WELCOME TO FARE

A simple definition of pedagogy is the ‘art or profession of teaching’. The technical education system in other developing countries is geared to produce professionals who can deal with the words, concepts and mathematical or scientific symbols necessary for success in our technical society. The pedagogic techniques practiced in many Technical institutions is tailored to meet the goal of Cognition development but often ends up in meeting the requirements of an examination system designed to test rote memory rather than developing problem solving skills. We have an education system in the country where quality is indirectly measured and maintained by the number of teachers, number of computers, number of pass percentage, number of placement etc. The majority of engineers / managers nurtured in this education system turns to be programmed to carry out jobs assigned to them by others who think, plan, innovate and visualize. Unless this situation is changed, the country will have to look else where for new technologies and innovations.

FARE considers generating wealth to eradicate poverty and to create a pool of job creators rather than job seekers as major objectives in professional / technical education. A pedagogy model, Bloom’s taxonomy and its revised version are implemented by FARE. Blooms taxonomy captures all the four types of learning process so that their understanding is not limited to the rot memory, but also to their ability to understand, apply, analyze, synthesis, and evaluate. The three domains under Bloom’s Taxonomy are COGNITIVE domain (to do with the mind, main concerns in schools and colleges in academic life), AFFECTIVE domain (dealing with emotions, attitudes, values etc.) and PSYCHOMOTOR domain (concerned with physical skills). Research shows that too much focus on cognition aspect ignoring affective and psychomotor goals in teaching and learning process is detrimental to the holistic objective of technical education, viz, nurture creative minds capable of solving problems in the society, like wealth creation, unemployment, etc.

We are the First B-School in implementing the Bloom's Taxonomy as a Pedagogy Model in Bangalore.
The pedagogical model emerges from our value of social responsibility and human development of the executive as both a professional and a person. Based on this philosophy and in sync with our focus on strong leadership, transparency, community, entrepreneurial spirit, cooperation, ethics, confidence and diversity, we have developed our differentiated teaching methodology. It is an integrated approach of various components.

The learning processes use Information Technology to provide immediate access to great quantities of resources, information, databases and other business material. Through the Internet and the program's own Intranet, IT becomes an integrated factor of the learning experience.

Our programs are open forums to exchange ideas and knowledge, where every individual is an active participant in the learning process. Our methodology constantly challenges preconceived ideas and traditional educational processes.
Our material research and accumulated experience demonstrate that a single effective methodology does not exist. The appropriate methodology depends on the objectives of each program, the skills that need to be exercised, and the attitudes and behavior that must be strengthened. Included among the tools that we use for the development of teaching methodology are:

Case Studies
Business Simulations
Role Plays
Interactive Workshops
Outdoor training
Self-management Techniques
In-company Projects

Dynamic Learning

Classroom training is developed through a participatory style that employs group projects, presentations, and virtual simulations, among others. Participants explore and debate key management concepts and the design of a corporate development strategy. Our programs combine academic study and active training on the most relevant topics in management, putting special emphasis on the practical application of the concepts developed.

Outdoor training activities offer a forum for learning and for personal and team development away from the conventional classroom. Instructors take on the role of facilitators and expert observers. These activities usually introduce real situations that must be solved through mental, analytical, leadership, teamwork and organisational skills. Interaction undoubtedly, the key to the success of this teaching model is the participants themselves. Through the exchange of experiences they enhance the knowledge that is acquired inside and out of the classroom. The selection of participants, group discussions, working lunches; social activities all promote dynamic interchanges and relationships among peers from different countries, business environments and management cultures. The participants establish enduring friendships and wide network that extends beyond the course.