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TOGAF Certification - TOGAF Training - Enterprise Architecture

  • World class Enterprise Architecture training accredited by The Open Group
  • GUARANTEED LOWEST PRICE IN THE INDUSTRY
  • Proven Enterprise Architecture methodology and framework used by world’s leading organisations in TOGAF® Certification
  • Exam Pass Guarantee: Enrol in any of our TOGAF® classes and we guarantee that you will pass the TOGAF® exam. See FAQs Below
  • Courses delivered by expert TOGAF® Training instructors
  • Complementary TOGAF® Exam worth £400 included with your TOGAF® course
  • TOGAF® Training in luxury nationwide venues
  • Book Online or Call 01344 203999 to speak to a TOGAF® Training advisor 

Course Dates, Locations & Prices (Top) | View Course Info

Course Name Date Location Duration Price Book Online
TOGAF 9 Certified (Part 1 & 2) 15/02/2016 3 places left London
4 days £1349 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 15/02/2016 3 places left Reading
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 15/02/2016 3 places left Liverpool
4 days £1949 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 22/02/2016 3 places left Milton Keynes
4 days £1599 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 22/02/2016 3 places left Southampton
4 days £1799 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 29/02/2016 3 places left London
4 days £1349 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 29/02/2016 3 places left Newcastle
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 29/02/2016 3 places left Manchester
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 4 places left London
4 days £1349 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 3 places left Birmingham
4 days £1389 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 3 places left Edinburgh
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 3 places left Reading
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 3 places left Cardiff
4 days £1799 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 07/03/2016 Virtual
4 days £1999 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 3 places left London
4 days £1349 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 Wokingham
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 Ipswich
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 3 places left Glasgow
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 Hinckley
4 days £1589 Book nowEnquire
TOGAF 9 Certified (Part 1 & 2) 14/03/2016 3 places left Manchester
4 days £1589 Book nowEnquire

Course Information (Top) | View Dates & Pricing

Overview

The Knowledge Academy

Introduction

The Open Group Architecture Framework (TOGAF®)  9.1 course lasts 4 days and will provide you with the knowledge needed to pass the TOGAF® Part 1 (Foundation) and Part 2 (Certified) exam. The course is fully accredited by The Open Group and includes a TOGAF® exam voucher, to enable you to take the TOGAF® exam at a time of your choosing.

Achieving this TOGAF® Certification will allow you to demonstrate your knowledge of the ideas behind TOGAF® and the application of TOGAF® to the enterprise architecture and technology environment.

 

Pre-Course Reading

No pre-course reading is required, but we recommend reading the book ‘TOGAF Version 9.1’ (ISBN: 9789087536794)

 

Prerequisites

Anybody can attend this course and there are no prerequisites.

 

Who Should Attend?

This course is recommended for anybody interested in learning more about Enterprise Architecture and TOGAF®.

Course Structure

  • 4 days, with a two-part structure
  • The first two days will cover material for the TOGAF® Foundation part of the exam
  • The remaining two days will prepare you for the second part of the exam, TOGAF® Certified
  • The exam is booked separately through Prometric. We will provide you with a voucher for this.

 

Course Content

  • Course Introduction
  • Management Overview
  • The TOGAF® 9.1 Components
  • An Introduction to the Architecture Development Method
  • The Enterprise Continuum
  • The Architecture Repository
  • The Architecture Content Framework
  • The Architecture Content Metamodel
  • The Preliminary Phase
  • Architecture Governance
  • Business Scenarios
  • Stakeholder Management
  • Architecture Views and Viewpoints
  • Building Blocks and the ADM
  • Architecture Implementation Support Techniques
  • Phase A: Architecture Vision
  • Phase B: Business Architecture
  • Phase B: Business Architecture – Catalogs, Diagrams, and Matrices
  • Phase C: Information Systems Architecture
  • Phase C: Data Architecture
  • Phase C: Data Architecture – Catalogs, Matrices and Diagrams
  • The Integrated Information Infrastructure Reference Model
  • Phase C: Applications Architecture
  • Phase C: Applications Architecture – Catalogs, Matrices, and Diagrams
  • Foundation Architecture
  • Phase D: Technology Architecture
  • Phase D: Technology Architecture – Catalogs, Matrices, and Diagrams
  • Migration Planning Techniques
  • Phase E:  Opportunities and Solutions
  • Phase F: Migration Planning
  • Phase G: Implementation Governance
  • Phase H: Architecture Change Management
  • ADM Requirements Management
  • Architecture Partitioning
  • Guidelines for Adapting the ADM: Iteration and Levels
  • Guidelines for Adapting the ADM: Security
  • Guidelines for Adapting the ADM: SOA
  • Architecture Maturity Models
  • Architecture Skills Framework

