Standards for building training curriculum:

Training curriculum is the mainstay and backbone of the training process, and no training program can achieve the quality of its performance independently from taking care of it and all its aspects and disciplines. It is considered as a requirement and an indicator of the high performance of the trainer; being guarantees the quality of the experiences that trainees should acquire according to their characteristics and in light of scientific and professional International Standard.

Therefore, a good training curriculum that designed according to the MIT system is a set of Standards that the training curriculum designer should adhere to and is divided into general Standards and special Standards, as follows:

General standards of the training curriculum:

1. Showing the importance of training and allows increase the experience of trainees.
2. The ability to link the trainee's knowledge, trends and skills in the training class and the performance in the work environment.
3. Avoid repetition resulting from multiple levels of the training program.
4. Taking into consideration the characteristics of the trainees and satisfying their desires and requirements.
5. Information deep understanding.
6. Qualitative stability in training outcomes.
7. Dependence on integrated training experience.
8. Pursuing the integration of the trainee personality, and increasing their experience of achievement.
9. The enriched diversity of the training activities.
10. Vertical and horizontal correlation of training outcomes.
11. Increase the correlation between trainees inside and outside the training class.
12. Reducing the useless quantity (content) provided to trainees and concentrating on the quality.
13. Diversity in training methods and its suitability for trainees.
14. Multiple use of different sources for gaining experiences.
15. Accuracy in determining time and duration for sessions and training activities.

 

Special Standards of training Curriculum:

First: Fundamentals of the training material: A number of Standards fall within this area:

1. The scientific approach on which the design was based.
2. The System followed in design.
3. Reasons of the need for the training program.
4. Availability of designing models.
5. Cope with MIT’s ten standards.

Second: General, Detailed and Performance Training Outcomes: A number of Standards fall within this area:

1. Clarity of the general training outcomes.
2. Clarity of the detailed training outcomes.
3. Performance training outcomes levels.
4. Suitability of the training performance outcomes of the training sessions.
5. Horizontal coherence of the training performance outcomes.
6. Vertical coherence of the training performance outcomes.
7. Diversity of the training outcomes according to the international ratios.

Third: The scientific content of the training material: A number of Standards fall within this area:

1. Suitability of the package title to its content.
2. Introduction correlated to scientific material.
3. Introductory graduation from general to specific.
4. Suitability of training session’s topics.
5. Relevance of training session’s durations with the content.
6. Relevance of the program overall time with its scientific content.
7. Scientific accuracy of the terminology used.
8. Logical sequence of the scientific Material.
9. Scientific handling of performance targets.
10. Free from unwanted narration.
11. Information validity and accuracy.
12. Up to date scientific Material.
13. The adequacy of the scientific Material to cover the objectives.
14. Language accuracy.
15. Taking into account the culture of the target group.
16. Program scientific consolidation.
17. Appropriate capacity of training experiences.
18. Clarity in presenting ideas.
19. Inference and evidence.

Fourth: Training Activities: A number of Standards fall within this area:

1. Encoding the training activities.
2. Suitability of training activities to the objectives of the performance.
3. Suitability of activity duration with activity content.
4. Suitability of the training activities titles.
5. Clarity of the roles for the trainer and trainees from the activity.
6. Suitability of training activities categories.
7. Suitability of access aids used.
8. Suitability of the mechanism for the implementation of training activities.
9. The appropriateness of the Materials needed to perform the activities.
10. Clarity of the performance tasks for the trainees about the activity.
11. Suitability of alternative activities.

Fifth: Training Methods: A number of Standards fall within this area:

1. Clarity of the followed training methods.
2. Suitability of training modalities for the program.
3. Using modern training methods.
4. Activation of the training methods enhancing the roles of trainees.

Sixth: Training aids: A number of Standards fall within this area:

1. Suitable aids with goals and performance objectives.
2. Diversification of training aids.
3. Modernity of the aids used.
4. Suitability of aids with the target group.
5. Suitability of aids with training place.

Seventh: Evaluation Methods: A number of Standards fall within this area:

1. Clarity of the evaluation methods used.
2. Relevance of the program evaluation methods.
3. Diversity of evaluation methods.
4. Suitability of evaluation times.
5. Distribution of evaluation responsibilities.
6. Suitability of assignments.

Eighth: Technical output of the training Material: A number of Standards fall within this area:

1. Technical design of evidence covers.
2. Availability of Data on the covers.
3. Suitability of manual introduction.
4. Coordinating the training Material indexes.
5. Clarity of the target group of the training program.
6. Availability of guidance for optimizing the benefits of the training Material.
7. A list of the methods and tools used in the evaluation.
8. Planning schedule of the training program.
9. Keys of training Sessions.
10. Schedule of procedural steps for the training session.
11. Tables explaining symbols and abbreviations used.
12. Tables of scientific terms.
13. Letterheads Inclusiveness of activities.
14. Footering and documenting figures and tables.
15. Field application planning schedules.
16. Suitability of the training type with the technical output.
17. Availability and suitability of drawings and illustrations.
18. Color appeal.
19. Types of fonts used.
20. Sizes of fonts used.
21. Free of misspellings.
22. Using of punctuation.
23. Pages numbering.
24. Letter heading and footering the manual.
25. List of appendixes.
26. List of references.
27. General format of the manual shape.

Ninth: Additions to the instructor's guide: A number of Standards fall within this area:

1. The Trainee's Model Guide.
2. Training activities file.
3. Typical responses to training activities.
4. Provide training aids.
5. Training sessions plan.
6. Clarity of trainer roles.

Tenth: Presentations (if any): A number of Standards fall within this area:

1. Type of fonts used for main statements.
2. Type of fonts used for content.
3. Size of fonts used for main statements (greater than 32).
4. Size of fonts used for content (greater than 28).
5. Number of lines per slide (not greater than 5).
6. Number of words per line (not more than 7).
7. Base compliance degree (5 x 7).
8. Lines convergence and spacing.
9. Adhering to a specific lines patterns.
10. Using enlarging and italicizing of the core words.
11. Background colors.
12. Background clarity.
13. Matching of background colors with fonts in color wheel.
14. Adhering to certified letterheads in MIT slides.
15. Documentation angle (logo, name, rights).