Using World-class Curriculum
Training for Adults in General
The Triple E Training Holdings (Pty) Ltd’s curriculum documents for all learning guides, advocates the South African approach to the training for adults in literacy, numeracy and business learning and teaching. source: #1
The Triple E Training approach places the learner at the very center of the curriculum. All training for adults is based on their own uses and contexts for literacy, numeracy and business. The aim of all training for adults is therefore to promote independence and critical awareness within every adult learner. Each curriculum is informed by Triple E Training’s teaching and learning activities and experiences. Most importantly it is based on the foundation of the objectives outlined in their Training Policy. That is to educate, enrich and empower its:
- Quality Assurers
- Assessors, and
Paolo Freire (1921-1997) believed that the content and manner in which we teach, either deepens the learner’s feelings of powerlessness or helps him/her to address the reasons for their lack of power. source: #2 In other words, curriculum either empowers or it domesticates a learner. Freire argued that the purpose of the curriculum is to liberate learners, to free their potential and provide opportunities. The Freire literacy model emphasizes dialogue as a way of enhancing understanding and therefore making a difference and contributing to the world.
The ethos of Triple E’s training for adults whether basic education or higher, is aligned to Freire’s models. All learners are made aware of their particular life situation and empowered to change it. Similarly, its Triple E’s belief that the educator-learner relationship is vital in training for adults. It is focused on learning together and mediating understanding wherein the importance of prior knowledge is emphasized.
Education and training for our learner has a social and economic impact on the learner’s workplace and community. The learner is encouraged to be a co-creator and participant. In order to contribute to and manage his/her own development in the classroom, workplace and community. Training for adults using such a curriculum will yield positive results.
The curriculum intends the facilitator and learner achieve the requirements of the specific learning area. The curriculum assists the facilitator to effectively deliver teaching. This allows the learner to develop value, attitudes, knowledge and skills necessary to become a critically conscious learner.
Training for Adults and Curriculum according to Umalusi
According to Umalusi, “ABET curriculum must be relevant for its users, not only in terms of their current texts , but also in ways that broaden their thinking, skills and possibilities for advancement in every way.” source: #3
Training for adults is not just about cognitive development, but also about emotional and social development. The facilitator should make the learner aware that learning is a shared responsibility. The facilitator must support the learner in building competence and confidence, by drawing on existing knowledge and skills. This emphasizes strengths rather than weakness. A world-class curriculum is essential to support all of these. It is important to recognize the barriers to learning may exist in learners, but also facilitators. Training for adults needs a world-class curriculum that aims to remove any knowledge barriers present.
Training for adults in Literacy.
Literacy exists with social, emotional and linguistic contexts and integrates the routines and skills that an adult needs in order to function optimally. A world-class curriculum intends to assist learners to: Engage in speaking listening interactions, use verbal and non- verbal communication effectively in formal and informal contexts, use reading skills to respond to texts, use writing skills in various contexts, apply learning strategies and explore and use a variety of strategies to learn. Find and manage learning resources to access and summarise information.
Training for Adult in Numeracy
Mathematical reasoning cuts across all strands and learning areas. It characterizes the thinking skills that learner can carry from mathematics into other disciplines. A world-class curriculum intends to assist learners to: Work with members, operations with numbers, and relationships with numbers in various ways and making use of the different strategies to solve realistic and abstract problems, demonstrate an understanding of patterns and functions, apply concepts of shape, space and measurement to make decisions relative to the world around us, recognise, identify, name, compare, sort and visualize figures, shapes and solids, to solve problems in a range of measurement contexts and draw simple objects in perspective and demonstrate an understanding of data handling and probability concepts: