WBL programs focus around their inputs, processes, outputs and outcomes \u2013 which is a pretty standard way of thinking about things when you are evaluating or monitoring any sort of VET program or initiative. Each of these give rise to a set of indicators and tools for monitoring and measuring. \u2018Inputs\u2019 cover \u201call the arrangements preceding actual implementation, as well as the resources that feed into the process.\u201d The \u2018process\u2019 factors are those that are directly related to the intervention and the production of the targeted goods or services. In simple terms it\u2019s \u2018what goes on to make things happen\u2019!<\/p>\n

Looking at outputs and outcomes, \u201cthe immediate results in terms of goods or services produced, for example, the knowledge, skills and competence imparted to the learners, constitute the \u2018output\u2019. Finally, the medium- and long-term effects achieved through the use of the output are referred to as the \u2018outcome.\u2019\u201d<\/p>\n

The handbook distinguishes between evaluation and monitoring. Evaluation, they suggest, \u201cfocuses on a specific problem and takes place over a limited period of time.\u201d \u201cMonitoring, by contrast, is a permanent scheme of regular and periodic assessments.\u201d This might be seen to be closely tied to regulatory and quality management and improvement processes. Whether you monitor or evaluate, or do both, they play an important part in good institutional governance.<\/p>\n