• Welcome to Indus Training and Research Institute!

    By joining ITARI, you have chosen to develop your teaching and learning competence and educational leadership through the programme you have enrolled in. We believe that the role of a teacher is to unlock the potential of every individual learner to become the best form of themselves; ‘humane’. Through the course you have joined, you will gain competencies required to start a career in education and grow professionally.

    In an effort to make your learning agile and accessible through a management system, we have partnered with technology platform to provide you with a seamless and smooth transition into the course. You can access the course details, learning Modules, assignment guidelines, assignment templates, assessment criteria, calendar of events etc. We hope you will have a great learning experience through this learning management system.

    Happy learning!  

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Available courses

EDU 7408: Expert to Educator

As the first module of the programme, this module introduces you to some of the key concepts which are fundamental to setting the pathway of unlocking your potential to become a future-ready educator of the 21st century. With an intentional shift towards concept-based teaching and learning through your discipline/specialist subject area, this module leads you to examine yourself through the lenses of observation and reflection to critically analyse learning both of your learners and yourself. It opens the doors to your learning trajectory through the course of professional development on this programme with an emphasis on practical experience in the classroom, academic reading and writing, as well as critical enquiry. On completing this module you will observe that you have begun thinking about learning in critical, reflective, cross-disciplinary and inter-disciplinary ways.

Learning Outcomes

1.     Demonstrate critical insight into the selected concept

2.     Develop criticality by drawing on appropriate reading and research

3.     Demonstrate your ability to reflect on your experiences on your journey from expert to educator

4.     Demonstrate your ability to communicate effectively through appropriate use of media


Credits : 20

You are required to submit a written assignment addressing the above mentioned Learning Outcomes. 


M.A.Ed Course Phase - I

Recognition of Prior Learning (RPL) Credits-60

RPL route to M.A.Ed. is for Working teachers. This RPL qualification respects the rich experience you bring as an educator. 

M.A.Ed Course Phase - II

Reflecting in Professional Contexts &  Research Proposal

This phase is based on action research and learning from Reflections and prepares learners for the Research Proposal for Phase 3

M.A.Ed Course Phase - III

Masters Research Project- 60 Credits

Phase 3 of M.A.Ed. start with real research with teachers of similar contexts. This project is based on the research proposal made in Module-5 in Phase-2

Module 1: Exploring learning and teaching

Module 1 Exploring learning and teaching comprises of three units.

Unit 1 - Understanding principles of learning and teaching

Unit 2 - Teaching an effective lesson

Unit 3 - Facilitating active learning through effective teaching and assessment

Module 6 - Cooperation and Collaboration in Early Years Setting

Early childhood education and teaching as a profession require constant development and learning from the teachers themselves. In this course, you will become familiar with reflective development and create pathways for ongoing professional development. You will be introduced to self-reflective tools and methods. The main emphasis is on professional development plans. The course also focuses on the stakeholders of EY, which is particularly explored through the participation of families and parents. 


Learning Outcome 

  • Sets life-long learning goals for personal and professional development 

  • Understand the basic methods for reflective development 

  • Understands the role of parents in EY education 

  • Recognises children’s and parent's roles in the evaluation and development of practices 

  • Can implement a reflective development process on the local premises  


Practice Outcomes 

  • Considers parents’ and other stakeholders’ role in assessment practices 

  • Plans the use of assessment tool(s) in practice for parental co-operation 

  • Considers the continuous development practices 

  • Practices the use of reflective development tools for developing the ECE quality 

  • Practices the use of dynamic assessment tools for pedagogical quality 

  • Identifies development needs and opportunities for ongoing professional learning 


Module 5- Special Education in Early Years

Special Education in Early Years 

This course aims to provide a comprehensive understanding of special education and inclusive practices within early childhood education. The course combines theoretical knowledge with practical application, fostering an environment where participants can critically analyse, reflect, and implement strategies to support children with special educational needs. 