 

TOGAF Part 1 and Part 2 Examination

The exam is in two parts, Foundation and Certified. It lasts a total of 150 minutes.

Part 1:

  • Closed book
  • 60 minutes
  • Pass mark is 55%

Part 2:

  • Open book
  • 90 minutes
  • Pass mark is 60%

 

Why choose The Knowledge Academy?

  • We provide world-class learning material
  • We make the learning experience enjoyable
  • We are trusted by globally leading brands such as JP Morgan, HSBC and Sony as a learning partner of choice.
  • We provide pre- and post-course support so you never feel alone
  • All of our training is hands-on, using real-world examples
  • As a market leader, we have an extremely high global pass rate
  • Over 90% of our delegates come back to us for further training
  • We have the best instructors in the industry which is reflected in our position as the market leader for professional qualifications
  • We provide value for money and trained over 25,000 delegates in 2014
  • We have some of the most luxurious course venues worldwide

Click ‘Book Now’ or ‘Enquire’ next to the date of your choice and our expert advisors will be in touch.

What is TOGAF®?

TOGAF® (The Open Group Architecture Forum) is a globally used standard for Enterprise Architecture. TOGAF® is a trusted and vendor-neutral certification which ensures enterprise architecture professionals share the same standards across the world.

TOGAF® is managed by The Open Group, a global consortium of organisations which develops open standards and certifications for IT. TOGAF® is used by successful companies all across the world, including Hilton Hotels, Boeing, BP and Thomson Reuters.

Case Study

Dairy Farm is a leading retail company which sells food and hygiene products across China and the Pacific region. After some major structural changes in the late 90s, they needed a Technical Architecture and chose TOGAF®.

In 1996, Dairy Farm appointed a new CEO and moved from a federation of companies into a group. This required them to pull all of their businesses together and create a single IT infrastructure. The business was moving so fast that the IT couldn’t catch up.

By implementing their TOGAF®-based architecture, Dairy Farm was able to move their business and IT operations more closely together. They were also able to spend more time on IT Governance and have more control over their overall IT spend.

FAQs
  • Is the course accredited?

    Yes, by The Open Group.

  • What experience does the instructor have?

    All of our instructors are fully accredited and have over ten years’ experience in the use of TOGAF.

  • What’s included in the training course?

    We provide 4 days of classroom based training, official accredited course materials, The Knowledge Academy courseware folder, certificates and an exam voucher.

  • Does the course include exams?

    We provide an exam voucher which allows you to book and take the exam separately at a Prometric test centre. This is valid for 12 months.

  • Are there any prerequisites for the exam?

    There are no formal prerequisites.

  • Where can I book the exams?

    Candidates can book their exam through Pro-metric test centres using the exam voucher provided.

  • What is the Exam Pass Guarantee?

    Our exam pass guarantee gives you the confidence that we will support your learning until you pass your TOGAF exam. We guarantee that you will pass your TOGAF exam after completing our TOGAF course. All we require is for you to attend all course days and complete all course assignments, including your TOGAF practice exams, and take the exam within 30 days of completing the course. If you do not pass the exam after the 1st attempt, we will allow you to attend the course again free of charge. Should you fail the exam on your 2nd attempt, you will be eligible to enrol in the course again, free of charge. TOGAF examination results must be verified to confirm re-enrolment and is subject to availability.

  • What is the pre-course reading?

    We recommend reading ‘TOGAF Version 9.1’ (ISBN: 9789087536794)

  • What are the hours of the course?

    The training hours are 9am to 5pm.

  • What time shall I arrive at the venue?

    Please arrive at your training venue for 08:45am.

  • Is there homework?

    There will be some homework each day. We advise you to complete this, as it will enhance your understanding and help you to pass the exam.

  • How long until I receive course confirmation details?

    You will receive confirmation details as soon as your place has been booked and confirmed.

What's Included?
  • The Knowledge Academy Courseware Book
  • Complementary TOGAF® Exam
  • Experienced Instructor
  • Certificates
  • Refreshments
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Blog

The Truth Behind Teaching

Teaching as a profession has changed drastically from a generation ago. Some of the changes that have been imposed have indeed been for the better. However, it is widely believed that this vocation now ranks as one of the most stressful careers. With this in mind, we’ve decided to uncover the good, the bad and the ugly facets of the profession and have given real life teachers a chance to voice their views.


Educational vacancies typically receive a high volume of applications for each post. Teachers are passionate about their role and aim not only to further their pupil’s knowledge, but to inspire them to have an inquisitive nature about the world around them. With this in mind; what are the key factors that cause teaching as a profession to rank so highly in terms of stress inducing careers, and are there any potential solutions to address the situation?

Image: Credit to hbo.com


The film, Dead Poets Society, featuring the late Robin Williams indicates timeless sentiments of teaching which have continued to cement society’s idea of education. The famous phrase ‘Carpe Diem’; to seize the day, has some fundamental teachings. Inspiring children for example, has always been paramount. However, teachers are increasingly concerned about the effects increasing constraints and protocols will have on their ability to teach and inspire children.
Jane Parker*, an English subject leader and year 6 teacher who has worked in teaching for more than 25 years comments that ‘We're all really committed and accept long work hours, what really gets to us are unrealistic targets which mean, however hard we work, we're predestined to fail. Furthermore, unrealistic targets puts pressure on the children. Some are predicted targets they haven't any chance of meeting.’


Without teachers, our children would not acquire the depth of knowledge, science and morality they need to progress in the world. Jane Parker, demonstrates her dedication to teaching, as do others, by accepting ‘long work hours’. However, she claims that ‘what really gets to us are unrealistic targets which means, however hard we work, we’re predestined to fail’. In an effort to unveil what teachers really think and feel towards the system, we must remember that despite conflicting opinions concerning various reforms instigated by the government, teachers love what they do. What teachers such as Jane demonstrate, are anxieties against a somewhat flawed system in need of urgent change. Furthermore, ‘unrealistic targets puts pressure on the children. Some are predicted targets they haven’t any chance of meeting’. As Robin Williams said in the film ‘you must strive to find your own voice. Because the longer you wait to begin, the less likely you are to find it at all’. This is exactly what teachers and their respective unions are doing. If teachers bow to unrealistic targets, pay, working hours and an in-balance of lifestyle, then the more likely teachers will become disillusioned with a system they hate.

So what is it exactly teachers are seeking to change?

The Working Day

Teaching has been tainted by government initiatives; a greater emphasis is now put on targets, creating a culture in which both pupils and staff are required to fulfil unrealistic criteria in order to demonstrate progress. 
 According to a survey conducted by The Department of Education, primary school teachers were recorded to work an average of ‘59.3 hours per week, 19 of which were timetable teaching hours.’ Secondary school teachers worked an average of ‘55.7 hours, 19.6 hours of which were timetabled teaching hours.’ Outside of the specified teaching hours, staff will devote time to duties such as; P.P.A (planning, preparation and assessment), marking, supervising children during playtimes and assemblies, attending meetings with parents, creating displays, mentoring training teachers and other such tasks.
 
The school bell rings, the school day finishes – for the students. Contrary to popular belief, teachers habitually take their work home. On average, primary school teachers will spend 23.8% of their working hours outside of school. Similarly, secondary head teachers spend 21.5% of their working hours outside of school, closely followed by secondary classroom teachers at 21.4%. During school holidays, teachers also make trips into schools due to work commitments and to prepare their classroom for their upcoming class they receive each new academic year.
 
