Evaluation of Centro Asesor para el Desarrollo de Recursos Humanos de Honduras [Advisory Council on Human Resources Development] (CADERH)

Evaluation focuses on implementation of Amendment 4 (1987), which increased private sector involvement in VT, and consolidated project activities into 3 core components. CADERH has developed an instructional delivery system in 6 trade areas, which could be replicated in other Latin American countries. However, Amendment 4 must be revised: objectives related to certification must be pushed back because of problems in test construction, and the target for in-plant training must be reconsidered. While the private sector has helped to define trade areas, competencies, and tasks and has assisted with programs at VT centers, it has not been willing to invest in in-plant training. CADERH"s self-financing depends on its multimedia center and other self-initiated income generating activities. Prospects for income from national employment service, certification, and industry-specific training are not immediate. Without disbursing loans from the training fund CADERH"s income will be insufficient, and employment generation expected from industry-specific training is not likely to be realized. Without an endowment fund, CADERH will be unable to continue human resource development in the VT centers serving marginal students. Lessons Learned: (1) Amendment 4 anticipated that a key factor for self-sufficiency of CADERH and attainment of Component 2 goals would be the use of a training loan fund. Guidelines for dispersing this fund were subsequently changed, hampering disbursements and project accomplishments. When policy changes are clearly detrimental to project success, adjustments in the policy should be considered without disturbing the intent of the policy. (2) In developing competency-based instructional systems, validated competency tests should be in place before developing the self-instructional modules. Competency tests are operational definitions of tasks and competencies. As such they provide an excellent guide for curriculum development, allowing for more valid task analyses, instructional sequencing, modeling, relevant guided practice and independent practice in the curriculum and instructional procedures developed. Without tests as a guide the curriculum tends to loose its focus and there is a mismatch between desired competencies and the program. (3) An institution that must become self-sustaining will tend to offer services to those who can pay for them rather than to marginal populations. If current levels of high development impact through the training centers in less privileged sectors are to continue, appropriate sources of funding should be provided. (4) Technical advisors must be prepared to adapt to the culture of those they are serving; be sure they know what is needed, not just promote what they have to offer; and work with the clients, not just tell clients what to do. (Author abstract, modified)