National Institute of Australia’s key objective is to add value to each participant’s intellectual make-up in terms of problem-solving process skills, life-long learning attitude and ready-to-use knowledge, as the participant progresses to complete the course.

National Institute of Australia’s graduates will be knowledgeable team players who have acquired skills necessary to handle situations, tackle problems and complete tasks in a knowledge-driven environment.

Conventional approach

The focus of learning in conventional approaches is giving participants a lecture or an article to read and then set standardised questions based upon the information given. The expected solutions to the questions are usually limited to the information given to participants. Typically then, solutions are pre-determined by the trainer and are linked to narrowly set context-specific learning objectives.

Unique approach to learning

One of the distinguishing features of National Institute of Australia training education system is its unique adaptation of Problem Based Learning.

Learning Approach

National Institute of Australia’s pedagogical approach is based on “learning by doing” which in recent decades is considered by many to be the way forward for a progressive training education system. To a varying extent, Problem Based Learning as a way of “learning by doing” is adopted by a growing number of international institutions of higher learning.

Problem Based Learning is a viable and credible alternative to more conventional approaches to training education. Ideas behind Problem Based Learning are well-supported by findings in scientific domains of human cognition and learning. There are many trainers and major higher learning institutes in the world that have adopted Problem Based Learning as their mode of providing training education. Educators have been showing increasing interest in Problem Based Learning over the recent decades.

A central tenet of Problem Based Learning is knowledge integration, facilitating long-term retention and easy association of knowledge components with applications. Participants learn to integrate knowledge through struggling with problems. The basic skills set of problem solving process skills and teamwork, developed through the daily practice of small-group collaboration during self-directed Problem Based Learning sessions, will be of immense value at the workplace of a knowledge-based economy.

In Problem Based Learning, trainers recognise that participants may already know some facets of any subject at any point in time and encourage participants to take advantage of such knowledge. Problem Based Learning also allows participants to capitalise on whatever capabilities they have as individuals. Accordingly, a Problem Based Learning system gives participants the opportunity to develop intellectually in ways that suit them best personally.

Problem Based Learning motivates participants to learn because they get to know the impact of their inquiry, work and learning. Problem Based Learning addresses the question, “Why do we need to learn this?’

Participants discern both the context and relevance of what and how they learn. Participants develop and practice higher-order thinking when engaged in Problem Based Learning activities because they are required to formulate their own answers and not try to guess, “What’s the right answer the trainer wants me to find?”

Participants will learn how to learn through regular practice of developing strategies for information gathering, data analysis, drawing conclusions and evaluating the quality of their solutions to problems.