One of the most strenuous demands on teachers time is, ironically, target setting. The need to constantly monitor and assess pupil performance reduces the time available to spend actually teaching students. Matthew Hardwick*, a Year 6 teacher and school governor acknowledged, ‘there is too much to fit into a working day.’
Many teachers believe that this culture is not only hindering their ability to simply teach, it is in danger of, in the words of children’s author, Sue Palmer, ‘damaging our children’. Teachers are combating this by prioritising the pupils needs over their own, taking more and more work back home with them. This closely concurs with the NUT stating that, ‘teachers are subjected to excessive workloads and working hours which are often exacerbated by a surfeit of government ‘initiatives’.’
 

The Truth Behind Teaching Tired Teacher

Topics, Target and Conceptualisation

Mark Thomson*, a northwest head teacher commented:

‘My concerns centre on the current obsession with test results which have the potential to classify children as 'below national standard' at the age of 7 and 11. Tests have led to a very narrow curriculum with schools focusing almost exclusively on these as they need to perform well to satisfy the demands of Ofsted. High standards are very important, but a narrow focus that only rewards those who do well in some subjects does not guarantee this.’

As a consequence, the demands on head teachers and teachers are ever increasing. Staff are feeling that whatever they do, it is never enough and job satisfaction is probably lower than it has been for a long time. Talented staff are being scared away from the profession and a recruitment crisis for quality teachers and school leaders is inevitable.’

A Report by Incomes Data Research, commissioned by the NASUWT, confirms that teaching ‘appears relatively unattractive in terms of earnings when compared to other graduate occupations.’


So who makes these unrealistic targets and why are they made?


The targets are designed to highlight to teachers if children are falling by the wayside in their learning. It also acts as a goal for both the mentor and student. However, it is not always the teacher who sets the target. As noted by southwarkgov.uk, ‘Targets can be informed by sources such as Fischer Family Trust estimates of attainment or from average progress projections from the previous national curriculum teacher assessments and key stage tests.’ The targets calculated can act as a burden to both the pupil and teacher if they prove to be unrealistic.
The Secret Teacher, a contributor to the Guardian observed, ‘Some excellent, talented, charismatic teachers just disappeared. I remember one colleague was observed and “dropped in” on 30 times in one term after their results didn’t meet impossible targets. Who can endure that for long? I know of teachers who have given up and resigned in July, quite exhausted by this process of performance management, only for their results to be among the best in a department when published in August. Monitoring and managing performance is not always a precise science.’


Ofsted and school inspections

Headmasters and headmistresses have to regularly update the self-assessment forms (SEF) for their schools. Ofsted penalises schools that overstate or understate their performance. For this reason, inspectors often have a good idea of how they are going to mark the school before inspection. The process is designed to check that the school matches the report submitted so there is less of a chance of misrepresentation. The inspections are still highly stressful for schools. Teachers must demonstrate that their pupils are meeting targets through their lessons, which are observed by the inspectors. Although Ofsted therefore serves a purpose, the criteria in which the lessons are assessed is often a form of bureaucratic tick-boxing that does not give a true representation of pupil performance. The system is therefore somewhat unfit for purpose and in need of reform. Many people will look to blame Ofsted quicker than they can jump. 
However, many of the reforms needed will need to be facilitated through the department of Education, owing to the fact that Ofsted is required to report back to Parliament. Ofsted also has to consider the views of teaching unions who will put pressure on the institution to make relevant changes. The question remains as to what changes will be made, how the changes be interpreted and how will they impact the teaching profession?  


The Secret Teacher, of the Guardian voiced, ‘I want schools to be person-centred, inclusive institutions and not a monitor it, measure it, and surgically remove it educational climate championed by Michael Wilshaw. Shortly after his appointment Wilshaw declared: “If anyone says to you that staff morale is at an all-time low you will know you are doing something right.” You are wrong, Mr Wilshaw. If you ran a business like that you would soon be bankrupt and educational bankruptcy is not something our children need or deserve.’
 

