Our Differentiated PGDA
When we embarked on the journey of developing the IAS PGDA, significant focus was placed on how to present a PGDA better, how to give the student a better learning experience, and how to address the needs of the 21st century student as well as the future CA (SA) employer. The brief was therefore to think differently, dont throw out what works, but make it better.
As a result, we have created a unique, dynamic, innovative PGDA ecosystem. We have combined an array of teaching materials and methods, an energetic team, and flexible teaching environment to create a revolutionary programme that will take students to new heights.
The IAS PGDA Ecosystem
Our model is one of evolved experience. Our staff is a mixture of young and... less young staff. We match those with experience, maturity, wisdom, and big picture ability, with those that have high energy, teaching excellence, and technical ability. Younger staff bring a better understanding of students perspective, and are better able to relate to student circumstance. The result is creative, dynamic and rounded solutions.
The enviroment is based on student centered learning, which shifts the focus to the student to create learner autonomy and independence, and ensuring that control of the learning path stays with the student. This approach supports the skills and practices necessary for lifelong learning, and independent problem solving. The student therefore learns to construct meaning using new information presented to them, applying prior experience. Students are further supported with individual mentoring and coaching and all important motivational mechanisms.
Our teaching approach helps you get your qualification, but thats only the start. We focus on creating critical thinking skills, creating the ability to become a life-long learner. Our measure of success is successful graduates, who become leading business people, who can change the world. This is achieved by integrated teaching and thinking, which involves getting back to basics - teaching the why not just the what, coupled with proper practical application, our principle: this is not an academic excercise, if you cannot do it, you should not be teaching it. This is embeded in our focus on pervasive skills, by using techniques such as the flipped classroom.
Our approach to technology is dynamic and evolutionary. Tech changes daily, and we all need to evolve with it. The solutions we use today, will be irrelevant tomorrow. Our use therefore moves with the technology, with the caveat that implementation needs to be technology that makes a difference, and is practical, and not just technology for the sake of technolgy.
Sustainability is changing the world, and although included in the SAICA syllabus, is a much larger worldy concept. Reporting as we know it is being fundamentally and exponentially altered. We provide a focus on this, and keep it as one of our continuous in-programme, as well as post-programme topics. Out goal is to make our students relevant in tomorrows world.
We are also implementing sustainability practices in the way we present our programme. Students will therefore have access to all learning materials electronically.