has been particularly dramatic in the last 10-15 years and
local authorities have been faced with an increasing number and variety of challeng-
es. The duties of today’s local authority officials are multifaceted and complex: they
include policy advice, management of human, financial and other resources, provi-
sion of critical services, as well as interpretation and application of laws, decisions
and regulations. They often must perform these functions under stressful conditions
for little pay. At the same time they must follow the laws and norms very strictly be-
cause they can be held accountable for their actions.
These challenges can only be met successfully if local authority officials possess
a unique combination of knowledge, skills and approaches that are being continu-
ally updated. As they are at the forefront of service delivery, it is not enough for
them simply to comply with minimum standards. The interests of accountability,
equality and democratisation require that local authorities achieve the highest
standards possible.
Training is a vital tool enabling local authority officials to achieve high standards and
fulfil their potential.
A lot of money is spent on training local authority officials. A lot of effort is spent
negotiating training budgets. But large expenditures of money and time are no guar-
antee of quality, nor do they ensure that the training will respond to the priorities of
local government reform.
It is therefore extremely important that the training delivers value for money. In-
appropriate or inadequate training can be counter-productive; it can handicap the
1
The Workshop was entitled: “Introducing Quality Assurance into Local Government Training: Developing a
CoE/UNDP Approach”.
7
ongoing processes of reform. In order to ensure that both central and local authori-
ties are getting value for money, systems of Quality Assurance need to be introduced
to monitor and assess the training and ensure that it meets the real needs of local
authorities.
Quality Assurance is about making sure that every element of the training pro-
gramme fits the overall objective. Trainers should be well qualified, programmes
and methodologies should be modern, training organisations should be profession-
al, and training should meet the needs of both the individuals and the local authori-
ties that they serve.
Quality Assurance therefore involves a comprehensive review, not only of the train-
ing provided but also of the needs of the trainees. Quality is about the ‘what’ (the
training standards established), while Quality Assurance is about the ‘how’ (the pro-
cedures by which the training programmes, the trainers and the training providers
achieve those standards).
The concept of Quality Assurance has existed for some time in several countries. It
has matured in an ad hoc manner; thus there is no one, systematic approach. For
example, where training is offered on the free market, Quality Assurance is deter-
mined by market forces.
There are, however, certain risks involved with leaving training entirely to the
market. One particular concern is that market forces may encourage cheaper or
more profitable training, which may fail to respond to more specialised or longer-
term needs.
In many of the countries of Eastern Europe, modern local authorities are relatively
new and the market for training services is less developed. Although some train-
ing may be of good quality, the training on offer does not always represent the best
available. The difficulty of providing adequate training may be exacerbated by the
lack of standards for elements such as the training curricula.
Frequently, training is provided through centralised training systems that are sup-
ply-driven rather than by providers in competitive, demand-driven training markets.
Perhaps this is inevitable where the local government is relatively new. In such cases,
local authorities’ demand for training may have to be researched and supported.
In these circumstances, National Associations of Local Authorities (hereinafter the
‘National Association’), local government ministries, and ministries with a stake in lo-
cal government should consider introducing Quality Assurance into local govern-
ment training.
Introducing this approach would motivate training providers to reassess their pro-
grammes and improve the services they offer. It would also spur National Associa-
tions and local authorities to aim for the highest standards in Europe.
8
STRUCTURE OF THIS APPROACH

A number of issues should be kept in mind when considering this Approach to in-
troducing Quality Assurance in local government training. First, in many countries
the system for local and central government training is ‘mixed’. This means that Qual-
ity Assurance for the training of local authority officials has to take into account the
training system for national civil servants.
Second, this Approach uses the term ‘training’, although this is only one element of
capacity building. The Approach can encompass coaching, consulting and other
learning methodologies. Third, the term ‘local authority officials’is used to cover both
elected representatives and staff, unless stated otherwise.
This document is divided into a number of parts: the main body discusses three key
elements of the Quality Assurance system: creating the right environment (section
1), establishing the processes for the design and delivery of quality training (section
2) and finally evaluating the effectiveness of the training (section 3). See Annex 1 for
an overview. The key elements are discussed on three levels – national framework,
local authority and institution.
Section 4 highlights some of the challenges to developing a reliable system of Qual-
ity Assurance and suggests some solutions to these challenges.
The Annexes are intended to serve as checklists for central governments and local
authorities, National Associations and training institutions. Annex 1 highlights the
key elements for establishing a Quality Assurance system in local government train-
ing and can be used as the basis for drawing up an Action Plan. Annexes 2 and 3 give
examples of standards. Annex 4 introduces a systematic approach to Quality Assur-
ance through four separate-but-linked programmes. This Approach is summarised
in Annex 5.
All these tools can be used to support the development and implementation of the
Quality Assurance process.
9
1. QUALITY ASSURANCE:
THE TRAINING ENVIRONMENT
10
High standards of local government training can only be achieved in a professional

environment, one that encourages training. There are several elements that make up
that environment.
1.1 National framework

It is important that the central government recognises the value of designing and
operating efficient training systems for local authorities. Central government and lo-
cal authorities should see training as a key tool for implementing reform.
1.1.1 Legal and policy frameworks for local government training

The legal and policy frameworks for local government should clearly express the
central government’s commitment to professional development. The legal frame-
work – i.e. the Civil Service law (if an integrated civil service system) or the special
law dealing with local authority civil servants or employees – should clearly allow for
them to develop their skills and improve their qualifications.
The law should provide for an attractive career structure for these civil servants or
employees – one that motivates them to use training both to improve their perfor-
mance and enhance their career.
The law should indicate how the professional development of civil servants will be
paid for. For example, a certain percentage from the local government salary fund
could be allocated for training.
1.1.2 National Training Strategy for local government

A National Training Strategy for local government should be developed to pro-
vide a strategic overview of the operation and sustainability of the training system.
The National Training Strategy should set strategic objectives for training and iden-
tify priorities and target groups. The priorities should focus on supporting the im-
plementation of major local governance reforms. All stakeholders (national govern-
ment, National Association, local authorities, training providers and other relevant
parties) should develop and agree on the National Training Strategy. It should help to
establish a professional training environment and identify those factors that would
support the effective provision of local government training.
The National Training Strategy should spell out the roles of different players and de-
fine a model training system at the local authority level. It should provide a set of
common requirements for training that delivers high standards (e.g. standardised
materials for core courses, accreditation of training providers, certification of train-
ers). It should aim to increase the number and quality of trainers, facilitate the sharing
of training information and materials, develop local training capacity within each lo-
11
cal authority and introduce modern training methods. In this way, the National Train-
ing Strategy would help ensure the Quality Assurance of local government training.
The National Training Strategy should be based on a comprehensive Training Needs
Analysis. Institutional and individual training needs of individual local authorities
should be identified. The National Association should analyse the resulting informa-
tion. Since the implementation of reforms requires local authorities to possess rele-
vant knowledge and skills, major reform plans, new laws and new procedures should
be analysed with a view to identifying potential training needs.
Based on the training needs assessment, national annual training priorities should
be set for each year. They should link the goals of local government reform with the
knowledge and skills necessary to achieve them.
1.1.3 Training market

