• How can you link environmental, social and economic aspects when you are educating? – Holistic Approach.
• In what way can you as a facilitator support your students/participants to rethink and to be innovative ? –Lifelong Learning.
• Of what importance is the learners pre-knowledge, questions and knowledge in the learning process? – Learners in Focus.
• Do the students/participants have any possibility to influence their education, the learning process and the surrounding society ? – Democratic Work Methods.
• How to manage your students to look at the world from different perspectives ? – Different Perspectives.
• In what way do you encourage the learners to think in a critical way ? – Reflection, Integration and Interdisciplinary.

To implement the above strategies the job of a teacher thus has to undergo complete metamorphosis with paradigm shift in the teaching and learning processes.

One has to question, WHY topic is taught in the class at this age? WHAT is its importance? WHEN and WHERE is it going to be applied in everyday life ? HOW are we to impart the knowledge, delivery to the child and finally at the end of the day what is the outcome and the competency level of the child, the Process of Assessment and Evaluation. The dynamics to facilitations and learning thus has to change for Sustenance.

Learning Plans of facilitators thus has to have an Objective, the Resources, the Elements, Assessment Summary, Lesson Plan (the delivery schedule), the Outcome and finally the Applications.

Assessment is the process of collecting evidence and making a judgement on whether or not benchmarks have been met so when we assess, educators have to keep in mind, Why do we assess ? What do we assess ? When do we assess ? How do we assess ? Wheredo we assess ? This process then brings about competency standards and benchmarking.

Benchmarks are based on the task to be completed, the required performance standard and should be detailed in workplace documents such as procedures, policies or in national standards such as its qualification and competency standards.

Purpose of Assessment : It is to gather high quality evidence with sufficient samples to be evaluated and a judgement made against the standards identified.

• Recognition of Prior Learning (RPL)
• Training Needs Analysis (TNA)
• Measure work performance through the learning process or at the end.
• To certify competency towards a qualifications.

Assessment depends on the context of Assessment and usually occurs in any learning environment classroom or workplace.

Assessment should occur when the candidate is ready. It is important that assessors structure their assessment plan to include sufficient opportunity for practice and include progress checks so they are aware that their candidates are ready before they undertake a final assessment.

Diagnostic Assessment Assessment carried out before learning to establish baseline data or to identify gaps for a TNA or individual learning pathway.
Formative Assessment Assessment conducted throughout a program.
Summative Assessment Assessment conducted at pre-determind point, usually at the end, of the learning program.
Holistic Assessment Integrations or combinations of elements or units.
What do we Assess ?Evidence of candidates skill knowledge and attitudes against units of competence.

Variety of strategies are used for assessment.

• Real work or activities
• Stimulated activities
• Questioning such as verbal or written testing
• Portfolios of evidence for new or existing work (the later being appropriate for recognitions of prior learning).

Is it valid- Assessment is valid when the process assesses what is claims to assess.
Reliable- Assessment is proven to be accurate and repeatable. This refers to the consistency of the interpretations of the evidence and the consistency of the assessment outcomes.
Fair-  Assessment is fair when it includes equitable arrangements for the candidates.
Flexible-  Assessment is flexible when it is able to be modified to meet different needs of candidates.

Direct- Assessment is valid when the process assesses what is claims to assess.
Indirect- Assessment is proven to be accurate and repeatable. This refers to the consistency of the interpretations of the evidence and the consistency of the assessment outcomes.
Supplementary- Assessment is fair when it includes equitable arrangements for the candidates.

Our education system is result oriented, today to build a new generation we have to seriously look at Processes not Results and to adopt the global standard best practices.