INTRODUCTION
II. PROGRAMME LEARNING OUTCOMES
By the end of the programme, participants will be able to demonstrate: 1.The usage of reasoning and critical thinking abilities. 2.Problem solving abilities while addressing and assessing academic, social and professional issues. 3.Knowledge, skills and attributes that allow them to work with different ethnic and cultural groups successfully. 4.The ability to generate creative ideas. 5.Knowledge, skills and attitudes for managing and leading people. 6.Traits of emotional intelligence.
7.The application of decision-making skills. 8.The ability to apply service orientation skills. 9.Attributes of cognitive flexible individuals. 10.Knowledge, skills and attributes of successful negotiators.
The teaching, learning and assessment model of the programme is premised on Vygotsky’s time-honored notion of Zone of Proximal Development (ZPD). Vygotsky’s ZPD refers to two learning dimensions: III. INSTRUCTIONAL FRAMEWORK The first dimension refers to learners’ current academic level. The second dimension refers to where learners’ performance level should be by the end of the training programme. Vygotsky’s learning principle, Zone of Proximal Development, is the distance between the level of learners’ ability to understand and apply a competence and its affiliated skills and the level where the instructor needs them to be as determined by their ability to demonstrate their development of the required competencies collaboratively within a scaffolded, engaging and dynamic learning environment. Vygotsky’s Zone of Proximal Development necessitates a scaffolded learning environment that focuses on six elements: Analyzing trainees’ entry level to ensure that they have the required entry level. This is to be achieved through a pre-test.
BUILDING COMPETENCIES FOR SUSTAINABLE LEARNING| INTRODUCTION
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