A National Training Strategy should encourage the development of the training
market. A healthy competitive market for training providers, whether they are non-
governmental associations, private companies or the National Association itself, can
guarantee good quality training. In countries where a training market does not yet
exist, or where there are very few training organisations, support may be needed to
develop the capacities of these institutions. Governments and other actors should
provide incentives to foster efficient training markets, with a sufficient number of
competitive suppliers. Local authorities should be able to choose training provid-
ers without having to rely on monopoly suppliers. A strong training market should
function to attract investment in good quality trainers and programmes according
to demand.
However, despite the advantages an established training market can bring in
terms of Quality Assurance through competition, reliance should not be placed
solely on market forces to guide and develop a Quality Assurance system. This
especially applies to countries in transition, where the training market is often in
an early stage of development. There will always be a need to implement some
priority programmes in order to comply with national policies or build specific
capacities, especially in countries that are implementing ambitious reform pack-
ages. The market may not always satisfy this need; hence governments and mul-
tilaterals must play a role.
1.1.4 Role of national and international organisations

National and international organisations have an important role to play in the
provision of training for local authorities. They can offer new materials and method-
ologies, provide specialist trainers and other human and financial resources, and they
can support research.
12
Currently, donors direct many of the training initiatives due to the insufficient ca-

pacity of local authorities to assess and articulate their training needs. The National
Training Strategy should help donors respond to the needs and requirements spe-
cific to the local context. National and international organisations should strive to
work within the framework of the National Training Strategy to ensure a coherent
and effective approach to training.
1.2 Local authority level

1.2.1 Commitment of the local authority leadership
High training standards start with the commitment of the local authority leader-
ship. It should introduce a learning culture throughout the whole local authority, one
that encourages staff to take advantage of training opportunities. Such commitment
should lead to effective training programmes and funding.
1.2.2 Human resources function

Local authorities need to establish a firm legal framework for the Human Resources
(HR) function.
In many countries in Central and Eastern Europe, HR offices simply manage personnel
files. They also need to identify training needs and set learning priorities for person-
nel, as well as link training strategies to an overall human resources policy. Therefore,
the functions of the HR units need to be further developed, particularly with respect
to performance appraisal, training needs assessment and promotion.
Job descriptions should include the responsibilities of the post, the tasks to be carried
out and the qualifications needed. In order to express and identify training needs,
staff should meet regularly with management, as part of a performance appraisal
process, to discuss individual performance face-to-face, celebrate achievements, re-
solve issues and identify training needs.
Human resources units should include a training function. This may be achieved by
the initial designation of a Training Focal Point, a professional trainer or training
manager. This may be later developed into a Training Service. The Training Focal
Point should ensure the quality and usefulness of the training offered, either in-
house or outsourced, using qualified trainers, modern materials and effective meth-
odology.
13
THE PROCESS OF DESIGNING
AND PROVIDING TRAINING
14
Quality Assurance seeks to review, assess and improve the ways in which training

institutions design and deliver their products.

2.1.1 National Association of Local Authorities
The National Association has a key role to play in the Quality Assurance process. For
example, the National Association will work with other stakeholders to elaborate the
National Training Strategy.
The National Association could, furthermore, provide training to local authorities.
This system has a number of advantages. For example, local authorities would see
the National Association as providing a quality service aimed at improving the per-
formance of staff and elected representatives. This may encourage more local au-
thorities to join the National Association and pay higher fees.
The National Association also has a clear idea of local authorities’ training needs as
they are in regular contact. They also communicate with the central government
and can anticipate future changes in policy and legislation, which is important when
planning training.
National Associations are in a position to help local authorities learn from each
other, e.g. through Best Practice Programmes. They can undertake activities to
support the local authorities, for example, commissioning local training provid-
ers to run training programmes, marketing training and encouraging a learning
culture, disseminating training information, and establishing trainer support pro-
grammes.
Furthermore, National Associations can identify and introduce innovative training
practices from other countries, calling upon international expertise and perhaps or-
ganising international exchange visits.
While there are many advantages to National Associations providing training services
to their member local authorities, they must not monopolise the market. National As-
sociations have a responsibility to foster a wider training environment. They should
encourage other training providers to offer their services.
To maintain a balance, the National Association could offer a different type of train-
ing than other providers do. Based on experience from OECD countries, the National
Association’s training programme could, for example, focus on providing seminars
on new legislation. In this way the National Association would act as a mediator be-
tween the central government and local authorities. Other training organisations
could provide training programmes on different topics.
15
National Associations should strive to avoid any conflicts of interest that may arise
from being both a training provider and a coordinating body for standards (see sec-
tion 2.1.2 below).
2.1.2 Coordinating Body for Standards

A key part of the Quality Assurance process is establishing an over-arching ‘Coor-
dinating Body for Standards’ that will oversee training coordination and Quality
Assurance. This coordinating body should represent all the interested parties, with
no single interest prevailing.
Definition of a standard
“Standards define the competencies required for effective performance in the
workplace. A competency comprises the specification of knowledge and skill
and the application of that knowledge and skill to the standard of performance
required.”
Adapted from the Quality Group Training Organisation
Definition of certification
“Certification can be defined as a voluntary process by which a professional as-
sociation or organisation measures (against an agreed upon set of professional
practice standards) and reports on the degree of competence of individual prac-
titioners.”
Drawn from The International Board of Standards for Training, Performance and
Instruction (IBSTPI)
Definition of accreditation
“The granting of power or an official authorisation to perform various acts or
duties; to provide with credentials; to recognise or vouch for as conforming with
a standard; to recognise (an educational institution) as maintaining standards
that qualify the graduates for admission to higher or more specialised institu-
tions or for professional practice.”
Merriam-Webster English Dictionary
The competences of this body may include the definition and accreditation of
core training programmes (materials and methodologies) (e.g. a Minimum Train-
ing Package for all new staff, a Basic Management Package for potential manag-
ers, the Training of Trainers programme), the certification of trainers who have
successfully completed the required training, the accreditation of training pro-
viders that wish to train trainers or deliver the core training programmes, or the
preparation and dissemination to local authorities of model procedures and cri-
16
teria for the selection of training providers and trainers and the evaluation of

training programmes.
There are a number of forms this body might take, depending on the circumstances
in the relevant country. Below we summarise three possible forms; the one chosen
will depend greatly on the specific circumstances.
a) First, the National Association might establish a National Training Facility that
would act as the Coordinating Body for Standards. This could be achieved by
establishing an Expert Panel in cooperation with an Association of Professional
Trainers to assess and accredit training organisations and programmes, deter-
mine the selection and evaluation criteria to be used by local authorities, and
commission a training needs assessment on a continuous basis.
There are some advantages to this model: it permits a degree of decentralisation
and makes sense when all local authorities are members of the National Associa-
tion. However, where the National Association provides its own training function,
there is a clear risk of a conflict of interest between its own training provision and
its standard-setting functions. These issues will need to be dealt with in the Na-
tional Training Strategy.
b) Second, where there are several tiers of local government or several local author-
ity associations, a more practical solution may be to form one Coordinating Body
for Standards that represents them all.
c) The third model can be found in countries with a more centralised civil service
system. In such cases, the ‘Civil Service Agency’ usually assumes responsibility for
coordinating training and standards. The disadvantage of this method is that it
may become too bureaucratic and centralised, with insufficient links to local au-
thorities. However, experience in some countries demonstrates that this may be
a workable alternative.
2.1.3 Accreditation Process