The Truth Behind Teaching Ofsted

Image: Credit to academicis.co.uk


Challenges teachers face

Disruptive children

There are more reports of disruptive behaviour within schools than that of a generation ago. From low-level disturbances where pupils talk over staff members, to the more extreme incidents where police are called to attend; teachers are having to deal with disruptive behaviour on a daily basis. Although the murder of staff or indeed other pupils is rare, violence is still encountered frequently in the classroom and playgrounds. According to a survey conducted by the BBC (2014) ‘on average, 93 assaults will be reported each school day on staff by pupils in England.’ Teachers are also faced with the arduous task of having to break up fights in schools. Statistics recorded by Police Service of Northern Ireland confirmed that, ‘police were called out on average 10 times a day to schools.’ Most teachers attempt to stop conflict between pupils verbally and worry that if they were to make physical contact, they would face potential assault charges and risk losing their jobs. Many schools adopt a no contact policy however, staff are permitted to use force within reason to break up fights should it be deemed necessary to the situation.
 
Many teachers believe the low-level interruptions to be just as damaging as the more serious disruptions. Conservatively, teachers who have to spend 5 minutes per lesson dealing with such behaviour will have lost 20 minutes teaching time per day, which equates to 100mins or 1 hour 40 minutes per week. Over the course of a month 6 hours 40 minutes teaching time has been lost, which is in excess of 12 days per year. Ofsted are keenly aware of this problem and will comment on this in school inspections.

 

The Truth Behind Teaching The History Boys


The state of teaching

What needs to change?


According to a recent survey conducted by NASUWT, ‘more than two-thirds of the 3,500 teachers surveyed considered quitting the profession within the past year’ as a direct result of the stresses generated by the job. So which concerns ranked highest for teachers?

Teaching Graph


The Government is still responsible for much of the workload facing teachers. In a recent survey conducted by NASUWT, ‘82% are suffering from lack of sleep and over three quarters from anxiety and some are even self-harming. Almost half of teachers in the last year have sought medical advice, over a third have taken medication, 5% have been hospitalised.’ Sleep is essential for a healthy lifestyle. Not only has it been scientifically proven to reduce stress, it also allows for a sharper mind, better mood and aids in increasing productivity. Accidents can be made both inside and outside of the classroom. Teachers should not be facing exhaustion when responsible for thirty plus students.

Make a change now, or our future generation will pay the price

To conclude, the government needs to address teacher workload as well as the target-setting and constant monitoring culture. NASUWT is the largest teachers union in the UK and has hit back at the government with an empowering statement with an urgent need for change in response to the government's policy on teachers pay. The union has described how teachers pay has contributed to a growing crisis which is contributing to the number of teachers wishing to pursue the profession. In a statement by the union, they mention:


‘The Secretary of State’s workload challenge launched before the election proved to be a pre-election gimmick with no serious attempt being made to address the issues. Action on workload and stress must be taken not just for the sake of teachers themselves but for the children and young people they teach.’


What must be remembered is that an urgency to reform the current state of teaching as teachers all across the board love what they do. After all, the younger generation is the future and despite unions standing up against the government, identifying their disillusionment against the system; they do not give up. Merely, teachers wish to expose the poor conditions they are subjected to. What is more, the government denies a potential teacher supply crisis in response to guidelines set up by government policy. Consequently, it has ‘driven deep cuts to teachers' pay year on year since 2011, exacerbated the pay cuts by increased pension contributions and generated the excessive workload blighting the working lives and health and well-being of teachers’.

If the situation is ignored, it is likely that sick rates within the industry will increase due to stress related conditions. Furthermore, the government must recognise that there is only a finite amount of hours during the day. Teacher may give their best attempt at achieving the goals set of them however, some goals are unobtainable. Chris Keates, NASUWT General Secretary agrees that action must be taken as ‘the Review Body cannot ignore the NASUWT’s detailed evidence’ and ‘confusion, discrimination and unfairness are now rife’.

It is no surprise that more than three quarters of teachers have seriously considered leaving the profession for a better quality of life. What is important to consider, is without talented and highly qualified teachers, the only victim of the government’s denial of the teacher crisis will be the children: ‘It is not only the teachers who are losing out’ (Chris Keates).


