Ezzat ctp-gcc-c07-03621

UNIT TITLE The ECDL Programme
ELEMENT TITLE Promoting the ECDL
ELEMENT
DESCRIPTION
This element will verify the trainer’s knowledge and
understanding of the ECDL programme.
SKILL AND KNOWLEDGE REQUIREMENTS
1. Knowledge and Understanding of the ECDL Programme
a 1.1 The history of the ECDL/ICDL
The concept of European Computer Driving Licence (ECDL) was originated in
Finland, where an association called FIPA (Finnish Information Processing
Association) introduced the Finnish Computer Driving Licence (CDL) in 1994. At the
beginning itself an average of 10,000 people registered for the CDL. The CDL
concept was taken into consideration and was promoted, designed and launched by a
professional computer society called CEPIS (The council of European Professional
Informatics Societies). CEPIS created a task force in 1995 to investigate a solution by
which the IT skills could be introduced in the industries throughout Europe. The task
force found the Finnish CDL to be a reliable and effective tool and carried out pilot
tests, with some modifications to suit the industry and wider audience, during 1995
and early 1996. The new version of CDL was named as ECDL, launched in Sweden,
in August 1996. ICDL was later launched after three years in 1999.
The ECDL/ ICDL is a test of practical skills and competencies and consists of seven
separate modules covering computer theory and practice , To achieve an ECDL
ICDL certificate, the Candidate must successfully pass a test in all modules .
ECDL /ICDL Module 1 is a theoretical test of computing Knowledge at a general
level and modules 2-7 are practical skills testes, as follows :
Module 1 – concepts of information Technology ( IT)
Module 2 – Using the Computer and Managing Files
Module 3 – Word Processing
Module 4 – Spreadsheets
Module 5 – Database
Module 6 – Presentation
Module 7 – Information and Communication
ICDL/ECDL CTP Trainer’s Evidence Record UNIT A ELEMENT 1
Certification Programme
Name : Ezzat Elsayed Mohamed Eid Element 1.1
CTP Number : GCC C07 0362 Page 1

Who is ECDL/ ICDL for ?
The ECDL/ ICDL Programme is for anyone who needs to demonstrate to
an international standard that they are fully competent in the use of
personal computer and common computer applications and that they Know
the essential concepts of information software applications before Other
programmes are also available for those with other requirements
Alternatively, Candidate who have never used computers before, may be
interested in our equal skills programme .
What is ECDL ICDL?
ECDL ICDL is an internationally recognized qualification in IT skills, certifying to a
set standard the skills people already have, or the skills they attain through training .
Through Europe, this qualification is Known as European Computer Driving license (
ECDL ), while in countries outside of Europe who have adopted the standard, it is
known as the International Computer Driving license ( ICDL )
b 1.1 Objectives of the ICDL ECDL
The major objectives of ECDL/ICDL programs are:
To promote and encourage computer literacy for all.
To raise the level of knowledge about Information Technology (IT) and the
level of competence in using personal computers, internationally.
To ensure all computer users understand best practices and the advantages of
using a personal computer.
To increase the productivity of all employees who need to use computers in
their work.
To enable better returns from investments in Information Technology (IT).
To provide a basic qualification in computers even for the people who have no
background in computers.

c 1.1 Benefits of ECDL/ICDL
Today, computer skills are increasingly important to people in all walks of life. The
ECDL is an information technology certificate for all citizens. It is intended for those
who need to, or wish to, know how to use a personal computer. It is suitable for
people from every work discipline, for people entering the job market, and for all
ages. Some of the benefits of the ECDL are that it provides:
Benefits for Candidates :-
Increases essential IT Knowledge /skills
Increases confidence in computer use
Provides internationally –recognized qualification
Improves job prospects and job mobility
Benefits for Employers :-
Increases productivity
Reduces costs
Increase the quality of employee out put
Reduces time wasted
Makes better use of information technology ( IT) resources
Provides a better return on information technology ( IT) investment
Benefits for Society
Raise the level of information technology ( IT) competence
Provides certification of IT skills in the educational sector
Re-skill the defines computer literacy
Benefits of ECDL/ICDL
• Syllabus and Test maintenance
• Quality control
• Management of relationship with service Providers
• Communication

• Marketing
Objectives of the ECDL/ICDL
There is a recognized need to encourage computer literacy at a global level. ECDL
deployment programmes support this objective. An international programme of
training, and accreditation of competence, offers an opportunity to lever industrial
development through upgrading the computing skills of the general work force. ECDL
strives to establish the certification as a global standard for IT skills in support of the
global computer literacy objective.
• We can identify the objectives of the ECDL/ICDL foundation as follow :-
• To promote best practice in the provision of it training
• To recognize and certify best practice on the part of individual trainers .
• To provide trainers with an opportunity to develop and promote their
competence .
• To provide training organization with an objective and recognizable quality
mark for training
• To develop a community of certified trainers that can support individual
trainers.
• To promote and encourage computer literacy for all
• To raise the level of knowledge about Information Technology ( IT ) and the
level of competence in using personal computers and common computer
applications for all citizens within Europe and internationally .
• To ensure all computer users understand best practices and the advantages of
using a personal computer .
• To increase the productivity of all employees who need to use computers in
their work
• To enable better returns from investments in information technology ( IT ).
• To provide a basic qualification which will allow all people, regardless of their
background, to be part of the Information society .
Better employment opportunities
In addition to proving your ability to use computer applications, your skills are
recognized through the ECDL foundation certificate in 146 countries around the world
by governments
, Employers and Academic Institutions .

an internationally valued certificate
to date we have administrated around 20000000 tests worldwide . our expertise in
applying test standards guarantees that regardless of which country you undertake
your learning and testing in, the standard will be the same and it will be the same and
it will be equally valued by employers and academic institutions .
d 1.1 Role of the ECDL/ICDL Foundation and the National operator
The ECDL Foundation is a not for profit organization and is responsible for the
following:
• Protect the Trademarks of ECDL/ICDL
• Communicate with the Licencee
• Marketing and Promoting the Programme
• Syllabus and Test maintenance
• Quality Assurance
Issuing licences to an organization
Auditing the licencee
Licencee is responsible for:
Promoting the ECDL/ICDL programme
• Quality Assurance
Accrediting new test centers
Auditing the Centers
Training the Testers to Administer
Mark the official ECDL tests
Ensures that all the centers follow the
professional way in accordance with the
National Operator’s Procedures Manual.

UNIT TITLE The ECDL Programme
ELEMENT TITLE ECDL Administrative Requirements
ELEMENT DESCRIPTION This element will verify the trainer’s knowledge and
understanding of the Administration of ICDL in the test centre.
1. Management of the Test Centre
a.2.1 list the key points of national operator’s procedures Manual that relate
specifically to trainers or testers .
The work of implementing the ECDL is co-coordinated by the ECDL Foundation. In
order to maintain the ECDL standards the quality and standards procedures issued and
monitored by the ECDL foundation should be confirmed.
ECDL Deployment
The ECDL is being implemented in 135 European countries, and has been translated
into 32 languages around the world, making it the world’s leading certification
programme. To date over 3.5 million candidates have registered to commence the
ECDL. It is supported by governments in many countries and large multinational
companies offer it to their employees as a standard to attain in IT.
The syllabus and the QTB
The syllabus is available to the public and is posted on the ECDL Foundation web-
site, www.ecdl.com . Approval of all changes to the standard syllabus is the
responsibility of the ECDL foundation.
The Question and Test Base (QTB) is the bank of questions with answer guidelines,
provided by the Foundation to its Licensees. The Question and Test Base (QTB)
comprises the questions and tests used within ECDL certification. The QTB is the
property of the ECDL foundation and is not in the public domain. The ECDL tests are
software vendor independent.
Equal skills
The equal skills programme is designed to introduce beginners to the world of
computing. It aims to increase skills in basic computer literacy.