The body responsible for coordinating standards is primarily responsible for the ac-
creditation process.
Accreditation ensures that training providers deliver programmes that are profes-
sional, modern, and topical. The accreditation process is very important in assuring
local authorities that the training providers and programmes meet recognised stan-
dards.
17
Accreditation takes the form of a series of steps. These are illustrated below.
Registration

Verification of formal requirements (analysis of documents)

Self-assessment study (internal)

Performance assessment (external audit)

Decision made by Coordinating Body for Standards

Certificate issued or re-issued
The accreditation process should not become bureaucratic and stifle innovative
training. Accreditation of a training organisation or training programme should be
comparable to the other accreditations provided, for example, by the Ministry of
Education. They should comply with EU standards where they exist.
2.1.4 Association of Professional Trainers

Creating an Association of Professional Trainers may be another way to strengthen
Quality Assurance in the design and delivery of training. Such an Association could de-
velop standards for trainers and oversee the quality of Training of Trainers programmes.
For example, the Coordinating Body for Standards could consult the Association re-
garding the accreditation of the Training of Trainers programmes. The Association
could issue certificates to those who successfully complete the programme.
2.1.5 National Database of Trainers and Training Providers

The National Database of Trainers and Training Providers is an important tool to
enable local authorities to match their training needs with an appropriate trainer or
training provider. The database should include the CVs of qualified or certified train-
ers as well as hold data on accredited training institutions, in particular listing their
expertise and experience. A Coordinating Body for Standards may be best positioned
to compile and maintain the database. Alternatively, the Association of Professional
Trainers or the National Association may be able to do this.
18
2.1.6 National Library of Training Resources

A National Library of Training Resources would be another useful tool for indi-
viduals, training providers and local authorities. The library should contain the best
materials from training providers so that they can be made available to others, with
appropriate credit given. In this way, it would be possible to avoid some of the dupli-
cation and wasted investment that occurs when good materials are not shared. The
library could be established in the National Association.
When training providers are developing a programme, they should be able to use
the library for research. The library should contain both hard-copies and electronic
publications, as many local authorities have limited access to the Internet. A training
newsletter could also be created to keep people informed about the latest training
opportunities and news.

Local authorities play a key role in a demand-driven training environment, as they
should select the necessary training programmes and training providers. It is impor-
tant that the selection should be appropriate.
2.2.1 Training Needs Analysis

Conducting a Training Needs Analysis will help training providers respond to local
authorities’ own priorities and needs in such areas as improving performance and
meeting the requirements of new legislation.
Local authorities usually have different levels of training needs. The first level is in-
stitutional, linked to their operational procedures and the delivery of public servic-
es. An example of such an institutional-level training need could be, for example,
the development and implementation of strategic planning or new financial man-
agement systems. In order to translate strategic priorities into actions, a functional
analysis may be carried out to identify these institutional, as well as any individual,
capacity gaps.
At the second level are the training needs of staff, typically identified through perfor-
mance appraisals. These usually involve the development of individual competen-
cies required to carry out functions and perform tasks more effectively.
At the third level, training will be required on wider external issues, such as changes in
the legal and political environment or in the Fiscal Code, or to support the process of
decentralisation. Local authorities must participate in national training programmes,
which may be obligatory for specific target groups, such as new staff or HR managers.
The HR unit needs to consider these three levels and develop a corporate Annual
Training Programme. To ensure that training design and delivery is appropriate, lo-
19
cal authorities should work with training providers in conducting a Training Needs
Analysis and selecting training materials and methodologies.
2.3 Institutional level

At the Institutional level, Quality Assurance for the design and delivery of training
focuses on more practical issues.
2.3.1 Requirements and procedures for the development and

implementation of the training programmes
The training institutions should have well-developed procedures for the selection of
trainers and the development of training curricula, training modules and materials.
When developing training curricula, the training institutions should pay particular atten-
tion to the choice of materials and methodologies. The curriculum and the training
methods should help trainees achieve the competence level needed for good job per-
formance. The materials must be up-to-date and, where core programmes are being de-
livered, certified as appropriate. The methodology should reflect both the subject matter
and trainees’ needs; it should be as interactive as possible, as interaction fosters learning.
The development of the training programme should consist of the following

main elements:
 Identification of the training need/problem area (based on the National Train-
ing Strategy, changes in the legal/policy framework, and discussions with lo-
cal authority officials and management);
 Training needs assessment in a given area (definition of the target group, use
of the focus-group method, interviews with different stakeholders);
 Selection of trainers (appropriate mix of practitioners and professional train-
ers/consultants);
 Training of trainers and the development of the training curricula (based on
the standardised requirements);
 Development of training materials and handouts;
 Design of the programme implementation plan (logistics: location, accom-
modation for participants, schedules, travel arrangements);
 Accreditation of the training programme (in cases where accreditation is re-
quired);
 Design of the public relations strategy to advertise the training programme;
 Implementation of the training programme;
 Evaluation of training impact.
20
There may be better ways to conduct a particular training programme than holding

a traditional training course. Some staff may prefer distance learning. Or, if the train-
ing is aimed at improving the delivery of a particular service, e.g. Local Economic
Development, it may be better for staff to visit another local authority known for its
best practices in that service.
2.3.2 Standard training evaluation systems

Another important element at the institutional level of Quality Assurance is to incor-
porate an evaluation process that is transparent and robust. It should encompass
(i) an evaluation immediately after the training programme and (ii) an assessment of
the training impact after some period of time in order to assess progress and devel-
opment. Based on the feedback received from these evaluations, training providers
can improve training curricula and methods.
21
EFFECTIVENESS OF TRAINING
22
Quality Assurance also focuses on the outcomes of training in terms of the competenc-

es subsequently demonstrated by the trainees, i.e. has the training been effective?
There are two distinct, but interlinked, elements to an assessment of effectiveness.
The first is an evaluation of training effectiveness, which take a relatively immedi-
ate, short-term focus. The second element involves evaluating the longer-term im-
pact of the training, mainly on people’s behaviour, as well as on the local authorities
environment and systems.
Effectiveness and impact evaluations are usually carried out by different stakeholders
in the training market (national government, National Association, local authorities,
training providers). These evaluations will have different scopes, target groups and
purposes. In some cases the evaluation may focus on the effectiveness of one train-
ing programme; in others it may focus on changes in the whole system.
Methodologies will also differ. Traditional post-training assessment using feedback
questionnaires and discussions immediately after the seminar may be appropriate
for shorter training programmes, whereas obligatory and long-term programmes
may require an exam or test or comprehensive impact assessment tools.
The interplay of different institutions and methodologies in evaluating training effec-
tiveness is extremely important and offers the possibility to achieve the best possible
results and improve training quality.

