Training and Development INMANTEC – A holistic approach

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 To bridge the yawning gap between aspiration and achievement.

Our curriculum or educational programe states:

1. The objectives of the program, its educational purpose.

2. The means used to achieved these ends that is

   1. The content

   2. Teaching procedures

   3. Learning experiences which are necessary to achieve this purpose.

3. The means used to assess whether or not the educational ends have been achieved.

Our curriculum and syllabus includes the descriptions of the content of a course of instructions and the order in which they are to be taught.

 

The INMANTEC SOFT SKILLS initiative is concerned with the planning implementation management administration and evaluation of the program.

It also focuses on the selection and grading of contents.

Curriculum: While designing a curriculum we have combined the principles of language teaching and learning with the elements the learners bring to the class rooms – knowledge, needs, interests, personal experiences

Factors affecting the curriculum:

The factors that have been considered while designing the course

• Linguistic uniformity and diversity in the community

• Social and cultural factors

• Educational frame work in the region

 Curricular stages:

1. Language policies and adjustment

2. Local, social  needs and interest

The planning and preparation of teaching units are according to

• Overall aims

• Specific objective and desirable methodology

• The development of teaching and learning material

Class room implementation:

Applying the curriculum in the class room which involves the interaction of teacher, students and program resources

Student’s role:

• A specialist approach – with only one direction of information.

• A learning – centered approach – with the students involved in the decision making process.       

• An eclectic approach – the students know about the decision made and makes certain contributions.

Evaluation:

Appraisal of the “comprehensive continuous evaluation” where students are evaluated on parameters of reading, writing, listening, speaking and behavioral.

PRODUCT – ORIENTED SYLLABUS

• Syllabus is goal centered

• Rational planning of goals & objectives

• Objectives are centered on the student’s expected performance (performance, instructional, behavioral objectives).

• Assessment is criterion referenced.

The student’s performance is measured by tests that provide information on “the final product” on the final objectives achieved.

The structural – grammatical syllabus

• It consists of an inventory of grammatical, phonological and lexical items graded through the school period according to difficulty.

• Learners role was to gain proficiency in the mastery of these linguistic elements.

The notional functional syllabus The syllabus is organized around the notions and functions that learners might use in order to communicate successfully.

 

Procedural syllabus: Set of tasks and activates to be carried out in class / home

1. Information gap activity: transference of unknown information from one student to another.

2. Reasoning gap-activity: through processes of interferences, deduction and practical reasoning.

3. Opinion-gap activity: Personal feelings or attitude towards given situations.

Task-based syllabus:

A task is an activity or action which is carried out with meaningful language.

E.g. filling in a form, writing down telephone messages, writing letters and postcards to friends.

The task based syllabus promotes attention to meaning.

They encourage attention to relevant data they develop different procedures and modes of participation and involve learner participation, most importantly they promote risk taking.

It also encourages the learner’s consciousness of the learning process and reflection. (meta cognition)

The “Training & Development” team at INMANTEC believes in the natural approach which aims to develop personal, oral and written communication skills.