ECDL Advanced
ECDL advanced anticipates that candidates have already mastered the skills sets and
acquired the specific knowledge outlined in the core ECDL syllabus, and it progresses
the candidate to the next level of competence.
ECDL CAD
ECDL CAD covers the core requirement of 2D Computer Aided Design using
standard software and features found in almost all CAD applications.
ECDL Certified Training Professional
ECDL Certified Training Professional (ECDL CTP) is a Certification programme for
ECDL Trainers that assesses and certifies best practices in the provision of ECDL
Training.
b. Recording essential candidate information
The candidates’ information has to be recorded in the database system provided by the
ICDL – GCC Foundation.
2. Testing Procedures
a.2.2 Before a test session .
• All tests are subject to ICDL Quality Assurance Officer monitoring.
• Specific days of the week and times are provided to the centers based on their
regions.
• All test sessions must be requested 10 days in advance to the ICDL GCC
Foundation.
• Cancellation of test sessions are not permitted.
• A maximum of 5 test sessions are permitted per week.
• Tests may not begin more than 15 minutes after the scheduled test start time.
• Tests may not begin until the ICDL GCC Foundation Quality Assurance Officer
has arrived at the testing center.
• During a scheduled test sessions the center has to conduct tests only in a single
lab unless until scheduled differently and informed to ICDL GCC Foundation.

b.2.2 During the Test Session .
• ICDL skills card are to be purchased from ICDL GCC Foundation by the Test
Centers to be sold to candidates.
• Candidates must purchase the skills card from the Test centers prior to taking the
first test.
• The skills card should be filled in by the candidates in block letters in blue or
black color followed by the collection of the candidates’ identity card or a valid
identification card.
• ICDL tests are to be conducted and authenticated by ICDL certified testers.
• All computer hardware and software should be confirmed for functioning prior to
the tests and all software utilized for testing should be original and licensed. Test
centers must keep records of the type of license for auditing.
• All tests must be completed within 3 years of successfully completing any of the
7 modules.
• Candidates are free to take tests in any order.
• Candidates should be aware of the instructions related to plagiarism prior to the
tests.
• The duration of the test is 45 minutes (50 minutes for the Arabic automated
tests).
• Candidates should be aware of appeal procedures and equal opportunities.
• Automated tests are automatically marked by the computer software immediately
on completion of a particular test.
c.2.2 After the Test Session.
The Tester should be complete the skill card for candidate and tell him about the time
to change the complete skill card with original ICDL certificate
Completing logbook or Skills Card.
The skills card need to be updated every time the candidate appears for the test.

3. Internal Auditing
a. 2.4 Areas for Audit
a. 2.4 person responsible
- The test centers will have to keep full record of an individual for up to 5 years from
the completion of all 7 modules.
- Candidates file with the following information has to be included:
• A copy of the skills card.
• Progress report (A manual report of each time the candidate sat for
test.)
The dates of the test.
The results of each module tested for the individual.
Other relevant information.
• ATS exam reports.
Summary report of each test.
Full report after completion of all 7 tests.
• A copy of the ICDL certificate.
- The test center is required to keep a record of all tests given at the test center. A
report called Session report should be maintained containing the following.
• All communication regarding that session.
• A summary report of the results for all candidates in that session.

UNIT TITLE Training Needs Analysis
ELEMENT TITLE Analyzing Client Organization Needs
ELEMENT DESCRIPTION This element will verify the trainer’s ability to gather
information from the client organization and identify specific
training requirements.
1. Client Organization Training Needs
a.3.1 Gathering information on training needs.
Client Questionnaire
Organization Name
Government / Private
Organization activity
Reason of training
Previous computer skills Yes/No
Software applications used
Typing Yes/No
No. of participants
Males
Females
No. of participants in the age group
<20 years
20-30 years
30-40 years
40-50 years
>50 years
Job descriptions of participants
Type of training required
Objective of training
ICDL/ECDL CTP Trainer’s Evidence Record UNIT B ELEMENT 3

b. 3.2 Client Organization Training Needs
Example of needs that could be addressed through ICDL training
Group 1 : 10 journalists in Khaleej Times ( my allocated target group )
The following are same of the requirements that can be fulfilled through ICDL
training :
1. Learn to use the internet effectively to gather information and download
materials that support the research .
2. learn to use a spreadsheet application to gather facts and figures collected
through observation and experiments, prepare charts and tables, make summary
reports etc.
3. learn to use a presentation software to present the research paper to group of
evaluators explaining the details of the findings
Group 2 : 10 teachers of a international school
The following are same of the requirements that can be fulfilled through ICDL
training :
1. Learn to use a word processing application to prepare lesson plans, handouts,
teaching notes etc .
2. Learn to use a computer to store and manage soft copies of various of files used
and handle floppy disks, CDs etc, to store and transfer information .
3. learn to use a database application software to store and maintain student’s
performance records and produce reports whenever required.

-Three examples of needs could be addressed through an ICDL training
program for tow groups
The mean group for me is ( journalist group working in
Journalist group ( 1 )
Module 3
MS word processing
Create document for preparing the advertisement for
customers and present the paper for newspaper
Module 6
MS PowerPoint
Create slides to show designs of the articles and picture to the
other journalist and managers to take their opinion
Module 5
MS Access
Create database for data of advertising companies , reporters
other news paper companies , storing all the interviews and
their portfolio .
Teachers Group ( 2 )
Module 6
MS PowerPoint
Create PowerPoint show to teaching student’s the learning
subject and help him to understanding the staff
Module 4
MS Excel
Create calculation table and chart’s to preparing grades for
student’s and levels during the months of year .
Module 3
MS Word
Create document for preparing the home work and the wall
magazines in the school and note for student’s .
c. 3.3 Identifying appropriate training methods of client.
Learning group 1
• The method of instruction, practice and review could be best applied to the
learners.
• The examples could relate to their practices in the real world in the Khaleej times
newspaper .
• Use of White board and projectors could be well applied.

Learning group 2
• The implementation of training could be well linked to their day to day jobs.
• The examples related to the job could be applied to help them better gaining the
objectives.
• The speed of sessions could vary depending on the age group and the type of
candidates.
- list of the adaptations for ICDL training course :
The changes will be in :
Examples and recourses for course material .
Exercises they will do related to their work environment .
The duration of the course according to the analyses we do to suit their needs
First Group ( journalist in Khaleej times Group ( 1 ) )
Module 3
Get a sample of newspaper and magazines and documents from most popular
magazines and newspapers and other documents from their workplace to compare and
see what the difference is and then let team to create their own articles and format it
.Module 7
Show them sample news websites and show them how can search the web to find the
news they want, then ask them to search for the popular newspaper in the world so
they can be a member to receive the up-to-date news .
Second Group ( teachers group ( 2 ) )
Module 3
Get a sample of handwritten or typed end of shift reports, forms and other documents
from the learners workplace and use them as work files , let the learners create their
own patients medical sheets using tables , have them create small filing system based
on the clinic organization chart .
Module 7
The hospital might not have a website , take one hospital website as a basis for
browsing , ask for online medical journals for searching , you may ask learners to
search for medical conditions and treatment plan and come up with results .

2. Client Organization Reporting Needs
a. 3.4 suggestion for training program .
Mechanism for reporting to the client on a module –by-module basis
It is vital important to have your client updated with the progress of the trainees . in
our company , the client is a manger , a team leader or training and development
section , this could be done formally this depends on the relationship between the
trainer and the client , the methods , which could be adopted to implement such
reporting , are discussed below .
Method on Meeting or Interviewing
Regular meeting with the client could be the best approach to progress in training , yet
this approach has a constraint of having the time of such meetings arranged , however
whenever meeting with the client could be arranged, you as trainer has already started
using the acquired skills in his/her work this could be clearly noticed through the
number of calls to candidate services office meeting with the client would help you
take any corrective action when necessary in changing your teaching approach or
having the course timetable rescheduled .
Method Two Progress reports
Sending a progress report to the client is the formal approach which could easily feed
him back on his candidates improvement, and then the trainers file can be update
accordingly .
This progress report is developed by both the center coordinator and the trainer. The
training aspects which should be covered in the report are :
Attendance
Number of classes held
Modules has been covered and short description of skills has been learnt .
If the trainer is a head or behind the schedule and why .
Tests taken.
Repeated tests.
Comments on the trainees attitude punctuality willingness to learn.