3.1.1 National Training Impact Assessment
It is very important that the National Association – in cooperation with relevant min-
istries, local authorities, professional associations and other stakeholders – develops
or adopts an appropriate National Training Impact Assessment methodology and
carries out broad training impact assessments. These assessments should evaluate
progress in the development of training and assess the effectiveness of the training
system and the public investment in training. Such assessments may be carried out
over a longer period of time, for example every three years.
The Coordinating Body for Standards, if established, would be very well positioned to
conduct training impact assessments targeting selected beneficiaries, institutions and
training programmes. It might even conduct a comprehensive performance review of
the local authority system. Also, the Coordinating Body should be responsible for the
evaluation of those training programmes which usually have an obligatory evaluation
procedure at the end of the process, such as an exam, test or written exercise.
Different methodologies can be applied to carry out this National Training Impact
Assessment. One way would be to use the annual reports of the National Association
23
and the Coordinating Body for Standards. Performance management systems and
audit inspection reports, for example, should also employ evidence to demonstrate
better performance.
3.1.2 Update of the Training Needs Analysis and the National

Training Strategy
The Training Needs Analysis and the National Training Strategy should be up-
dated every two to three years by the National Association in cooperation with local
authorities, training organisations and other stakeholders. The results of the National
Training Impact Assessment mentioned above could form the basis of this update.
The update is required to ensure the proper focus of training, as the system must
respond flexibly to the new demands that arise, e.g. when new legal requirements
are put on local authorities.

3.2.1 Training Impact Assessment
It is important that local authorities pay attention to the quality of training received by
their staff. The HR unit may conduct Training Impact Assessments to see the changes
brought about by the training. Alternatively, the assessment may be of a more infor-
mal nature, for example discussions and interviews between the training manager, the
trainee and the supervisor to get hands-on knowledge of the effect of the training.
The HR unit of the local authority should consider how to best provide post-train-
ing follow-up to the trainees to help them put their training into practice. It might
commission an in-house or external trainer to meet with each trainee some three or
six months after the training to provide further support if necessary and to reinforce
the original learning.
A Performance Appraisal system, if applied, will also help to assess the quality and
impact of training and identify future training needs. The Performance Appraisal pro-
cess should encompass an initial meeting between each staff member and the rel-
evant manager to agree on what should be achieved (i.e. objectives) during the year.
The staff member needs to understand the manager’s expectations and the perfor-
mance assessment procedures.
This initial meeting should be followed by a mid-year discussion between the staff mem-
ber and manager about the staff member’s progress in meeting the objectives, any ob-
stacles and possible solutions, and any additional or changed objectives and tasks.
The performance appraisal process should culminate in an end-year meeting to as-
sess the staff member’s achievements and challenges. At this meeting, additional
24
training can be set out in a Personal Training Plan and the staff member can discuss

management and other issues.
The performance appraisal is an opportunity for a confidential two-way dialogue be-
tween each staff member and the relevant manager, and for any training needs to be
identified and any training to be assessed.

3.3.1 Training Programme Evaluation
Training providers usually carry out Training Programme Evaluations immediately
after the training programme is carried out in order to assess the general satisfaction
of trainees with the training, to get feedback on the relevance of training methods
and materials, the quality of facilities and the performance of the trainer. This usually
takes the form of filling in questionnaires or holding post-training discussions with
trainees. This allows training providers to revise or improve the training curricula and
training delivery techniques; it may also lead to changing the trainer.
The training institution may also conduct a more formal Training Impact Assess-
ment after some time or request feedback from the supervisors of the trainees who
took part in the training programme. However, this happens only infrequently as
market training institutions are profit-oriented and broad impact assessments are
very costly and time-consuming.
25
CHALLENGES AND SOLUTIONS
26
Developing a reliable system of Quality Assurance for local government training is

not easy. It will not happen with one initiative. There is no single technique that guar-
antees success and often the best results have been obtained when several Quality
Assurance approaches have been combined.
Challenge 1. Difficulty in identifying the key elements

The quality of training depends on a number of factors, including the training needs
assessment, curricula, materials, trainers, facilities, participants, possibilities for put-
ting the training into practice and the internal culture of the local authority. Given
the large number of variables, it is often difficult to assess whether or not the training
has an impact on the competences and performance of participants. Where impact
is small or non-existent, it is difficult to determine whether this resulted from an inef-
fective training programme, a poor organisational culture or a lack of motivation.
Better Quality Assurance can be achieved by using a combined approach, for in-
stance focusing on standards in curriculum development in parallel with assessing
the training itself. The standards could be established by the Coordinating Body for
Standards in cooperation with professional associations and (if one exists) with the
Association of Professional Trainers.
Challenge 2. Developing the right training programme

A better quality training programme could be assured by determining the procedures
for curriculum development as well as for ensuring that the programme corresponds
with the needs of beneficiaries. There are many methodologies for the development
of new training programmes. The best results have been obtained when new train-
ing programmes have been designed within a working group comprising members
with expertise both in designing training programmes and in the technical field. The
working group should also include those institutions that want the training.
The working group may also consult with relevant outside experts. It is always advis-
able to test the training curriculum and materials in a pilot programme followed by
a thorough evaluation to assure its effectiveness.
Challenge 3. Accreditation and certification systems

