Our aim is to create lifelong learners who are capable and willing to embrace new things, not simply repeating what others have done – learners who are creative, inventive and discoverers. Learning is a lifelong endeavor, whether it takes place in the classroom or in the workplace.  

Our learners should be able to shift, move and stretch boundaries in the new world of work. They should be able to think critically, verify and not merely accept everything they are offered. The focus of this learner is to be reflexive about learning, what is learned and how it is learned. The process of critical reflection is also key to our training programmes. 

We aim at shifting paradigms towards quality and impact in facilitation and assessment of learning. We therefore ensure that our facilitators and assessors know and understand how learners need to engage in critical reflection, transformative learning, constructivism, self – directed learning, outcomes-based learning and workplace learning. It is essential for us that our facilitators and assessors continuously strive to understand, question, investigate and reflect critically. 

Our learning programmes are designed, developed and facilitated to shift these paradigms.  The field we are functioning in challenges us continuously with demands for change and improvement away from traditional stereotypes. Quality and impact in learning programmes call for much deeper involvement than being familiar with the basic knowledge, skills, concepts and theories of this field. 

It calls for more innovative practice by developing the ability to reflect critically upon practice and as a result, consider alternative ways of engaging in what we are doing. It requires learning for impact/transformation and not only learning for activity. This requires a very specific learning programme design, development and implementation based on deeper learning and focused on transformation.

Written by Tobie Engelbrecht