The reporting could be done through the following methods:
1 - Interviews. 2 - Questionnaire.
3 - Observation. 4 - Checking the day to day training.
Clients Questionnaire
Please fill up this form with particular information to provide the best service you need :
1 Place of work …………………………………………………………………..
2 Clients Department ……………………………………………………………..
3 Number of ICDL candidates…………………………….……………………..
4 Educational level : Graduate Undergraduate Other :…………………
5 General IT skills level : Excellent Good Average Poor
6 Hardware & software they use ………………………………………………..
7 Please outline briefly the tasks are to be performed by your candidates ?
…………………………………………………………………………………
…………………………………………………………………………………
8 Has ICDL training been previously undertaken by any of your employees ?
No Yes If yes ,
…………………………………………………………………………………..
9 What results have been achieved ?
……………………………………………………….
10 If results were unsatisfactory, please detail the causes .
…………………………………………………………………………………..
11 Have you ICDL candidate had any other training ?
…………………………………………………………………………………..
12 Why is this training being requested ?
…………………………………………………………………………………..
13 Is there a specific IT skill deficit in your department, or business unit ?
…………………………………………………………………………………..
14 What are the key issues to be addressed from this proposed training ?
…………………………………………………………………………………..
15 At what time should this proposed training take place ?
………………………………………………………………………………….
16 What is the maximum time for candidates to do this training ?
2 hours 3 hours 4 hours
17 Please write any comments you might think it will be helpful.
…………………………………………………………………………………
Name :…………………………………. Position : ………………………….
Signature ………………………………. Date ……………………………….

b. 3.5 Agreeing appropriate reporting mechanism for client.
An example of report template:
Report Template
Name
Module Code
Module Name
Duration of the Module (hrs.)
Start Date
End Date
Time of the Training
Attendance %
Date of Exam
Marks obtained in the Exam
Strengths found during the Training (if any)
Weakness pointed during the Training (if any)
Current GPA of all the modules

UNIT TITLE Training Needs Analysis
ELEMENT TITLE Analyzing Learner Needs
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to gather
information about learners, identify specific training
requirements, and to ensure equality for all learners
1. Learners’ Needs
a. 4.1 Gathering information about individual learners’ training needs.
three methods of gathering about individual learners , experience and skills would be
by interview, by questionnaire and by observation.
By interview –
Discussing with people their previous experience and skills would provide a lot of
information about how they do there job and what mistakes they done and which
troubles they have faced . you need to discuss with other relevant personal including
there line managers . and other people effected by performance.
Planning the interview is important and a loose structure would be beneficial ,
keeping the interviewee related would help getting information . this happens more
easily if the interview is conducted as a conversation .
A danger of relying on interview information is bias, which the interviewer or the
interviewee might have. Interviewees may be reluctant to say something that will
show them in a bad picture . asking the same people different types of questions about
the same subject and asking different people the same questions about a subject would
help. Comparing the answers would identify clearly the areas of agreement and
inconsistencies .
By questionnaire
Questionnaire would be useful for getting and collecting information from a large
number of people. However, the questionnaires should be designed carefully if we
want the information to be collected is meaningful. Problems that could arise with this
method could be :-
1. questions not answered correctly
2. questions not answered in the correct format
3. people not returning the questionnaires

By observation
Watching people performance in their work can be useful. Watching them doing their
daily tasks, seeing how they cope with new challenges, how they deal with problems
encountered, can they handle the workplace procedures etc.
But when carrying out observation you must be aware that people behave differently
when they are being watched.
b. 4.2 Analyzing learners’ needs.
Name of the individual
Age
Academic background
Professional background
Objectives of the Training
Field of Training required
Computer exposure (in years)
Computer knowledge:
Introductory concepts (Yes/No/Not much)
Operating System (Yes/No/Not much)
Spreadsheets (Yes/No/Not much)
Word processor (Yes/No/Not much)
Databases (Yes/No/Not much)
Presentation package (Yes/No/Not much)
Internet and Communication (Yes/No/Not much)
Typing ability (Yes/No)
Memories of previous training (if any)

2. Learning objectives
a. 4.2 Setting learning objective for the training group.
Learning group 1
Examples of learning objectives
• To achieve hands of proficiency on word processing, spreadsheets and other
packages.
• To implement the tact’s achieved in training to the projects or assignments.
• To obtain an additional qualification.
• To compete with other students in all aspect of education.
Learning group 2
Examples of learning objectives
• To improve the computer skills.
• To appreciate the importance of computers in the day to day activities in the
workplace.
• To be competent in job promotion through better work performance.
• To be moderate with the application of computers.
3. Assurance of Equality for All Learners
a. Adapting training methods to accommodate learners with special needs.
• The training and testing could be offered for more than the time provided for a
general learner.
• The training sessions could be customized in the language preferred by the
learner.
• The training sessions could be more focused towards the candidates with
special needs.
b. Adhering to equality criteria in training, as dictated by best practice and local
legislation.

• ‘H The training and testing center is free from physical barriers which might
restrict access to the physically disabled or challenged.
• The training and testing centre is free from overt or covert discriminatory
practices with regards to gender or age.
• The application is not based on the candidates’ age, gender, marital status,
racial group or disability.
• All staff working at the center should be aware of equal opportunities rules and regulations.
ICDL Training Progress report
Module No : Date :
Department :
Position :
Attendance :
Week number : Number of Sessions :
Number of Hours :
Hours Attended : Hours of Absence :
ICDL test :
Test Date : Test Time :
Test Result :
Pass : Failed : Absent :
( if candidate failed or missed the test )
Next test Date : Test Time :
Trainer’s Comments :
Signature : Date :
Recommendations :
Name of the candidate :
Job Title :
`

Training Needs Analysis
Training
Coordinator
Title
Telephone Email
Organization
Targeted No of
Employees
1. what is the main business area of your organization ?
2. what is the main aim for requesting ICDL training for your
employees ? make all that apply .
Lack of skills| Knowledge
Ministry requirements
Other aim , please specify
3. we prefer to have the training sessions held at :
Training Consultancy
At your premises
`

Other location , please specify
4. rank the following IT skills according to your professional
development needs :
Skills
Rank according to professional needs for targeted
group
WORD PROCESSING
SPREADSHEETS
DATABASE
PRESENTATIONS
INTERNET
BASIC COMPUTER
SKILLS
5. What training format would be more convenient for your needs ?
please indicate your preference in terms of duration and location .
Full day sessions during week days
Afternoon sessions during week days
Full day sessions during week ends ( fri|sat)
Others , please specify
`

6. how did you hear about us ?
2X3 EXAMPLES OF CLINET NEEDS
GROUP OF JOURNALISTS FROM Khaleej times ( MY GROUP)
1. Communicate electronically with the newspaper and with each other wherever
they are in the world
2. present their articles in as soft copies with minimal spelling and typing mistakes
3. freely navigate through the web to search for news , materials and recourses
GROUP OF TEACHERS IN AN INTERNATIONAL SCHOOL
1. use the school management system professionally , it is a web based application
that requires usage of a web browser .
2. prepare attractive and professional presentations wherever possible to be used
classrooms , smart boards recently supplied in every classrooms in the school.
3. search for different educational recourses in the web .
`

Three examples of needs that could be addressed through an ICDL training
programme
Institute
1. 1. in order to run the institute business in a better way, you can store your
candidate's information using ms-Access through the tables . using ms-Access
Quires facility, you can inquire about costs of courses and the institute provides
then you can print this inquiry using ms-Access report facility .
2. you can store candidates degrees and calculate final result’s using ms-Excel
automatically . you can produce a chart to see the levels .
3. to promote your institute you can use ms-PowerPoint so that you can create a
presentation to show and inform your customers about your new courses and
programmes
Library
1. books, magazines, newspapers, clients and more can stored in ms-Access and
then can be manipulated later on controlling the books and everything will be
much easier and faster than doing it using the old manual .
2. with ms-Excel you can keep creating formulas and charts to show the most
popular book in your library .
3. using ms-word you can letters to the overdue borrowers informing them to
return the books . also, you can use the mail-merge facility so that you can send
one letter to all your clients informing them of the arrival of a new book .
`

2 ADAPTATIONS TO ECDL ICDL COURSE
Group of journalist from khaleej times ( my group ) and group of teachers in an
international school
1. tailoring the course timing for each module. The journalists needs more
concentration in the word processing and internet unite while the school
teachers are mainly concerned about PowerPoint presentation
2. exercise should be relevant to each group nature of job and highly emphasizes
real scenarios that they would face in real life and work
3. the training location for the journalists would be in our premises but for the
school teachers it is more convenient to use the high standard computer labs
that are available in the school
`

the adoption could be made to standard ECDL/ICDL training course
1. course objective
for each group we have to design and customize the objectives so that the
throughput of the course will be good and useful .
2. the module plan
for each group and after analyzing the group needs, we have to adjust the ECDL
/ICDL plan so that a correct sequence of modules order will be considered .
2. the session plan
e need to customize the session plan for the group so that different examples,
exercises, worksheets, and supporting files suit each group .
3. the schedule
when we have different groups, then we have to expect a big gap between the
candidates level in the group . so timing is an important factor to consider .
sometimes we have to give more time for a group and sometimes condense the
time

REPORTING MECHAISMS
Attendance reports
• weekly report except if a trainee for two consecutive session without informing
the reasons , it has to be directly reported . the consequences have then to be
mentioned
• lateness and lardy trainees to be indicated also not absences
• the report will normally be presented by email but in case of consecutive
absence we will phone the trainee and inform also his management phone
MODULE PERFORMANCE REPORT
• Upon the end of each module, a report is to be prepared to reveal the
performance of each trainee in this specific module
• The report is based on ongoing quizzes, module sample exams and instructor
classrooms notes
• The report will be presented by email
• It is very important to indicate whether the trainee is ready to go on to the next
module or still needs more time in the existing one . individual training
sessions might then be recommended in this report.
SPECIVIC INCIDENT REPORT
• This is a special report that would be prepared to reveal to a specific incident
that has to be directly reported, an example of incidents would be improper
during a specific session or violation of lab rules .
• This report would be first given by phone and then by email to be documented.