There are a number of challenges relating to accreditation and certification systems.
Accrediting single elements of training provision does not assure the quality of training
as a whole. For example, the accreditation of trainers does not assure the quality of the
training programme. One suggestion for dealing with this problem would be for the
Coordinating Body for Standards to use a combined approach by establishing Quality
Assurance mechanisms both for training institutions and training programmes with
a strong emphasis on the evaluation of training outcomes and impact.
27
Accreditation should be part of the combined approach, i.e. accreditation of institu-
tions and accreditation of training programmes.2 Accreditation will take into account
the relevance of proposed training requirements for specific qualifications and the
performance needs of local authority officials. The balance struck between institu-
tions and programmes depends to a great extent on the local government training
system in the particular country.
There is a risk that a narrow focus on formal accreditation will neglect the fact that lo-
cal authority officials develop their competences and performance through a multi-
plicity of training providers, programmes and experiences. This makes it difficult
to set universal standards. This diversity could be managed to a certain extent by
centralising responsibility for the accreditation process in the Coordinating Body for
Standards. Procedures and rules would therefore be clearly defined and communi-
cated to all interested parties.
There is a further risk that accreditation may not be appropriate for all training
and an excessive accreditation requirement may make the Quality Assurance process
too formal, inflexible and bureaucratic. Accreditation is usually obligatory for certain
training programmes, for example for compulsory training, or for those over a cer-
tain number of hours, or those that conclude with exams and confer certificates and
awards and for, wide-scale programmes or priority programmes intended to support
the implementation of reforms, new policies and procedures.
However, the accreditation process is often time consuming. It is therefore difficult
to accredit short training programmes that do not offer qualification certificates,
even though such programmes may provide valuable training. This is also true for
informal and on-the-job training. This issue demonstrates the importance of using
other Quality Assurance tools for those training programmes that are not subject
to accreditation.
Evaluation is definitely one tool to use but there are other, less formal tools, such
as organising periodic information exchanges between the local authorities and the
training providers, publishing training evaluation reports and introducing quality
awards for training.
Challenge 4. Ensuring independence of the Coordinating

Body for Standards
The aim of the accreditation process is to ensure that recognised and equal standards
are uniformly applied. This should reassure local authorities that a training organisa-
tion and programme will be of a recognised standard.
2
Examples of requirements for accreditation of training institutions and programmes and the certification of
trainers are in Annex 2.
28
However, where institutions for coordination and Quality Assurance are connected to

National Associations that also provide training services, conflicts of interest can arise
between the National Associations’ ‘watchdog’ and ‘provider’ roles. These conflicts
could threaten to undermine the accreditation process, significantly weakening any
Quality Assurance process.
In such cases, one needs to ensure that potential conflicts are brought to public atten-
tion and can be appropriately scrutinised. Second, one should set out in the National
Training Strategy how these relationships and linkages should be structured to avoid
conflicts of interest. For example, the training services provided by the National Asso-
ciation could be structured as an ‘arms-length’ agency of the National Association.
Challenge 5. Evaluation can only contribute to quality training

if it is complete and comprehensive
Evaluation is one of the most used tools to guarantee the quality of training. How-
ever, the evaluation method chosen is important in determining the effectiveness
of the evaluation. Frequently evaluation relies heavily, and sometimes entirely, on
the use of ‘happy sheets’ to identify the satisfaction of participants with the content
of training, trainers, training materials and facilities. However, this type of evaluation
provides little information on the effectiveness of the training.
A complete and comprehensive evaluation of training programmes should include
four levels:
a) Reaction: to evaluate the satisfaction of participants.
b) Learning: to evaluate the extent to which training improves people’s knowledge
and/or increase their skills.
c) Behaviour and attitudes: to evaluate the extent to which training fosters change in
behaviour and attitudes.
d) Results: to evaluate the extent to which the trainee succeeds in putting the train-
ing into practice.
It is possible to set standards for each level and assess the satisfaction (first level) as
well as the impact of the training (second, third and fourth levels), for example by
comparing the findings of the evaluation with established standards.
29
Evaluation questions for Level 1:

1. To what extent does the training content meet the training objectives?
2. Is the trainer well qualified to deliver the training?
3. Does the trainer use the most effective methods for maintaining interest and
for imparting the desired attitudes, knowledge and skills?
4. To what extent is the training interactive?
5. Are the training facilities satisfactory?
6. Is the training schedule appropriate for the trainees?
7. Are the training aids effective in improving communication and maintaining
interest?
8. Has the coordination of the training programme been satisfactory?
9. What can be done to improve the training programme?
There are several tools for evaluation. For evaluating changes in local authority offi-
cials’ learning, behaviour and attitudes as well as in the effectiveness of officials’work,
a combination of the following tools could be used:
a) Feedback sheets;
b) Tests, exams;
c) Interviews with participants, supervisors, HR staff;
d) Analysis through public opinion surveys, service quality or customer satisfaction;
e) Performance appraisal interviews;
f) Control groups;
g) Performance audit.
30
Prepared by Jurgita Siugzdiniene (UNDP) and John Jackson (CoE).

With the help of Cezary Trutkowski, Jacek Krolikowski, Ulla Purga, Jana Voldanova
and Luba Vavrova.
Assisted by Dejana Popic, Jacqueline Ingram, Nathalie Schell and Aurelie Haug.
31
ANNEX 1:
Quality Assurance in Training:
Framework of key elements
32
This framework highlights the key elements for establishing a Quality Assurance sys-

tem in local government training and can be used as the basis for drawing up an
Action Plan.
Factors influencing training

Factors influencing providers, trainers, materials and Factors influencing
the training environment methodology training effectiveness
ENVIRONMENT EXPERTISE OUTCOMES
NATIONAL SECTION 1.1 SECTION 2.1 SECTION 3.1

FRAMEWORK  Legal and policy framework for local  National Association of Local Authori-  Training Impact Assessment
government training ties  Update of Training Needs
 National Training Strategy for local  Coordinating Body for Standards Analysis and National Training
government  Accreditation and certification process Strategy
 Training market  Association of Professional Trainers
 Role of national and international  National Database of Trainers
organisations  National Library of Training Resources
LOCAL AU- SECTION 1.2 SECTION 2.2 SECTION 3.2

THORITY LEVEL  Commitment of the local authority  Training Needs Analysis  Training Programme Impact
leadership Assessment
 The Human Resources function
INSTITUTIONAL SECTION 2.3 SECTION 3.3

LEVEL  Standard Selection Criteria (trainers /  Training Programme
providers) Evaluation
33
1 FACTORS AFFECTING THE TRAINING ENVIRONMENT
The checklist is provided below to allow national stakeholders to assess the current
status of Quality Assurance in local government training in their respective countries.
Based on this information they should be able to draw up an action plan aiming to
introduce/improve Quality Assurance mechanisms for local government training.

