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It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity.

A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions.

Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness.

This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted.

This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.

Quality improvement collaboratives (QICs) are a popular approach to improving healthcare services and patient outcomes. This paper evaluates a QIC implemented by a large, integrated healthcare organisation in Wales in the UK.

This evaluation study draws on two well-established evaluation frameworks: Kirkpatrick's approach to gather data on participant satisfaction and learning and Stake's approach to gather data and form judgements about the impact of the intervention. A mixed methods approach was taken which included documentary analysis, surveys, semi-structured interviews, and observation of the QIC programme.

Together the two frameworks provide a rounded interpretation of the extent to which the QIC intervention was fit-for-purpose. Broadly the evaluation of the QIC was positive with some areas of improvement identified.

This study is limited to a QIC conducted within one organisation. Further testing of the hybrid framework is needed that extends to different designs of QICs.

A hybrid framework is provided to assist those charged with designing and evaluating QICs.

Evaluation studies are limited on QICs and if present tend to adopt one framework. Given the complexities of undertaking quality improvement within healthcare, this study uniquely takes a hybrid approach.

As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.

As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.

THE re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of staff, the loss of status for some senior officers, the general uncertainty for the future—these are very real consequences of the Act and they cannot be ignored. Many chief librarians will see the work of a lifetime, perhaps spent in building up a comprehensive and unified system, made virtually meaningless overnight.

The re‐organisation of local government in Greater London and the resultant amalgamation of library authorities is viewed by many with considerable misgivings. The upheaval of staff, the loss of status for some senior officers, the general uncertainty for the future—these are very real consequences of the Act and they cannot be ignored. Many chief librarians will see the work of a lifetime, perhaps spent in building up a comprehensive and unified system, made virtually meaningless overnight.

Although the subject discussed at this meeting is one in which I have a personal and commercial interest, I will try to report the meeting in an unbiased manner. I must, however, point out that I asked only one question at the meeting and that was when one of the speakers compared solder cream to sand. I believe this type of comment shows a complete misunderstanding of the sophisticated material that is today's solder cream and especially of solder cream designed for ‘fine‐pitch soldering’.

Since its early conception, the group has grown from a handful of enthusiastic engineers to the largest trade association in Europe, if not the world, for Surface Mount. As in previous years, SMART will be arranging Seminars, Hands‐on Workshops and Open Forums, giving valuable knowledge for those just entering or those already experienced in SMT. Open forums allow the opportunity for the exchange of information on a variety of different topics, building experience in the technology which would otherwise be unobtainable.

This February meeting began in somewhat dramatic fashion—not with the actor's usual injunction to ’break a leg‘ but with the Chairman's announcement that Stuart Briggs, the fourth of the seven presenters, had broken an ankle. It subsequently transpired that he had evidently ’only‘ torn the ligaments, but his presence at the seminar was sorely missed and I know all will wish him a speedy recovery.