• This type of reports is important to keep the control and organization of the
course .
OVERALL PERFORMANCE REPORT
• An overall report that corves the performance in all seven modules . it would be
submitted upon the completion of the training course .It will be based on
quizzes results , sample exams, overall behavior and performance allover the
course .
• It would be submitted by mail on institute’s original preprinted templates .
• It would include comparative charts to indicate performance in individual
modules .

A 4.4 ICDL MODULE PERFORMANCE REPORT
BASIC IFFORMATION
Trainee name Module name
Date of start Date of end
Trainee number Trainee degree
ATTENDANCE DETAILS
TOTAL NUMER
OF SESSIONS
ABSENT DAYS ABSENT
PERCENTAGE
PERFORMANCE DETAILS
1 2 3 4 5
Skills learned within module Significan
t concern
Minor
concern
Satisfactory
Very
good
Exceptional
Overall average (based on ongoing
quizzes )
Instructor comments

ANALYIZING LEARNER NEEDS
1. Learner’s needs
a. There are three ways for gathering information about learners experience
and skills
1. questionnaire paper.
2. computerized testing questions
3. individual interviews and assessment report
b. the form for the training group that relevant the training course : (attached )
2. Learning objectives
a. learning objectives for the training group
unite Journalist group ( main) Teachers group
1 Module
3
They will be able to present
good document and format it
in to professional tables and
columns and paragraphs
They will be able to preparing
time shoulder and exams and
handout foe lessons and exams
reports
2 Module
4
They will be able to create
daily monthly stock share
chart and distribution chart
table for calculate degree and
grads for students and chart
3 Module
5
databases for news data and
advertising for customers
They will be able to preparing
acquire about hem student’s to
see levels and detected the
student’s needs and repotting
4 Module
7
They will be able search on
the net for subscribe with
other newspaper in the world
They will be able to search on
the net for new books and
dictionary and researchable
3.Assurance of equality for all learners
a. training and testing sessions for learners with special needs
• trainers should be qualified for teaching candidates with special needs .
• special teaching materials should be available for candidates with
special needs .
• there should be training and testing lab with special equipment for
3

special need people, for example ( wall holders ,full multi media
computers and special keyboards )
3 × INFORMATION GATHERING METHODS
REVEWING CANDIDATES C.V
• candidates be asked to present their C.V.s certificates that shows previous
training sessions that they have attended specially the IT field .
• C.V.s are to be reviewed and accordingly an initial impression would be
obtained about the level of expertise of the candidates in the IT field would be
formed. Simply the format of the C.V.s itself and how professional dose it look
is an issue to be considered .
• This method is only appropriate to be used for employed candidates, it wan,t be
suitable to ask house wives or school students to present C.V.s in this case only
certificates of other training programs would be enough .
• This method is be supported by other methods to verify that what is written in
the C.V. realy implies the expertise of the candidates .
QUESTIONNAIRE
• An easy and straightforward questionnaire would be distributed among
candidates its aim is to let them do a personal evaluation on the IT skills and
pervious experiences they have attained. It is meant to be filled by the
candidate himself without any external support .
• An online form of the questionnaire and also a preprinted form are available .
• The questionnaire is important to understand form the candidates his personal
opinion about his training needs ( not only what his requests )
PERSONAL INTERVIEW
• One of the most effective and important methods to identify training needs, it
gives the instructor or the analyst the chance to meet the candidate personally
and build an overall initial evaluation for his needs supported with other
documents previously described .
• It is most helpful also to determine the language skills of the candidate and thus
determine what the best instructing language to be used is .
• The interviewer should then be handled a form containing the main items to be
discussed in the interviews and the filed out form will be presented in the
candidate file as well as his personal remarks .

LEARNERS, NEEDS :
Date :
Client,s company : …………………………………………………………………
Number of candidates : ……………………………………………………………
Job title(s) :……………………………………………… Age Average : ………….
Educational level : …………………………………………………………………..
Previous training ( if any ) : …………………………………………………………
Trainer Name : ………………………………………………………………………
Expectations of training : ……………………………………………………………
……………………………………………...........................................................
……………………………………………………………………………………
Areas of focus during training :
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….
skills levels : 1= beginners
2= intermediate
3=advanced
Exam Name Group Average, 1 , 2 or 3
Ms Windows
Ms Word 2003
Ms Excel 2003
Ms Access 2003
Ms PowerPoint 2003
Ms Outlook 2003
Internet
Other comments :
…………………………………………………………………………………………
…………………………………………………………………………………………
Tel.:0096824563303 – 24563340 fax.: 24564212 P.O.Box : 3998 PC 112 Ruwi – OMAN

SUMMARY FORM
Name of Company : ………………………………………….
Department : …………………………………………
BIOGRAPHICAL DATA
ITEM MALE FEAMLE
How many people will
attend the training sessions?
How many are aged :
• Before 18
• from 18 - 25
• from 25 - 40
• over 40
How many have :
• A high school diploma
• University Degree
• Computer
qualification
Years of Work experience :
• Less than one year
• One to five years
• Six to ten years
• More than ten years
Job Status :
• Full time
• Part time
Position in the company :
• Management
• Mid-Management
• Administrative
• Other
Languages :
• English
• Arabic
• Other
Nationalities
Previous Training

COMPUTER USAGE
ITEM MALE FEAMLE
How many use a computer
:
• At Home
• At work
Keyboard skills :
• None
• Basic
• Competent
Hours of computer use per
day :
• 1-2
• 2-4
• more than 4 hour
Applications used :
• Email
• Word Processing
• Spreadsheets
• Database
• Presentations
MAIN USES OF THE
APPLICATIONS
1.
2.
3.
5.
5.
6.
ATTITUDE TO
TRAINING
TRAINING
EXPECTATIONS
ICDL/ECDL CTP Trainer’s Evidence Record UNIT C ELEMENT 4

UNIT TITLE Training Programme Design
ELEMENT TITLE Developing the Training Plan
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to plan a
programme of training.
1. ICDL Course Plan
allocated target group – a group of journalists from the khaleej times
The ECDL/ICDL course (version 4.0) contains seven modules. The modules are as
listed below:
Module No. Module Name
1 Concepts of Information Technology
2 Using the Computer and Managing files
3 Word Processing
4 Spreadsheets
5 Databases
6 Presentation
7 Information and Communication
a. Writing course overview
this ICDL course is to be delivered to ten journalist staff are coming from the khaleej
times in dubai with different knowledge and back ground about computer skills . and
the aims of the course is to achieve the ICDL and with improved skills using the
newspaper system very efficiently . the staff at the end of this course will be able to
preparing the news documents and designed the advertises and also using internet to
contact journalists in other newspaper and getting the materials for this job.
Below are the modules covered and will follow the following order ;-
Module 1 : concepts of information technology .
The staff for the khaleej times will learining in this module the very basics of
computer and will knows the history of computer and families of computer from start
in America until now . will became very good platform to start with and explaining

