TRIPLE E TRAINING HOLDINGS

Grammar is about learning to speak and write correctly. It begins with the pronunciation of words and then moves to where these words need to be placed in a sentence. Correct spelling is of utmost importance in getting your grammar right. It is also important to learn how to punctuate sentences correctly if you want to improve your grammer. There a variety of courses available that you, as an adult, can access to help solve any grammar problems that you may have. Another way of improving your grammar is to read books and other materials. These books do not have to be about grammar or teaching aids. Any book that has been written by a reputable author will use correct English and grammar and help you improve your grammar.

Have you ever tried to learn as an adult in the way children do? If we were to learn in the same way we would lose all hope. Children have growing brains and can intake more knowledge than adults. In addition they have 12 years at school to learn a new language, master maths, life orientation and science. As adults we are busy, have less time, and certainly don’t have 12 years to complete our Grade 12 education. As such we can conclude that adults learn differently and require education that will ensure that they can learn subjects in a shorter time span and be able to apply the knowledge directly in their lives as well as workplaces. The Triple e ABET courses have been structured to accommodate the way adults learn and thus to be highly effective. Contact Triple e for adult education courses for your employees today.

The Triple e literacy education programs are presented on all ABET levels and upon completion of every level, the learner obtains the necessary nationally recognized qualification. Literacy education programs are focussed on first teaching the learners the basics, and from there progressing to more advanced literacy and finally total comprehension of a language including reading, writing, understanding, and communicating effectively in that language. Comprehension, grammar, and more advanced writing are done on the appropriate levels. The learner starts at a particular level based on previous education or the absence of previous education in the specific language. By assessing the learner’s skills levels first we ensure that the learner will be able to understand the work and progress from previous knowledge to the most advanced level in the shortest possible timeframe that is appropriate for the specific learner.

The ABET literacy training for adults have four levels. Starting at NQF1 and ending at NQF4 the ABET literacy training has as aim the provision of education to empower people to gain knowledge, understanding and valuable literacy skills in the specific language. There is a difference in ABET literacy training for adults and school education. The ABET literacy training is structured to teach adults how to read, write, understand and communicate in a specific language in a shorter timeframe than that offered in the school system. As such it is focussed on skills that can be applied immediately in the workplace and the learner’s day to day living. It runs over a shorter period, is presented in a highly interactive way and is not group focussed, but individual focussed allowing the person to progress at his or her own pace without having to compete with others in the group.

It is wrong to assume that all South Africans have mastered the language of English. The opposite is true. Many thousands of South African workers cannot speak English or can do so only basically. They cannot read or write in the language, not even to write about written communication fit for business communication. With English being the medium of communication to bridge language barriers in the country, it is important to give your workers the required English skills b y letting Triple e with years of experience in education teach English in a fun and understandable way to your workers. Upon completion of each level they will receive a nationally recognized qualification which will boost their confidence and help them to function optimally in the workplace.

Not everyone can learn English quickly. Certain factors should be taken into consideration when setting up programs to help people learn English. We consider that native language of the learner. Since some languages are closer to the roots of English than others, we also assess the native language of the learner. Apart from that, you also have previous exposure to English. If a learner has never been taught the basics of the language, it goes without saying the course should start at the very basics. It is also however, important to help a person learn English at an advanced level if he or she already knows the basics. This sets our programs apart since the learner starts at the skills level where he or she is comfortable and can work from there. This makes progress quick ensuring a positive learning experience.

Once the manager or supervisor understands the language of the workers and is able to effectively communicate in their language, fewer mistakes and misunderstanding follow. Triple e also provides African language courses to help managers communicate in Zulu, Tswana, Sotho, and Xhosa. A Xhosa manager for instance, will have difficulty to build trust, establish good report with and motivate workers if the manager cannot speak their language. The same applies to a Tswana, English, Sotho, Afrikaans, or Zulu manager. As such you can now bridge the communication gap that exists in the workplace by enrolling the managers in short and effective African language courses through Triple e at your specific workplace.

Project management skills challenge students’ command of language and math. Developing their ability to forecast and manage resources, time, and money, students frequently must translate words to numbers and numbers to words. All the separate project management skills are inter-related, and all of them build on students’ ability to see patterns and trends, solve for x, and develop timelines, work lists, and detailed instructions. Project management skills support a manager’s complex juggling act, helping him control costs, motivate people, satisfy clients, meet demanding schedules and stay sane. In South Africa’s system of adult education, experiential learning drives students’ success at every stage of the curriculum, but it takes on extra urgency as students practice project management skills. Theory and practice don’t always align, so students must use their entire repertoire of problem-solving skills, working with numbers and learning the subtle language of negotiation.

The further they advance through the adult curriculum, the more students recognize how their skills connect and transfer. They also recognize how skills and knowledge are cumulative, laying foundations for and building upon one another. All of their adult education curricula could qualify as “business skills development,” because students’ acquisition of literacy and numeracy skills empowers their workplace advancement. At the curriculum’s more advanced levels, however, the curriculum focuses more and more on language and mathematics skills specifically required in business. For example, business skills development courses focus on reading, analyzing, interpreting, and responding to business texts. Writing for business stands as its own discourse domain, different and distinct from all others, so that business skills development works only with business discourse. Similarly, at its higher levels, business skills development focuses on all the mathematical operations shown on spreadsheets, and it emphasizes analysis of and inference from statistics.

Although disadvantaged students recognize the theoretical value of education, they enroll in adult basic education to advance in their jobs. They want to earn better wages, secure a better standard of living for themselves and their families, and gain some measure of power and prestige among their colleagues. Language and mathematics skills which immediately transfer from school to work help workers to learn. When they capitalize on familiar workplace situations, instructors help workers to learn English and math skills that yield immediate benefits. The architects of twenty-first century adult education agreed with their business and corporate partners that the focus must be on outcome based education. Businessmen need to see workers applying their new skills at work. Workers need to see those outcomes, too. When skills and advancement reinforce one another, motivation and engagement help workers to learn.