Our Approach
Approach to Learning and Awards
Our approach is highly flexible and adaptable . We employs action learning to empower learners to sustain learning and apply the outcomes to create a better future.
The award is recognition of experience, real learning, outcome and performance.
To achieve the minimum requirements of professional diplomas and degree awards (bachelor, master and doctorate) , learners must be able to demonstrate that the learning outcomes as below;
Personal Statement
completed at the outset with the aid of a mentor and focuses on self-assessment, learning goals and desired outcomes .
Reflection Report
Outputs Report
Action Learning Project
RATIONALE, AIMS AND APPROACH
RATIONALE, AIMS AND APPROACH
Action Learning (AL) is about encouraging and helping to enable all people, especially in the poorest and most disadvantaged communities in our world, to develop their learning potential by discovering their special gifts, cascading their learning, and developing these gifts together with other like-minded people. This is the means to become self-confident, self-directed and then to help others on the same learning journey.
This is a unique, coherent and holistic approach to unlocking human potential in individuals, groups, communities and organizations, so they can individually and collectively contribute to identifying and solving problems.
Action Learning new educational pathways from exclusion to inclusion; unknowing to self-directed learning and knowledge creation; dependence and oppression to independence and freedom; self consciousness to self-confidence; individualism to collectivism; self-centredness to other-centr edness; and so forth.
Table 1.1. Comparison between AL and traditional education
|
Action Learning |
Traditional Education |
|
Learner centred |
Teacher centred |
|
Process and project based |
Content and curriculum based |
|
Interdisciplinary, problem oriented |
Disciplinary, departmentalized |
|
Learning in real-life/work |
Learning in classroom/laboratory |
|
Inclusive, accessible to all, aimed at social justice |
Exclusive, elitist, social justice not a conscious priority |
|
Informal, self-directed learning |
Formal education, policy based |
|
Based on contemporary cultural context |
Based on dominant western values and worldviews |
|
Communities of learning, action learning sets |
Individualized learning |
|
Collaboration, cooperation |
Competition (e.g., in assessment system) |