about devices and anther components of hardware units .and give him fare idea about
the technology this will cover the topics like the general concepts , hardware and
software parts .to using information technology in him live and to help him in the
journalist work .
Module 2 : using the computer and managing files
This modules is over than the journalists staff will come to know what is the icons
what is files what is folders and how to manage this file and folders and how to copies
this file or folders or moving this folder from location to other or how mane the
receiving files from internet and rearrange this files and changing the names and
directory of this files at the end of this modules to move and delete files they will also
come to know what the computer virus is and virus scanning software and printing .
Module 3: word processing
This module is very important to this allocated group because the main work for the
journalist is preparing the news as paper and preparing the advertises for newspaper
costumers and work with picture in news to come around the words for news , at the
end of this modules the candidate it will be able to duplicate and move the text within
a documents and also do same advance feathers associated with the word processing
like create table, managing tables like split tables or merge cells of tables ,using
picture and scanning picture to word , doing merge mail to sanded by internet from
any place to khaleej times the work place for this candidates .
Module 4: spreadsheets
By concept’s of the spreadsheets the staff of khaleej times newspaper will be a pale to
using spreadsheet application on a computer to accomplish tasks associated with
developing, formatting, modifying . they also be be able to generate and apply
standard formulas and functions with competency of creating graph and charts to
preparing worksheets for the journalist job .
Module 5 : Databases
This module will help this journalists candidates to understand the main concepts of
databases and demonstrate its use to the journals materials and news and every
important data for him work and to recording this data to use it any time they needed
after and make inquiries and reports any time about this data , at the end of this
module the group able to create special database for himself or for work and
manipulate this information from database by query or sort the records and see the
result based on the requirements
Module 6 : presentations
This module will allows the candidate to demonstrate competence in using
presentation tools on a computer to do many presentations about him work or the
newspaper or to show the mangers the new ideas , at the end of this module candidates

will able to insert picture or movies to slides and moving texts and picture through the
slides and applying the animations and sound effects to presentations .
Module 7 : information and communication
This modules will allows the candidate to appreciate the use of Internet in the form of
a) Gathering required information about the news through the world .
b) Apply the technique of effective and reliable communication using
e-mail.
c) Contact other journalists around the world
d) To send and receiving the news immediately happened from
everywhere around the world
b- Analysis allocated training group :
This groups from khaleej times newspaper working in this field some of
them ( six ) staff working in editing department for preparing the internal
paper and add picture and marked the columns as draft for gave to designer
of map paper to preparing as a professionals newspaper . ( tow ) of the staff
is working in marketing for advertise show client’s what will have after
make agreement and how the advertise come , ( tow ) of the staff from the
managerial positions .
All these staff members are from the age group of 20-45 and is been with the
khaleej times from more than 3 years .
Training needs
• A training needs analysis has been carried out
• Line managers of the group to be trained are very supportive and
encourage their staff to improve their skills and knowledge
• Staff have some IT experience from using word processing and
spreadsheet applications and Internet and emailing, none have used a
database application
c- Course aims and objectives
• This ICDL course is to be delivered to a group of journalists from khaleej times
• The aim of the course is to achieve the ICDL and with improved skills use the
newspaper computer systems or and personals more effectively .

• At the end of the course the learners will be able to create the internal and
external pages as draft for the khaleej times and using internet for searching
data and entire data to khaleej time database better than before starting this
ICDL course
d- course schedule
Time Module Topics
Training
Methods
3 x 3hr
sessions
2
Getting Started, Desktop Environment,
Organizing Files, Simple Editing, Print
Management. Review
4 x 3hr
sessions
3
Getting Started, Basic Operations, Formatting,
Finishing a Document, Printing, Advanced
Features. Review
Lecture
Demonstration
3 x 3hr
sessions
1
Getting Started, Hardware, Storage, Software,
Information Networks, Computers in Everyday
Life, IT & Society, Security, Copyright and the
Law. Review
4 x 3hr
sessions
4
Getting Started, Basic Operations, Formulas and
Functions, Formatting, Printing, Advanced
Features. Review
5 x 3hr
sessions
5
Getting Started, Creating a Database, Use of
Forms, Retrieving Information, Reporting.
Review
3 x 3hr
sessions
6
Getting Started, Basic Operations, Formatting,
Graphics and Charts, Printing and Distribution,
Slide Show Effects. Review
3 x 3hr
sessions
7
Information - Getting Started, Web Navigation,
Web Searching, Bookmarks
Communication – Getting Started, Messaging,
Addressing, Message Management. Review
Demonstration
Practical
exercises
Assessment:
End of Module
Tests

Another way for planning course
LEVEL 1 - ICDL COURSE PLAN
How all 7 modules will be delivered
LEVEL 2 - INDIVIDUAL MODULE PLANS
Structure and delivery of each individual module
Module 1
3 sessions
Module 2
5 sessions
Module 3
7 sessions
Module 4
7 sessions
Module 5
9 sessions
Module 6
6 sessions
Module 7
6 sessions
LEVEL 3 – INDIVIDAL SESSION PLANS
Structure and delivery of each individual training session
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7
Session 1 Session 1 Session 1 Session 1 Session 1 Session 1 Session 1
Session 4 Session 4 Session 4 Session 4 Session 4 Session 4
Session 5 Session 5 Session 5 Session 5 Session 5 Session 5
Session 6 Session 6 Session 6 Session 6 Session 6
Session 7 Session 7 Session 7
Session 8
Session 9
e. Selecting appropriate training methods
The training would be provided in the computer labs and the maximum intake of
candidates would be no more than 15. An overall usage of data show projector
connected to the Trainers PC together with a printer connected to all the learners’
computers would be available. A white board for further illustration would be
available.

f- Recourses
for each candidates :-
• ICDL skills card
• PC and printer access
• Workbooks/exercise disks
• Manuals
For tutor :-
• PC and data projector
• ICDL syllabus
• Practice Exercises
• Flip chart/white board
• Test papers and test data
2. ICDL Module Plan
a- module aims and objectives
Module 3 will make the staff demonstrate the knowledge and competence in using the
word processing to prepare the work of newspaper specially makes draft for the
internal page for newspaper and copies and movies the text’s and picture through the
page and the file and create tables and managing the tables by formatting and work
professionally with borders and shading .
The staff will be able to make all the documentation as needed to the work and
scanning photo or picture by scanner and preparing in the internal paper and receiving
the picture through Email and insert to the documents and arranging tables if needed
to create tables , save the documents and change the directory and type for this
documents and printing will also be taken about which will help the staff in doing
many major things in the khaleej times newspaper .

d. Developing a training timetable
Module 2 ( using computer and managing files )
Please refer the table below
Session Skill Set Exercises Training Methods
Session 1
2 hrs
- Computer Environment
first step with computer, start the computer,
shutdown computer using an appropriate
routine, restart computer, view computer's
basic system, change the computer desktop,
install and uninstall applications
text editing applications, system tools
Exercises 1
Exercises 2
Exercises 3
Hour 1 - Desktop
work with Icons, select and move desktop
icons, open a file, directory/folder,
application from the desktop, work with
windows, expend, resize, move, and close a
window.
Session 2
2 hrs
Hour 2- Managing files
the devices used by an Operating system to
store files and folders, directories/folders,
working with files, count the number of files,
files of a particular type, rename files,
duplicate files, delete ,restore, empty the
recycle bin, compressing files.
Exercises 1
Exercises 2
Exercises 3
Exercises 4
Hour 1- Viruses
concepts, virus is and what the effects of a
virus might be, ways a virus can be
demonstrated onto a computers, handling
viruses virus scanning applications and
updating regularly
Session 2
2 hrs
Hour 2- print Management
install new printer on computer , change the
default printer from an installed printer,
pause, restart and delete a print job
Exercises 1
Exercises 2
Exercises 3
Exercises 4
Demonstration by
class
Exercises testes
Practical
assignments
Multiple
evaluations for
preparing students
for on line
certificate

e. Selecting training methods
Some of the topics would be initially described theoretically and followed by the
practical session. Some other topics would be demonstrated directly on the Trainers
PC and then the learner needs to follow and apply the instruction practically as
demonstrated.
f. Identifying resource requirements
Training room Pac's and printer
Operating system
Tutor pc
LCD projector
Exercises
Revision handout
Sample tests