1.1.1 Legal and policy framework for local government training
Description:
The commitment of the government to encourage professional training is supported
by the legal and policy frameworks.
KEY ELEMENTS STATUS
Complete Absent Additional N/A

work needed
 The duty and right of local civil

servants or employees to improve
their qualifications are defined in
the legal framework.
 Raising qualifications is linked with

career development of local civil
servants or employees.
 A performance management sys-

tem is applied in local authorities.
 A % of funding (% of salary fund,

amount of national budget) is al-
located for the training of local civil
servants or employees.
1.1.2 National Training Strategy for local government

Description:
The National Training Strategy lays out a model training system at the local level
by setting common quality requirements for training, clarifying the roles of differ-
ent players and building of consensus over the training model and over financing
mechanisms.
34
KEY ELEMENTS STATUS

work needed
 Key stakeholders (relevant ministries

and agencies, local authorities, train-
ing institutions, others) participate in
the development and implementa-
tion of the National Training Strategy.
 The National Training Strategy is

based on a comprehensive Training
Needs Analysis.
 The Training Needs Analysis report is

compiled every year as a combina-
tion of analyses of local authorities’
organisational training needs and
from the needs arising from national
strategic priorities and local govern-
ment reform objectives.
 Clear objectives for training are set

and annual training priorities identi-
fied at the national level.
 The development of the National

Training Strategy is led by the Na-
tional Association.
 The National Training Strategy is ap-

proved by the Council/Board of the
National Association and relevant
ministries, e.g. Ministry of Local Gov-
ernment and the Civil Service Agency.
 The National Training Strategy has

a realistic Action Plan for which there
are clear responsibilities and resources.
35
1.1.3 The training market
Description:
A market of training providers is functioning effectively in the country and support is
provided to develop it further.
KEY ELEMENTS STATUS

work needed
 The legal and policy (National Train-

ing Strategy) framework precludes
monopoly situations and encour-
ages healthy competition.
 The National Association actively

supports the strengthening of
training providers.
 The accreditation and certifica-

tion processes do not crowd out
the market or stifle innovation
and healthy competition.
1.1.4 Role of national and international organisations

Description:
National and international organisations work within the framework of the National
Training Strategy.
KEY ELEMENTS STATUS

work needed
 Donors and national/international

organisations support the devel-
opment of the National Training
Strategy.
 Donors and national/international

organisations direct their resources
towards the implementation of
priority training needs.
36

1.2.1 Commitment of the local authority leadership
Description:
The local authority leadership promotes a learning culture, reflected by staff respond-
ing to training opportunities as a way of improving their own performance as well as
enhancing their career prospects.
KEY ELEMENTS STATUS

work needed
 There is serious commitment

from the leadership to improve
the local authority performance.
 The % of funding allocated

for training is spent for this
purpose, and is based on trans-
parent procedures.
 The Human Resources function

is established as a professional
unit with a designated training
focus.
 All local authority officials have

the same opportunities to receive
appropriate training.
 A clear link is seen between train-

ing, and improved performance
and career prospects.
37
1.2.2 The Human Resources function
Description:
The Human Resource function, encompassing responsibility for training, is function-
ing effectively in local authorities. A Training Focal Point or Training Service exercises
a coordinating function for training and is responsible for the development of yearly
action plans for training.
KEY ELEMENTS STATUS

work needed
 The HR function encompasses

training and performance man-
agement policies.
 A Training Focal Point/or Train-

ing Service is established within
the HR department/unit with
responsibility for training issues.
 Job descriptions are explicit and

contain information on the com-
petences needed for the particu-
lar position.
 The training action plan is de-

veloped based on performance
appraisal results and on internal
institutional and individual /
capacity needs assessment pro-
cesses.
38
2 FACTORS INFLUENCING TRAINING PROVIDERS,

TRAINERS, MATERIALS AND METHODOLOGY

2.1.1 National Association of Local Authorities
Description:
The National Association facilitates the development of the National Training Strat-
egy and coordinates and oversees its implementation.
KEY ELEMENTS STATUS

work needed
 The National Association over-

sees the development and
implementation of the National
Training Strategy.
 The National Association super-

vises the implementation of the
National Training Strategy and
updates it regularly.
 The training provider of the Na-

tional Association doesn’t have
an unfair advantage vis-à-vis
other training institutions and
competes in the market.
39
2.1.2 Coordinating Body for Standards
Description:
An independent Coordinating Body for Standards is established to ensure the qual-
ity of training through accreditation of training providers and programmes and
certification of trainers. It prepares and disseminates model procedures and cri-
teria for the selection of training providers and trainers and for evaluating training
programmes.
KEY ELEMENTS STATUS
Complete Absent Additional work N/A

needed
 A body is responsible for Quality

Assurance and represents all the
interested parties, with no one
interest prevailing.
 An expert panel is established to

provide substantive support.
 A Quality Assurance system is

defined in the National Training
Strategy.
 Where the National Association

provides its own training service
and a Quality Assurance body is
established within the structure
of the Association, conflicts of
interest are avoided by clearly
defined roles and procedures.
2.1.3 Accreditation and certification process

Description:
The accreditation of training providers and programmes and the certification of
trainers ensures that providers deliver training programmes in accordance with pro-
fessional standards and that training programmes respond to needs and use modern
methods. This process is overseen by the Coordinating Body for Standards, or by an-
other institution.
40
KEY ELEMENTS STATUS

work needed
 Procedures for accreditation and

certification are straightforward,
transparent and efficient.
 Accreditation does not stifle inno-

vation or increase barriers to entry
for new training providers.
 Training providers are required to

renew their accreditation regularly.
2.1.4 Association of Professional Trainers

Description:
An Association of Professional Trainers exists to improve standards. It may also take
over responsibility for establishing the standards guiding the training of trainers.
KEY ELEMENTS STATUS

work needed
 The Association of Professional Train-

ers is efficient and actively supports
trainers in their personal develop-
ment; its creation was driven by
demand.
 Trainers find value in belonging to

the Association.
 The Association focuses on the goal of

professional development of trainers.
 The Association maintains high

standards.
 The Association cooperates with

training institutions.
41
2.1.5 National Database of Trainers
Description:
A National Database of Trainers containing personal details, expertise, experience
and past evaluations of certified trainers would be a useful tool for local authorities
and training providers in order to match their needs to an appropriate trainer.
KEY ELEMENTS STATUS

work needed
 The responsibility for managing

the database and procedures for
its use are clear.
 The database is kept up-to-date

and is accessible through the
website.
2.1.6 National Library of Training Resources

Description:
An up-to-date library of training curricula, methods and materials is a useful tool for
individuals and training providers.
KEY ELEMENTS STATUS

work needed
 The Library is kept up-to-date

through research and develop-
ment.
 The Library is accessible to all

stakeholders.
42

2.2.1 The Training/Capacity Needs Analysis by local authorities
Description:
Local authorities are able to assess their capacity-building needs and to articulate
them to the training market.
KEY ELEMENTS STATUS

work needed
 The HR unit/training Focal Point

or Training Service has the com-
mitment and expertise to carry
out a Training Needs Analysis
and develop a training plan for
the local authority.
 Different methodologies are ap-

plied to assess training/capacity
development needs, such as the
performance appraisal process,
functional analysis, training
needs analysis etc.
 The implementation of the train-

ing plan is coordinated by the
HR unit.
43
2.3.1 Standard Selection Criteria (trainers / providers)

