Training Philosophy

The success of all our training, whether it is delivered on site, in our academies, as a workshop or online is that our training materials are based on outcomes relating to what is done in the workplace.

We provide customised training on your internal materials which we align and deliver based on our training methodology. Practical workshops can be customised based on the subjects that need to be covered within the required days allocated.

Any of the above can also be aligned to the relevant unit standard needed.


Traditional Approach

Here students or learners study, mostly, to pass exams. There is not always a connection between what is studied and the full understanding and application of that knowledge.

Accounting graduates may qualify with a BCom without having seen or completed a VAT return, for example.

A 40% matric pass is more likely an indication that at least 60% of their knowledge was lost or not known.

Memorization of data can be enough for someone to pass. Memorization is absolutely not enough when one is striving for full understanding.

Employers want experienced staff preferably. Put another way, they want staff who know and can apply their knowledge and this resultant skill is relevant to the employer. This brings us to our approach.


The Guarantee Trust Approach

We have two major pillars in our approach:

  • 100% understanding, all the time, of everything
  • Simulation of real work

Why shouldn’t a learner understand something 100%? This is an achievable objective and has been adopted by us as our standard. If learners write an exam with us, the pass mark is 100%. If a learner gets 75% we see this as a ‘disaster’ and that 25% of the knowledge is lost.

To assist us to achieve this standard we deliver a Study Course. This aids understanding. English is the language of the work-place. Knowledge is imparted using English words. There is an emphasis, on our programs, on understanding words and methods of study that encourage 100% understanding. This level of understanding means memorizing data is not enough. Full understanding of all words and concepts is required.

Once this is achieved, time is taken to allow learners to practise and apply what they have learned. Final success is achieved once they can do the action and understand it fully.



Simulation of real work can be achieved in a number of ways. For example, our Virtual Office accounting simulation program has the books and records of real companies in the course room with learners ‘coming to work’ and using their knowledge to do books. They load data, create financial reports and send VAT returns to SARS, many of them. They have a decent chance of really applying their knowledge. They end up with an employable skill.

In our banking programs, our Virtual Bank does the same with credit risk assessment skills. The people and companies they work with are real. Real credit applications are completed and vetted. The learners review cashflow forecasts, income statements and the credit applicant’s full history before finally assessing the risk. This is real work and invaluable to the learners in the medium to longer-term. Again providing the necessary experience all employers want.

This is a fresh approach and by our experience, very workable and rewarding to all involved.