ELEMENT TITLE Developing Session Plan
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to develop
individual session plans.
1. ICDL Session Plans
allocated target group of learners (a group of journalists from the khaleej times)
a. Aims and Objectives – define aims and objectives for each training session.
Session Title ( Print Management )
If this group is journalists and the work in this filed is needed every time to scan
photos or maps and some tables from documentation also preparing the draft for
design the newspaper sheet before send to print and need to collect many paper when
print in one paper .
The main aims for this session is learn the learners how can install new printer to
computer or preparing this printer as locale printer or network printer and how work
with the printer window and how can control the print out order or printer, customize
the print dialogue for print even paper first and print odd paper in the document.
At end of the session learners will able to :-
• Install new printer
• Add printer
• Adjustment printer properties
• Uninstall printer
• Add fax
• Print to file
• Customize print out
Name : Ezzat Elsayed Mohamed Eid Element 6.1 & 6.2

b. Session Structure (time plan) – design the session structure to include
Instruction, Practice and Review.
Session 3 Module Topic Trainer Activity Learner Activity Training Methods
8:30-10:30
1 Hour
Objects:
Print
management
And add fax's
service
Demonstration - use the add
printer wizard to add new
printer as local printer
Explanations - complete the
wizard steps as correctly to
add the new printer ( local
printer)
Demonstration - how to add
new printer as network
printer and activate fax
services
Add fax by using setting fax
service from printers and
fax's
Review (notes Handout)
Watch the demonstrations
Exercise 1 – add printer from
windows information
through wizard steps
Exercise 2 –add printer as
network printer using the CD
for the lab printer
Exercise 3 – activate the fax
services using the soft copy
for operating system for lab
Demonstration – by
showing the students
how to carry out a
particular skill they
will know what to
expect when they try
it for themselves.
Explanations – some
skills/actions may
require some
explanation to
reinforce learning.
Resources: 1 PC and printer access for each learner, exercises prac on floppy disk, presentations on trainer
PC, data projector, copies software for operating system notes Handout

A total of 20 minutes are dedicated for the below given session.
Install new printer – 20 minutes
Relative Referencing – Instruction - 3 minutes, Practice – 2 minutes,
Review - 1 minute
Click Start select printers and fax's or select control panel and then select " printer and fax's
1
2

In printers and fax,s click on " Add printer " and follow the wizard steps by gliking the " Next"
bottons .
From this new window for wizard select as you want local printer or network printer
for personal computer select the first choice ( local printer ) and then click " next
1
2
1
2

After previous step the add printer wizard will start search for any printers are
connected to port,s in this computer through which port , when finish click " next "
in this step wizard show you how you can connect the printer cable to computer
through the " default port " get it " or create new port , click next
1
2

if you have the printer drivers you can click " have CD " this is below down if you
have not CD select manufactory for the printer.
from left side for the dialog box select the name of printer, then click "next"
12
3

You can specify the printer name as you want to be in your computer by writing the
name of printer in this step for wizard , and click " next " .
there is to choice about test page for printer in this step of wizard " yes " or " no " if
this DeskJet Printer select " no " because this kind of printers have small ink
Cedaredge and this test page is full colorize paper .click " next "
1
2
1
2

This is the last dialogue dox for the add printer wizard you will get report about
adding printer , click " finish " .
Customize the print out order :-
In the document window from file menu click print or press ( CTRL + P ) in keyboard
the print dialogue it will be available as you see
1

to work properly with this special you connect many types of printers to your ( pc )
select the name of printer you want use and cable is connect to it and arrange the
properties for this printer
specify the number of copies you have to print and activate the choice for collate the
copies if you make many copies .
12
1
2

To select even pages in this document in the print dialogue in dropdown box for
label print select ( even pages ) and then click print here also you can select odd pages
and click print.
Add fax to your personal computer
On desktop click ( start menu ) and select ( printers and fax's )
1
2

in this new window click ( setting fax services )
the add fax wizard will start to add fax service through the directory for CD drives but
to activate this service you should have
Fax modem in your personal computers
Original CD for Operating System and insert to CD room
Phone cable have dial tune in connect with modem
Complete the steps for the add fax wizard to finish
Try to use this fax to send first fax to your friend .
1
2

ELEMENT TITLE Developing Training Resources
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to develop
suitable resources for each training session.
1. Practical activities
a. Developing resources for effective practical activities.
Training group ( 10 journalists from the khaleej times ) new with using computer
REFERENCING
There are mainly 3 types of Referencing
1) Relative
2) Absolute
3) Mix
RELATIVE REFERENCING
The desktop Icons
Create on desk top icon for new folder and named CTP Dubai
Tasks Bar Launcher Bar
language Bar
Start menu
Desktop Icons
Desktop
Background
ICDL/ECDL CTP Trainer’s Evidence Record UNIT D ELEMENT 7

1- Click Wright hand mouse and select NEW and select folder you
will get new folder on desktop named CTP Dubai
2- in folder CTP Dubai create tow new folder and named one of them ( video
session 1 ) and second named ( video session 2 )
a- open CTP Dubai folder using double click on or right click and select Open
b- click right hand and select New and select folder name of this
folder it will be ( video session 1 ).
c- using the same steps to create second folder and named ( Video Session 2 )

1- Rename folders
Rename the subfolders ( Video Session 2 ) to new name ( Main Video session )
a- click right hand up the folder ( Video Session 2 ) and select Rename the
old name of folder it will be selected automatically write new name ( Main Video
Session ).

2. Handouts
Work with Icons
Objectives for this session:
In the end of this session the candidate Shall be able to:-
• Select and move desktop icons.
• Open A file, Directory/Folders applications from the desktop.
• Create new icons and named this icons and desktop shortcut icon
• Arraigning Icons on desktop.
Exercise 1 :
To improve your skills in work with Icons . you are requested to do this assessment
either in the class or home :-
Arrange Icons
1- arrange you desk top icons by name
2- arrange your desk top icons by size
3- arrange your desk top icons by Type

Create Icons
1- create new icon for folder and named CTP Dubai
2- create new icon for folder and named CTP Kuwait
3- Change name for folder CTP Dubai to Good workshop
4- delete icons for folder CTP Kuwait
5- Restore folder CTP Kuwait to the same Directory
Moving and dragging icons
2- move the folder CTP Kuwait inside the folder CTP Dubai
3- get the directory for the folder CTP Kuwait after you moved
Create desktop shortcut icon
1- create shortcut icon for the folder Good workshop.
2- create shortcut icon for word document on the desktop.
3- change the name of shortcut to ezzat.
4- delete the shortcut ezzat from desktop.
a. Developing candidate handouts to reinforce training sessions.
Evidence 7.3
3. Hardware and Software
a. Prepare hardware and software for the training session
checklist
The lab of training has enough number of computers connected in network .
All computer has working mouse and keyboard .
The multimedia projector and screen and the Wight board is necessary
Access printer for the network is able to print from any computer in lab .
All computers are having operating system windows XP professional installed
and working fine .
All computers have complete installation of Office XP professional or Office
2003 with all features working fine .
All exercise files for the training are loaded in tutor documents folder.
Cheeked and Verified by :-
Name :
Signature :
Date :

Covering Checklist Hardware and Software before training
Hardware Specification
CPU Intel Pentium II, III, or 4 more than 400 MHZ .processor
Hard Disk At least 4 GB better higher
RAM At least 256 MB better higher
Server active Ms windows 2003 server
Keyboard Multimedia Keyboard
Monitor SVGA with 800 by 600 pixels support ( at least 14")
Muse PS/2 type, Or better ( Optical mouse )
CD-ROM Drive 52XSpeed Or 56Xspeed
Internet / Internet Wireless network ( better )
Data show Projector Toshiba or Acer Projector
Software Specification
Operating System MS Windows XP Professional
Microsoft Office MS Office 2003 Package ( complete installation )
Internet Browsers MS Internet Explorer Ver . 6.0
Practice Files Folder contains all practicing files and exercises
7.4 Health and Safety Issues
a. Addressing health and safety issues in the training room.
• Appropriate positioning of monitors, keyboards and adjustable chairs.
• Use of mouse mat, monitor filter.
• Provision of adequate lighting and ventilation.
• Frequent break away from the computer.
• Avoiding prolonged typing that can cause injuries to the wrist.
• Eye strain caused by screen glare thus adjusting the screen settings like
brightness, color, contrast etc.
• Back problems caused by poor seating or bad posture thus adjusting the chair in
a proper and convenient position.
• Ensuring power cables are safely secured.
• Power points are not over loaded.
• Avoid collisions with the furniture thus having required space between the
computers and chairs.