The voice of our teachers has been heard time and time again and the Review Body must realise that they need to ‘shake off the dead-hand of the Treasury and assert its independence to come up with recommendations which will reverse this race to the bottom in teachers’ pay and conditions of service.’

After all, what’s more important than protecting those who will shape our future. Protecting our teachers is one way we can make a solid change for the better.  

The Truth Behind Teaching Child
Image: Credit to feelgoodhealth.co.za

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I would highly recommend the Togaf 9.1 course and thoroughly enjoyed the class and interaction with the tutor (Pete Thomson). Pete was honest with the content, embracing with the key areas to be concerned with and drove great exercises to target the learnings where they needed it most. I think having a small class (in this case it was 5) helped a lot. Pete is a very personable character which ensured I was kept captivated through a course, which is notoriously information heavy in content. I believe Pete has done his utmost to prepare the students for the exams.
519
Efficient organisation and effective training - Organisation for the course was excellent, plenty of pre-course notes and instructions. The TOGAF trainer really knew her stuff and provided plenty of real world examples to bring to life the often rather dry official TOGAF reference material!
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Very knowledgeable and friendly instructor who is clearly experienced in her field. Will be enrolling on future courses with the Knowledge Academy in the near future and would definitely recommend them to a friend.
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The course was pretty intense and well worth the money. This is mainly due to the professor who made this course not only interesting but provided some live examples which bring any academic lessons learnt to the real world which what I need in order to be successful. In the end I was.
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The training venue was better than any I've seen before and the trainer was very knowledgeable. He had an example for everything making things easy to understand. Great course :)
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I'm not the brightest of people when it comes to exams. The trainer helped me through it and I passed with quite a good mark. Really happy with myself and the course!
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The Knowledge Academy made the experience of going through intensive training very clear and understandable from the initial booking. I found the course instructor not only helpful and insightful, but very easy to approach for additional help at the end of each session. I would absolutely return to The Knowledge Academy for my future training needs.
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I was quite scared before joining the the course. The trainer helped ease my nerves and powered me through the course. I didn't just pass, I aced the course, what more could I want!
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When I registered for training at The Knowledge Academy I was a little sceptical whether they would be able to train me in one week, especially as their prices were significantly lower than other service providers. However, from just the first day I realised that they operate on a theme of excellence, which made me feel confident in my ability to learn the material, pass the exams, and be able to apply the theory at work. The trainers are enthusiastic, knowledgeable and extremely helpful. The whole booking process was stress-free and the course, though intensive, was perfect and flexible to our needs as a group. They also provide invaluable practice documents as part of the course which I found very helpful. I have already recommended The Knowledge Academy to friends.
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The entire course was organised and executed to perfection. The booking process was clear and very straight forward, the pre-course material was well balanced and sufficient to enable the course to be understandable from day 1. The course was extremely well led by the trainer who not only expertly imparted his subject knowledge in an easy and clear manner, but also encouraged, supported and generally enthused the group both within the sessions and with the homework to pass the examinations.
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I was very impressed with the Knowledge Academy; the trainer was very knowledgeable and guided us easily through the course. I feel that the knowledge I have been equipped with will allow me to confidently apply knowledge within a live environment. The training was excellent value for money and I would choose the Knowledge Academy for my training needs again .
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As one of the more senior (in age terms) people undergoing training, I was quite daunted at the outset, but the first class training provided by Ian allayed my concerns. The course was well-paced and we had lots of practice at simulated exam questions (at home and in class), so by the time I sat the paper I was feeling reasonably relaxed about the whole thing. If anyone out there feels they are maybe past going on intensive courses and sitting exams, I would encourage you to go for it - if I can do it at 60, so can you!
519
I thoroughly enjoyed my intensive week. Being back in the classroom and concentrating on new information without interruption for 3 days was challenging; however the tutor was very knowledgeable and combined coursework with practical exam preparation. It was straightforward study with exam preparation leading to a respected qualification. I would use the knowledge academy again.
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The Knowledge Academy made the experience of going through intensive training very clear and understandable from the initial booking. I found the course instructor not only helpful and insightful, but very easy to approach for additional help at the end of each session. I would absolutely return to The Knowledge Academy for my future training needs.
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