Learning Outcomes

  1. To understand the fundamental concepts of special education and inclusion. 

  1. To explore various observation methods and their application in early childhood education. 

  1. To develop skills for documenting and interpreting children's developmental milestones and needs. 

  1. To foster critical thinking and reflective practices in supporting special education. 

  1. To apply theoretical knowledge to practical scenarios in diverse educational settings. 

Ethical Considerations 

1. Maintain confidentiality and ethical standards when conducting observations and documenting findings.

2. Focus on objective observations, avoiding interpretations or diagnoses. 

Mentoring Programme 2023-24

Mentor training programme

The specific Mentor training would aim to equip the Mentor teachers with the necessary skills and knowledge to effectively support and develop high-quality early childhood education. 

Mentoring Programme objectives

Facilitating Adult Learning

✓ Scaffolding the learning, including creating a supportive and inclusive learning environment.

✓ Understanding different learning styles and adapting teaching methods to accommodate diverse needs and preferences.

Mentorship and Support

✓ Mentors should be able to provide individualised assistance and guidance, helping teachers apply the knowledge and skills gained in the program to their specific teaching contexts.

✓ Encouraging teachers to share experiences, exchange ideas, and learn from each other.

✓ Developing quality of early childhood education

✓ Implementing and supporting the implementation of new best practices in the education

✓ Providing reflective practice-oriented developmental support

✓ Providing constructive feedback and facilitating reflective discussions to promote continuous professional development among teachers.

Module 4 Phenomenon Based Learning in Early Years and Transversal Competencies

“Phenomenon-based learning and life-long-learning in Early Years and transversal competencies” 


The course focuses on transversal competencies development and skills in life-long learning in early years education. Transversal competencies are examined through the knowledge, skills, values, attitudes and dispositions that form the basis for lifelong learning and social participation. The future orientation and the nature of developing practices of EY are focused. 


In the course, learners will study the professional identity of early childhood education and care teachers. It will focus on curriculum implementation and compare and evaluate different local curriculums. Learners will learn how to plan, implement and evaluate teaching and learning activities in different curriculums. Learners will also study the formation of professional interaction, and the participants’ professional expertise, required in cross-sectoral work communities, will be developed. Learners will practise methods to develop education during the school year in an ECE centre through their roles as teachers. Learners will build on their knowledge of learning and development through transversal competencies through a phenomenon-based learning approach. The learners will deepen their understanding of the teaching tools and methods for scaffolding children’s transversal learning and study capacities in classroom activities and outdoor activities. 


Learning Outcomes

  • Understand the role of transversal competencies in EY 

  • Focus on active agency in learning 

  • Recognise the roles and responsibilities of different professionals working in the ECE team 

  • Understand the development of practice opportunities on the local premises  

  • Set life-long learning goals for personal and professional development 



Practical Learning Outcomes 

  • Learn to plan and implement transversal learning activities through a phenomenon-based approach 

  • Practice objective-oriented and scaffolding planning based on the curriculum 

  • Consider the continuous development practices 

  • Consider the roles of teaching personnel and practice leading classroom work 

  • Plan a future-oriented project implementation on local premises 

Module 3 - Learning Design through Inquiry Based Learning and STEM

Course 3: Learning design through inquiry-based learning and STEM 

The course teaches the participants through inquiry-based learning how to teach STEM 

subjects to early learners, and how to teach children of different ages and different learning 

levels in the same classroom. The child's relationship with nature is strengthened and children’s 

observations of their environment are supported through multi-literacy and STEM. The course 

introduces the inquiry-based learning approach and practical tools through lesson planning, 

teaching and assessing, for example, in programming education, the focus is placed on the 

development of the child’s technological skills, thinking and techniques to teach STEM. 