Description:
Training institutions have solid procedures and requirements for the selection of
trainers and the development of training curricula.
KEY ELEMENTS STATUS

work needed
 There are clear selection proce-

dures and criteria for trainers and
training providers.
 There are clear evaluation

procedures that inform future
selection of trainers and training
providers.
44
3 FACTORS INFLUENCING TRAINING EFFECTIVENESS

3.1.1 National Performance Analysis / Training impact
assessments
Description:
Training effectiveness is assessed by conducting a national performance analysis or
a training impact assessment.
KEY ELEMENTS STATUS

work needed
 The National Association is

overseeing the development
and implementation of the
methodology for national train-
ing impact assessment/national
performance analysis.
 A team of independent experts

carries out training impact as-
sessments/or national perfor-
mance analysis.
 Training impact assessments are

carried out regularly and the as-
sessment results are available for
all stakeholders.
 Local authorities are involved in

establishing performance indica-
tors and standards.
 Local authorities are willing to

participate in national training
impact assessment / national
performance analysis processes
and are committed to introduce
changes.
45
3.1.2 Update of Training Needs Analysis
and National Training Strategy

Description:
The Training Needs Analysis and National Training Strategy are regularly updated to
reflect changes in the training needs.
KEY ELEMENTS STATUS

work needed
 The National Association is respon-

sible for conducting a continuous
Training Needs Analysis and updat-
ing the National Training Strategy.
 All relevant stakeholders are in-

volved in the training needs identi-
fication process.
 An action plan for the National

Training Strategy is updated every
year.
46

3.2.1 Training Programme Impact Assessment
Description:
Local authorities focus on the quality of training received by their employees through
discussions and interviews led by the HR unit, post-training follow-up activities and
a performance appraisal system.
KEY ELEMENTS STATUS

work needed
 Local authorities assess the effec-

tiveness of the training received by
their employees.
 There is an HR/training manager

responsible for the assessment of
training effectiveness.
 There is an effective performance

appraisal system in place.
 There is an effective post-train-

ing follow-up system to help put
acquired knowledge and skills into
practice.
47
3.3.1 Training Programme Evaluation

Description:
Training providers carry out immediate post-training evaluations to assess satisfac-
tion, and conduct longer-term Training Impact Assessments when possible.
KEY ELEMENTS STATUS

work needed
 Training institutions assess trainees’

satisfaction with the training pro-
gramme.
 Trainees respond with constructive

feedback.
 Trainees’ comments are fed into the

redesign of training programmes.
 There is an effective post-train-

ing follow-up system to help put
acquired knowledge and skills into
practice.
48
ANNEX 2:
Examples of Standards
50
A. Standards for a training organisation

An example of standards for a training organisation (based on the Australian Na-
tional Qualification Framework standards):
 The training organisation has systems in place to plan for and provide quality
training and assessment across all of its operations.
 The training organisation ensures that compliance with state legislation and reg-
ulatory requirements relevant to its operations is integrated into its policies and
procedures, and that compliance is maintained.
 The training organisation has effective financial management procedures in place.
 The training organisation has effective administrative and records management
procedures in place.
 The training organisation recognises the accreditation and certification system
and the statements of achievement issued by any other training organisation.
 The training organisation applies access and equity principles; it provides timely
and appropriate information, advice and support services that assist clients to
identify and achieve their desired outcomes.
 Each member of the training organisation’s staff who is involved in training, as-
sessment or client service is competent in the functions he or she performs.
 The training organisation delivers outcomes specified in accredited training pro-
grammes and issues qualifications and statements of achievement that meet the
requirements of the qualification system.
 The training organisation identifies, negotiates, plans and implements appropri-
ate learning and assessment strategies to meet the needs of each of its clients.
 The training organisation’s assessments meet the requirements of the standard
evaluation system.
 The training organisation’s marketing and advertising of training and assessment
products and services is ethical.
B. Requirements for applying for the accreditation

of training programmes
The requirements should be clear and made available to all interested parties. The
requirements should determine:
1. the information that should be provided by the applicant,
2. the rules and procedures of application,
3. deadlines for application.
51
The information required usually includes:
 the name of the institution delivering the training and proof of its eligibility (train-
ing licenses, certifications, etc. – based on legal and non-legal requirements in the
country),
 the name of the training programme,
 the curriculum of the training programme,
 the form and methodology of training,
 training materials,
 a list of trainers and proof of their qualifications,
 the target group of trainees.
The information could also include:

 the budget or an assessment of costs of the training programme for the trainee,
 the results of the evaluation of any pilot programme,
 an example of the evaluation sheet,
 an example of the certificate issued to trainees after they complete the training,
 a description of the ways in which the trainees’ acquired knowledge and skills will
be tested.
C. Standards for trainers

The Association of Professional Trainers might adopt a set of standards for trainers as
follows:
 Focus on results and help clients focus on results.
 Look at situations systemically, taking into consideration the larger context in-
cluding competing pressures, resource constraints, and anticipated change.
 Add value through your work; in particular how you do your work.
 Utilise partnerships or collaborate with clients and other experts as required.
 Assess the need or opportunity for training systematically.
 Analyse the work and workplace systematically to identify the factors that limit
performance.
52
 Design the solution (or the specification of the requirements of the solution) sys-

tematically.
 Develop some or all of the solution and its elements systematically.
 Implement the solution systematically.
 Evaluate the process and results systematically.
Drawn from: International Society for Performance Improvement
53
ANNEX 3:
Introducing Quality Assurance
into local government training
54
Quality Assurance can be introduced into local government training through the

development of four separate, but linked programmes. They should be the respon-
sibility of the National Association / Coordinating Body for Standards and should be
introduced in cooperation with the Association of Professional Trainers (if one exists),
and with the support of the local government Ministry or related Ministries.
PROGRAMME 1
Developing the Training Environment
• Research into local authorities’ training capacity
 National Association programme to strengthen local authorities’ Human Re-
source function and Training Service
• Assessment of the:
- national legal and policy framework
- national institutional framework
 Action Plan to strengthen the national framework
Outcome:
 attractive career structure for local authority officials
 training resources available
 Coordinating Body for Standards established
 National Training Strategy adopted
 local training capacity established
PROGRAMME 2
Building local authorities’ training capacity
• Training management programmes for local government Training Managers on:
- Training Needs Analysis approach
- selection and evaluation processes
- post-training support options
- internal knowledge-sharing (library of materials, coaching and mentoring
programmes, pool of training assistants)
- Training Institution management or NGO management
• Training of Trainers programmes for local government trainers and training assistants
• National programme to introduce Performance Appraisal
Outcome:
 training expertise established within local authorities
 performance appraisal adopted by local authorities
55
PROGRAMME 3
Building the national Quality Assurance framework

