ABET educator : in-service training and transfer of learning in South Africa

Abstract

Adult Basic Education and Training in-service training for educators often fails to enhance job performance because it is not viewed as an experiential process involving factors that affects ABET educators before, during and after training. To seek an overview of longer term gain from the in-service training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. This article explores the variables that affect the transfer of knowledge in in-service training of basic education educators. Based on the experiences of the author as adult educator and the review of the relevant available literature this article assessed factors that accelerate or impede transfer of learning. To circumvent these factors, this study recommends intervention mechanisms, namely, involving ABET educators in the planning of their in-service training, basing training on careful assessment of educators' needs, using work-related situations in training, providing support during training and evaluating the in-service training, among others.