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WHY TRAIN?

WHAT IS

TRAINING?

WHY TRAININGS DON'T WORK?

ABOUT US

OUR APPROACH

TYPICAL MODULES

PRINCIPAL CONSULTANT

HOW ADULTS   LEARN

PEDAGOGY vs ANDRAGOGY

PROGRAMS CONDUCTED ASEAN MULTINATIONAL CORPORATE   SECTOR

PUBLIC SECTOR

GALLERY

DIFFERENCES BETWEEN CHILDREN AND ADULTS AS LEARNERS

CHILDREN

ADULTS

Rely on others

to decide what is important to be learned

Decide for themselves what is important to be learned

Accept the information being presented at face value Need to validate the information based on their beliefs and experiences

Expect that what they are learning will be useful in their long-term future

Expect that what they are learning is immediately useful

Have little or no experience upon which to draw - are relatively 'clean slates'

Have much past experience upon which to draw - may have fixed viewpoints

Have little ability to serve as a knowledgeable resource to teacher or fellow classmates

Have significant ability to serve as a knowledgeable resource to the facilitator and group members

Are content-centred

Are problem-centred

Are less actively involved

Involve actively

Learn in an authority-oriented environment

Function best in a collaborative environment

Planning is teacher's responsibility

Share in planning

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