• prepare and disseminate:
- standard selection criteria (trainers and training providers)
- standard programme evaluation criteria
- standard assessment criteria for training effectiveness
• develop or commission:
- national library of training resources
- research and development capacity to identify and introduce / update cur-
ricula and methodology
- national Training of Trainers programme based on international standards
- national database of trainers
• establish Standards Panel with agreed Terms of Reference and identify national pool of
experts and assessors
• publish accreditation and certification procedures
Outcome:
 local authorities use standard criteria for selection and evaluation
 Standards Panel in operation
 trainers, training providers and core training material subject to certification and ac-
creditation procedures
PROGRAMME 4
Developing the training profession
• Establish an Association of Professional Trainers
• Determining the requirements for contemporary professional skills and their levels;
developing occupational standards for training professions
• Develop Training of Trainers programmes in training methodology and priority training
fields
Outcome:
 Association of Professional Trainers established with growing responsibility and capac-
ity for setting training and performance standards for trainers only if demand driven
 Professional capacities of trainers increased
56
ANNEX 4:
Delivering Quality Assurance:
Summary Flowchart
58
Delivering Quality Assurance: local authority / institutional level

TRAINING
TRAINING EXPERTISE TRAINING EFFECTIVENESS
ENVIRONMENT
Local authority level Local authority level Local authority level
HR Function Training Impact assess-
ment
 Training Focal
 Training Needs Analysis   Post-training follow-up
Point or
 Training service  Performance appraisal
Training
Institutional level Institutional level
Standard selection
criteria for trainers /
providers
Training programme
  Choice of materials 
and methods evaluation
 Standard training
evaluation system
59
Delivering Quality Assurance: national framework
TRAINING
TRAINING ENVIRONMENT TRAINING EXPERTISE
EFFECTIVENESS
Legal and policy frame-
work for local government National Association of
training Local Authorities
• Career structure for civil  • As training provider National Training

servants or employees Impact Assessment
• As provider of alterna-
• Funding for professional tive training
development
Coordinating Body for
National Training Strategy Standards, for example:
for local government • As National Training
• Strategic objectives and facility
Update of Training
priorities • As representative of Needs Analysis
• Based on Training numerous local au-
Needs Analysis thority associations
• As civil service agency
Training market Update of National
 Accreditation process 
• Competitive market Training Strategy
Support of national and
Association of Profes-
international organisa-
sional Trainers
tions
National database of
trainers and training
providers
National library of train-
ing resources
60
EXPERTS’ WORKSHOP, COUNCIL OF EUROPE, STRASBOURG

12-13 September 2005, Room 2 (Palais de l’Europe)
CoE Directorate of Cooperation for Local and Regional Democracy
INTRODUCING QUALITY ASSURANCE INTO LOCAL GOVERNMENT TRAINING:

DEVELOPING A COUNCIL OF EUROPE / UNDP APPROACH
LIST OF PARTICIPANTS
Jacek Krolikowski, Consultant, Poland

Cezary Trutkowski, Consultant; University of Warsaw, Poland
Luba Vavrova, Executive Director, Project Manager - Local Government
Development Center, Slovak Republic
Jana Voldanova, Project and Communication Manager, FALA
(The Fund for the Assistance to the Local Administration), Czech Republic
Lilia Tverdun, Training and Development Specialist, Local Government Reform Proj-
ect, USAID, Moldova
Svetlana Arionescu, Director, Centre for Social Enterprise and Research, Moldova
Giorgi Meskidze, Civitas International, Georgia
Jurgita Siugzdiniene, Local Government Specialist, Bratislava Regional Centre, UNDP
Ulla Purga, Consultant, Estonia
Tomislav Novovic, UNDP, Serbia
Nicola Lee, UNDP, Serbia
Marko Moračić, Standing Conference of Towns and Municipalities, Serbia
Vesna Bisheva, UNDP, FYR Macedonia
Gordana Milosevic, National Training Facility, FYR Macedonia
Trilateral Committee, FYR Macedonia:
Plamen Georgievski, State Secretary, Ministry of Local Self Government
Metodija Dimovski, Secretary General, Agency for Civil Servants
Nevzat Bejta, Vice-President of ZELS (Association of Local Self Governments) and
Mayor of Gostivar
Council of Europe, Strasbourg: Silvia Ivanova, Roman Huna, John Jackson
61
62
Notes:
Notes:
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APPROACH TO QUALITY

APPROACH TO QUALITY ASSURANCE

3.3 Institutional level ...................................................................................................................48

APPROACH TO QUALITY ASSURANCE

Ben Slay Philip Blair

Director Director of Cooperation for Local and

APPROACH TO QUALITY ASSURANCE

APPROACH TO QUALITY ASSURANCE

APPROACH TO QUALITY ASSURANCE

1.1 National framework

1.1.1 Legal and policy frameworks for local government training

1.1.2 National Training Strategy for local government

1.1.3 Training market

1.1.4 Role of national and international organisations

APPROACH TO QUALITY ASSURANCE

1.2 Local authority level

1.2.2 Human resources function

APPROACH TO QUALITY ASSURANCE

2.1 National framework

2.1.2 Coordinating Body for Standards

APPROACH TO QUALITY ASSURANCE

2.1.3 Accreditation Process

2.1.4 Association of Professional Trainers

2.1.5 National Database of Trainers and Training Providers

APPROACH TO QUALITY ASSURANCE

2.2 Local authority level

2.2.1 Training Needs Analysis

Analysis and selecting training materials and methodologies.

2.3 Institutional level

2.3.1 Requirements and procedures for the development and

The development of the training programme should consist of the following

APPROACH TO QUALITY ASSURANCE

2.3.2 Standard training evaluation systems

APPROACH TO QUALITY ASSURANCE

3.1 National framework

3.1.2 Update of the Training Needs Analysis and the National

3.2 Local authority level

APPROACH TO QUALITY ASSURANCE

3.3 Institutional level

APPROACH TO QUALITY ASSURANCE

Challenge 1. Diﬃculty in identifying the key elements

Challenge 2. Developing the right training programme

Challenge 3. Accreditation and certiﬁcation systems

Challenge 4. Ensuring independence of the Coordinating

APPROACH TO QUALITY ASSURANCE

Challenge 5. Evaluation can only contribute to quality training

Evaluation questions for Level 1:

APPROACH TO QUALITY ASSURANCE

APPROACH TO QUALITY ASSURANCE

Factors inﬂuencing training

NATIONAL SECTION 1.1 SECTION 2.1 SECTION 3.1

LOCAL AU- SECTION 1.2 SECTION 2.2 SECTION 3.2

INSTITUTIONAL SECTION 2.3 SECTION 3.3

1.1 National framework

KEY ELEMENTS STATUS

Complete Absent Additional N/A

 The duty and right of local civil

 Raising qualiﬁcations is linked with

 A performance management sys-

 A % of funding (% of salary fund,