UNIT TITLE Training Delivery
ELEMENT TITLE Session Introduction
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to create a
positive learning environment for a new training group.
1. Trainer Introductions.
a. Establishing initial trainer-learner relationship.
Covered in Video session.
2. Learner Introductions.
a. Enabling learners to become familiar with each other.
3. Maintenance
a. Ensuring learners are aware of timetabling, services etc.
Before commencing the training the trainers should ensure the following:
• State the objectives of the session/course.
• Describe the program outline containing session time, lunch time, start time and
finish time.
• Specify the learning outcomes of the session/course.
• State the scope of the session/course.
• describe the institute building to learners and specify to them
• policies of using the internet in center
• mobile phone usage policy
• smoking allowance policy
• location of prayer room
• location of cafeteria
• location of toilets

• Encourage the participants to contribute in the training in terms of questions,
clarification, doubts etc.
• Avoid an embarrassing silence in the group.
• Declare that the participants would have enough exercises to be completed
during the training so that they can be aware and ready to dedicate the required
time for the training.
• Encourage the participants to demonstrate a presentation (if required).

ELEMENT TITLE Trainer Credibility
ELEMENT
DESCRIPTION
This element will verify the trainer’s confidence and
professionalism.
1. Manner and Appearance
a. Displaying confident, relaxed and friendly manner
b. 9.1 Presenting a professional appearance.
The trainer should look professional in terms of dress code, language used in
communication, clarity of the instructions, professional creativity, during the training,
on the examples etc.
• Be friendly and confident.
• Maintain maximum preciseness in the instructions delivered
• Should not read the presentations in spite describe them in brief.
• should use adequate learning methods
• the training introduction has to be structured
• trainer should able to deal with different learners styles
• trainer must have self-confident
• should be have clear structure
• should be have god control on all components of learning operations
• Should not fiddle with pens, notes etc.
• Make eye contact with the audience and establish a two way communication.
• knows some or all names of your learners ask each one with he is name.
• build good communications between you and every one in the training group .
• let every one in the training group think you are teaching joust for himself
• Make sure prior to the training the aids are all ready and working so that the
session does not interrupt.
• Maintain the start and finish time.
• Should not get side tracked with the session.

To highly affects the trainer – learner relationship by :
• Female dress code
• Gave a good first impression
• Adding more trust to the relationship
• Care about your respect with the learners and the team work in your institute
• Be owns and closely with the learners every time
• Nice look and appearance will be kept in your trainers mind
• Relevant examples and many exercise is other way to affects relationship
2. Content Expertise.
a. Demonstrating expertise and understanding of ECDL content.
b. Ability to relate concepts to the experience of the training group.
3. Management of the Group
a. 9.2 Motivating the training group.
• The trainer should ensure that the participants are aware of
• The learning outcome of the session/course.
• The achievements of the training i.e. how the training is going to affect their
job/carrier.
• The assessments and exams.
The trainer should
• Use praise and be positive.
• Encouraging a favorable attitude to learning in the learners.
• Ensure learning is useful.
• Nurture a positive learning attitude.
• Create challenging achievable sessions.
• Use a variety of delivery methods and resources.
• Take account of Maslow’s Hierarchy of needs.

• Provide breaks, comfortable seating, suitable ventilation, reduce noise.
b. Treat learners fairly; attend to health and safety issues.
c. Promote cohesion, respectful classroom environment.
d. Be enthusiastic and open to the participants.
b. Building learners’ confidence.
c. 9.3 Handling interruptions effectively.
It could be possible that a learner could interrupt the group repeatedly due to the
following reasons:
• The learner may not understand the session.
• The learner could be weak enough to achieve the session.
• The learner could be old enough to cope up with the other participants.
• The learner would be feeling that the speech and the speed of the session are
quite fast enough.
• The learner could not be aware of the learning outcomes and the objectives of
the course.
• The learner need to set focus about himself from other learners in the group
specialty when the group is mix ( male & female )
• Some learners came to training after day of work immediately and can not
concentrate with trainer in training
The trainer could
• Focus more on that learner and answer his/her questions in an efficient way.
• Keep eye contact with that learner particularly and make sure that the learner
understands the topic.
• Confirm with the learners’ understanding by asking some relevant questions.
• Cope up with the speech and the speed relevant to the learner.
• Confirm that the learner has achieved the learning outcomes and the goals of
the session/course.
• Every time change the level of him voice to let learners concentrate in training
• trainer should Look to learner that ask every time and start eye communication
with him to cheek reasons behind his talking every time

ELEMENT TITLE Implementing the Session Plan
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to deliver the
training effectively in accordance with the session plan.
1. Clarifying Session Objectives
a. Outlining the session objectives for the group.
b. Placing the session in the context of the training programme
2. Adhering to Session Structure.
a. Implementing the instruction, practice and review phases.
b.Managing the transition from phase to phase.
c. Managing the time allocation in the session plan.
3. Responding to unexpected training needs.
a. 10.1 Showing flexibility in the delivery of the session to respond to unexpected
individual training needs. ( deal with lack of basic skills )

It could be possible that the group consist of learners lacking basic skills to cope up
with the course.
The group may desire to do the training in work with icon to create a group of folders
and subfolders without using mouse through keyboard shout cuts.
In this case the trainer could
• Brief them on the basic skills related to the mouse or to the files.
• Arrange some extra sessions specially for them on their points of weakness ( if
the time and institute rules allows trainers to do that )
• Could spend some time to provide them the relevant basic information.
• Could customize the training of the session so that the time could be dedicated
for some of the basic skills.
• Ensure that the basic skills required for the session is covered thoroughly.
• Prepare more exercises that could enable the learners to cope up efficiently with
the session.
• Use break times to give extra tuition.
• Should not draw attention to their lack of skills in spite concentrate on building
up their confidence.
• Supply extra notes or textbooks to the learners.
• Provide the learners with the list of basic skills required to cope up with the
course.
• Create sub groups within the learners for effective learning.
• let good learners to stay besides lake learners to help them .

]
ELEMENT TITLE Communication
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to
communicate effectively with the training group.
1. Ability to articulate clearly
a. Demonstrating good language skills.
b. Speaking clearly using space, pitch and intonation to stimulate learner
interest.
Covered in Video session. As best covering
2. Appreciation of non-verbal communication.
a. Using non-verbal methods to enhance communication.
b. 11.1 Recognizing barriers to effective communication.
The three factors could be
Distance:
• The distance maintained by the trainer against any learner during the training
should not be too close that the learner hesitates to raise the questions or clarify
the doubts. And also the trainer should be near trainer some times .
Atmosphere and body language of trainers :
• The trainer should maintain a very happy and interesting atmosphere in the
class let each learners think the trainers is him Prather and if the trainer have
experience in teaching and knows some about language of he’s body the session
it will be successfully and all learners will be active in training .

Language and examples:
• The language plays a vital role in maintaining the communication with the
learner. The trainer should keep hold of the pitch, speed and keywords and
tunes of the language together with practical and interesting examples to
produce an effective training.
The factors which affect communication includes :
• The trainer lack of adequate communication skills .
• The language ( the language that is being taught in is not the learners first
language ) .
• Lack of confidence and intimidation can barriers communication.
• The trainer can’t deal with different learner styles .
3. Importance of listening to assist communication.
a. 11.2 how to determine whether learners comprehend session content .
To confirm that the learner comprehend the session the following could be considered.
• Ask relevant questions to the learner based on the session.
• Provide activity sheets for the learner to practice.
• Provide sample papers to the learners so that they feel confident in terms of the
exam view.
• Make the atmosphere free so that the learner could ask any doubts regarding the
sessions.
• Make practice through ask and let them do imedilly what you ask and give them
feedback at the same time in practice .
b. demonstrate your ability to identify learners seeking clarification and respond
appropriately ( in video session ) .

ELEMENT TITLE Instructional skills
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to use appropriate
instruction techniques.
1. Session Opening.
a. Providing a strong session opening to generate interest and confidence.
2. Use of instructional techniques.
a. Demonstrating use of varied instructional techniques.
b. Providing instruction appropriate to learners’ ability.
c. Following logical sequence of instruction.
3. Maintaining learner involvement.
a. 12.1 Using questions to engage learners in the instructional process.
• What is operating system ?
• What is the desktop icons and how con you mange it ?
• How you can change the arraigning for icons in the desktop .
b. 12.2 Providing feedback to learners to maintain interest and motivation.