Theoretical aims 

✓ Develop knowledge of pedagogical practices of inquiry-based learning 

✓ Can plan and implement STEM learning activities in ECE 

✓ Apply theoretical knowledge of STEM education to practice 


Practical aims 

✓ Become aware of the importance of inquiry-based learning and practices in planning learning activities 

✓ Recognise child-initiated STEM activities and support required for young learners.


Module 2 - Playful Pedagogy of Early Childhood Education

In this module, the focus and aim is on playful pedagogy. The course explores the historical and theoretical starting points and basic concepts of early childhood pedagogy, including the different levels of the curricula and pedagogical approaches. Learners will gain knowledge and professional skills to design, implement, observe, document, and evaluate classroom activities and to plan assignments for high-quality learning in early childhood education. The special focus is on supporting children’s self-initiated learning through playful pedagogy. You will become familiar with the curricula and learn to develop, implement and assess pedagogical plans by building on your professional identity as an early childhood education pedagogue. 


Play is examined as a cultural, developmental and pedagogical phenomenon. You will become acquainted with different theories and playful environments, as well as narrative learning and the observation, planning and guidance of the play. You will learn how to use play in different contexts of education and support children’s learning in playful ways. This module will include a practising period. 


Learning Goals:

  • Recognise the pedagogical frames of national and local ECE services 

  • Builds personal professional practices based on pedagogical models  

  • Understands the nature of play in early learning 

  • Learns methods for observing learning in play-based activities in class 

  • Support learning through playful teaching methods 

  • Get tools for supporting and planning playful activities based on the curriculum 


Learning Objectives for Practice: 

  • Concept of pedagogy as a teaching method and the professional competence of teachers in ECE  

  • Develop and plan personal and professional-pedagogical skills 

  • Develop a professional curricular understanding  

  • Familiarize yourself with play and playful learning 

  • Get tools to use playful practices in class 

  • Explore and practice playful pedagogy 

  • Design a playful learning environment for local premises 

  • Learn methods for observing learning in play-based activities in class 


Foundation Course

The future of early childhood begins with empowering educators with new age thinking and capacitating them to 'teach the child and not the subject alone'. Towards this professional growth, every educator needs to first build foundational knowledge and skills that enable a clear understanding of social and emotional framework for the wellbeing of a young child.

Digital Educational Repository : A treasure trove of learning

A digital educational repository is a virtual warehouse that stores a vast collection of educational resources in a centralized and accessible format. These resources can encompass a wide range of materials, including:

  • Textual Content: Lesson plans, textbooks, articles, research papers, and ebooks.
  • Multimedia Resources: Videos, audio recordings, simulations, and interactive learning objects.
  • Assessment Tools: Quizzes, tests, and self-assessment activities.

Functions of a Digital Educational Repository:

  • Accessibility: Provides educators and learners with easy access to a wealth of high-quality educational materials, often regardless of location or time constraints.
  • Discovery: Powerful search tools and categorization systems allow users to find relevant resources quickly and efficiently.
  • Curation: Repositories can house curated collections of resources on specific topics, ensuring quality and alignment with curriculum standards.
  • Collaboration: Some platforms facilitate the sharing and collaboration on educational resources among educators.
  • Preservation: Digital repositories offer a safe and secure way to preserve valuable educational materials for future generations.
  • Cost-Effectiveness: Freely available repositories offer educators and learners access to valuable resources without incurring additional costs.

Benefits of Digital Educational Repositories:

  • Enhanced Learning: Educators can leverage a wider variety of engaging and interactive materials to create more effective learning experiences.
  • Differentiation: Access to diverse resources allows educators to cater to different learning styles and cater to individual student needs.
  • Professional Development: Educators can utilize the repository to find resources for self-improvement and continuous learning.
  • Personalized Learning: Learners can explore topics at their own pace and find resources that align with their interests.
  • Global Knowledge Sharing: Repositories can foster the exchange of educational resources and best practices across borders.

Overall, digital educational repositories offer a powerful tool to transform learning and empower educators and learners alike.