E-learning assessment framework for the public service sector
| dc.contributor.author | Centre for Researching Education & Labour (REAL) | |
| dc.contributor.author | University of the Witwatersrand, Johannesburg | |
| dc.date.accessioned | 2024-11-25T07:51:29Z | |
| dc.date.available | 2024-11-25T07:51:29Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | The purpose of this research project was to develop an understanding of the change drivers and difficulties linked to implementing e-learning in the South African Public Service Sector in line with policy imperatives and global trends. The project aimed to investigate specific challenges and contextual variables that need to be addressed to strengthen skills development within the public sector. It also aimed to explore how to enhance ways in which the public sector utilises e-learning to upskill and re-skill its workforce. The research was undertaken over a 12-month period, from September 2020 to September 2021, and involved five main phases. Phase One comprised the inception and orientation of the project. The second phase involved a literature review on e-learning including an analysis of relevant public sector documents, reports, and policies on e-learning practices within the public and private sector. This contextual profile describes e-learning practices in the sector and enabled us to structure the public e-learning system as an activity system. The third phase consisted of the development of mediating tools including a comprehensive evaluation tool to offer a potential way forward to enhance strategic planning implementation for e-learning. This will assist with addressing the challenges faced by the public sector in terms of training and the processes of change involved in transitioning the conceptualisation of e-learning to contextualised capacity building. The e-learning criteria framework provides basic guidelines for designing an optimum e-learning experience in the public sector. The elearning review tool (Appendix A) supports and complements the criteria as a tool for analysis of the e-learning programme. The e-learning criteria and tool were sent to ten e-learning experts in the same field of research for comments on further development and improvement. Phase Four consisted of data analysis. Insights from stakeholder engagement and framework development processes were assessed and key emergent themes to inform the e-learning needs of the public sector were identified. In the final phase the findings were reviewed and recommendations proposed and the final report presented here is based on reviewer feedback. | |
| dc.description.librarian | PM2024 | |
| dc.description.submitter | PM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier.uri | https://hdl.handle.net/10539/42861 | |
| dc.language.iso | en | |
| dc.publisher | Public Service Sector Education and Training Authority (PSETA) | |
| dc.rights | © Public Service Sector Education and Training Authority, September 2021. | |
| dc.school | School of Education | |
| dc.subject | E-learning framework | |
| dc.subject | Public service sector | |
| dc.subject | Forth Industrial Revolution | |
| dc.subject | Department of Higher Education | |
| dc.subject | Digital literacy | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | E-learning assessment framework for the public service sector | |
| dc.type | Other |