The feedback is very important in delivering effective on the work of the learners that
we have carefully examined what they have done , that you feedback is free of
subjective .
When you ask question, all answer must be acknowledged even if it is just to say
“thank you “
The trainer could provide feedback based on the following:
• The use of session in the learners day to day related jobs.
• How the concept of the session could affect their working style.
• Explaining them the disadvantages and the problems related, if not applying the
session activities to their work.
• Explaining how they can be ahead of others who lack these skills.
• Explaining how these will affect their carrier.
4. Session closing.
a. Reviewing session to reinforce learning and provide feedback.
b. 12.3Previewing further sessions to maintain learners’ interest an d motivation.
• Repeat in short, point what is the main point’s teaching in session
• A short description of the next session could be provided for the learners to
think and be motivated.
• Explain ton learners the relation between the session and next session by using
shall we will complete this point with the practice in the next session
• Assure that in the next session the trainer involves in getting ideas from the
learner prior to beginning the session content.
• Assigning a self learning content for the learner to actually involve in the next
session.
• Explain the advantages of the next session, in short, to motivate the learner.
• Gave some home work or ask learners to prepare same paper about the subject
for the next session .
• When you close the session don’t forget repeat the important point in session
and thank the group for their participation and cooperation and tell them how
much you enjoyed the session

ELEMENT TITLE Management of Activity
ELEMENT DESCRIPTION
This element will verify the trainer’s ability to plan
and implement an appropriate practical activity to
reinforce skills and knowledge.
1. Developing an appropriate activity.
a. 13.1 Selecting an activity relevant to the session and the training group.
• The referencing as demonstrated in the video session could be modified into
two different learning groups as follows:
• Journalist from khaleej times : Appropriate example related to their assignments
in the courses they are studying.
• E.g.: The journalist themselves can store their news and documentation and
advertise for newspaper client’s in special folder by creating trees of folders and
subfolders as the kind of clients and news group .also can by themselves protect
this documents and folders by using passwords, or hidden this important data .
New,s
Iraq Arab
Counters
Americ ArtsEconomic
wars Petroleu
m
Government
Cinema TV
Stars
Commercials Governmen
t
Governmen
t

• Teachers working in international school: Appropriate example related to their
day to day jobs.
• E.g.: teachers need every time to recording notes about students and need to
recording the results of exams and makes averages and tables for student’s
degree and percentages and to save this results for classes in every grade in
special folders.
b. 13.1 setting the activity at an appropriate level of difficulty.
2. Managing the activity phase.
a. Explaining the activity to the group.
b. Monitoring learners’ progress.
Students
Exam
s
Grades Reports LevelsNotes
Exam 1 Exam 2
Exam 3
First Second
Thread
Grade 1 Report grad 1
Grade 2

c. 13.2 providing appropriate intervention.
• Observing them at work during the activity phase.
• Repeating a session topic in general if found that some of them are not clear
with the contents.
• If they lack the skill then assigning them suitable assignments.
• Motivating them by asking competitive questions during the training.
3. Ending the Activity Phase.
a. 13.3 Managing the allocated activity time.
• The practical activity time could be followed by the method of
• Instruction
• Practice and
• Review
• If the time allocated is not sufficient in the session for a practical activity then
the same could be assigned to the learner as an assignment.
• Make sure that the learning strategies are covered up in the assignments.
• Allocate a timely atmosphere for the activity either in the session or in the form
of the assignment.
b. Regaining the group’s attention for activity review.

UNIT TITLE Training Evaluation
ELEMENT TITLE Continuous Informal Evaluation
ELEMENT DESCRIPTION This element will verify the trainer’s ability to monitor
learners’ progress and adapt where necessary.
1. Monitoring learners’ progress and comprehension.
a. Using pauses and observation during instruction phase.
b. Using questions to measure comprehension.
c. Monitoring learner’s progress during activity phase.
2. Adapting the session to respond to the needs of the training group.
a. 14.1 Adapting the instruction phase of the session.
• Training must be designed so that the Instruction period is not too long.
• The structure of the training should be designed in such a way that the trainer
concentrates more at the beginning and at the end of the session.
• The Instruction should be followed by the practice and review structures.
• The speed of the instruction should be good enough for the learners to
understand.
• Practical examples could enhance the objectives of the session.
ICDL/ECDL CTP Trainer’s Evidence Record UNIT E ELEMENT 14

b. 14.2 Adapting the activity phase of the session.
The practical activity demonstrated is actually complicated. It could be made very
clear through the process of Instruction, practice and review. The trainer should make
sure that the correct way to create icons and deleted or rename. The example follows
to work with icons should be clear. The trainer has to make sure that each session to
be divided into related topics and each topic is achieved by the learner.

UNIT TITLE Training Evaluation.
ELEMENT TITLE Gathering and Evaluating Feedback.
ELEMENT
DESCRIPTION
This element will verify the trainer’s ability to gather and
evaluate feedback from learners and client organizations.
1. Identifying appropriate evaluation measures for ICDL.
a. 15.1 Applying different levels of evaluation to the ICDL programme.
• Evaluation could be performed on the following levels applied to the ICDL
programme:
• On the Trainer: The evaluation could be applied on the performance of the
trainer with respect to his/her competency, enthusiasm, interest, attitude,
confidence etc.
• On the Course: The evaluation could be performed based on the contents,
standard, Objectives, learning outcomes, learning strategies etc.
• On the Resources: The evaluation could be performed based on the resources
like soft wares, hard wares, other equipments, environment, size of the
classrooms, chairs, tables etc.

2. Gathering Feedback from Learners.
a. 15.2 Designing an end-of-course feedback form.
S.NO Questions Evaluation
1
The trainer seems competent enthusiastic and
interested in teaching this course.
1 2 3 4 5
2
The trainer stimulates and encourages student
participation by means of questions, discussions or
other class activities.
1 2 3 4 5
3
The trainer is responsive to feedback and adjust
contents and pace of lessons to students' needs.
1 2 3 4 5
4 The amount of course contents covered is reasonable. 1 2 3 4 5
5
I feel that this course enriches my knowledge in the
field and will be helpful for my future needs.
1 2 3 4 5
6
Assignments outside of classes were meaningful and
appropriate to course objectives.
1 2 3 4 5
7
The course stimulated my thinking and interest in the
subject area.
1 2 3 4 5
8 Illustrations and presentations were useful. 1 2 3 4 5
9
The hardware, software and data show projector used
in the class were appropriate to the course.
1 2 3 4 5
10
Other equipments(chairs, tables etc.) used in the class
were appropriate to the course.
1 2 3 4 5

b. 15.3 Designing a learner’s training evaluation form.
1
The training suits your needs in the workplace.
1 2 3 4 5
2
You have been appreciated by the colleagues and
superiors in the workplace. 1 2 3 4 5
3
Your job took a major changeover in the
environment. 1 2 3 4 5
4 Your professionalism has increased after the training. 1 2 3 4 5
5
You wish to continue with further such trainings in
future.
1 2 3 4 5
6
The course materials were appropriate to your
requirements.
1 2 3 4 5
7
You would recommend others to go for ICDL
training.
1 2 3 4 5
8
The assignments helped you to gain the required
skills.
1 2 3 4 5
9
You think some skills are still lacking in the course
covered.
1 2 3 4 5
10 Your overall satisfaction with the training. 1 2 3 4 5

c. 15.4 Evaluating learner’s feedback.
* We could first compile the feedback in the form of and figures. The average figures
could be calculated and plotted in terms of a chart. The obtained chart could provide
us with the up and downs of the course. We can thus focus on the required area to
improve the training, if the average in any particular evaluated area is week.
3. Gathering Feedback from the Client Organization.
a. 15.5 Designing a client organization training evaluation form.
1
The training has reflected a change over in the
employees work.
1 2 3 4 5
2
You think further trainings should be offered for your
employees.
1 2 3 4 5
3
The training is really worth enough to satisfy your
needs.
1 2 3 4 5
4 The training program has been highly professional. 1 2 3 4 5
5
The employees have been motivated more towards
the work.
1 2 3 4 5
6
The employees generate new ideas to forecast an
effective work process.
1 2 3 4 5
7
The training has been totally effective and enriches
the work in the environment.
1 2 3 4 5

b.15.6 Evaluating the client organization’s feedback.
S.NO Client organization may consider these factors on the training provider
1 Do we have sufficient resources to provide the training?
2 Was the training delivered by a professional trainer?
3 Is the center affiliated with the related body?
4 Are there enough no. of staff working towards the delivery of training?
5 Could the training provider be able to provide other such trainings?
6 Is the training provider capable enough to handle large group of learners?
7 Does the training provider has that high level of competency?

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