INTEREDU™ program thoroughly cover a contemporary content which focus on the declarative and procedural knowledge (needed for performing the tasks by the target audience). Hence, to gain full knowledge of the content, a trainer needs to be thoroughly introduced to it. He should be able to guide the trainees to mastery of the content knowledge and skills. INTEREDU™ content is contemporary and comprehensive, yet not redundant or brief. This is what is introduced and elaborated to trainers to be able to implement the training.

All INTEREDU™ program are offered in English. Trainers may use different terminology to express the same content. That is why the ToT course makes sure that trainers follow a uniform terminology and can express the content in a technical English genre.

In Phase One, INTEREDU™ targets female teachers. To qualify them for international schools, they need intensive, planned, gradual English training courses. They should be equipped with fundamental and specialized competencies. This kind of training requires specific strategies and skills in the form of literacy-based training (LBT). The trainer is not just an academic person. He is a language instructor as well. He should be well aware of trainees’ professional level, and the obstacles they face in the training or practical application phase and while working for international schools.

INTEREDU™ includes an integral and graded set of program starting from the fundamental principles and ending with specialized programs. The programs cover levels and fields of competency based on the KPTE Model of Educational Competencies. A trainer must be aware of the level for which the program is designed, i.e. what has already been taught, what is to come and how the program are integrated. A trainer has to build on the previous knowledge of trainees. He has to make sure the attendees fulfill the requirements for the following course and how that relate to the integral KPTE Model. He has to relate all the training material to Phase 4 (Practical Application); namely, how could they apply the lessons learned at work.

The desired final outcomes of INTEREDU™ Phase are a highly qualified and professionally competent teacher; and a working environment and persona. This outcome would allow trainees to effectively practice teaching in international schools. INTEREDU™ includes courses that deal with analysis of the tasks performed by teachers inside and outside classroom or school facilities. Hence, we will make sure that a trainer is trained on the strategies that assist teacher trainees in applying the knowledge and skills. The trainees should eventually be able to perform procedural tasks in high teaching career and focus on profound sustainable understanding.

INTEREDU™ programs were developed and molded into an impact-making environment based on the most recent research findings, particularly backward planning. This requires a trainer to digest the principles of INTEREDU™ programs the content of which requires specialization, understanding and following up with all the updates in the field of experience. A trainer should be also aware of the methodologies adopted to develop the courses, the sequence of training activities and evaluation methodology.

INTEREDU™ programs are flexible and can easily be improved. They are mandatory, elective or self-paced. Activities are developed in a certain way so that that the trainer, an expert, can add to them. Furthermore, the courses follow ongoing evaluation in which information are collected and analyzed. This data is utilized to assess the course effectiveness and impact and the extent to which the required outcomes were achieved. Hence, trainers are trainer on executing the activities, applying the evaluation, analyzing and interpreting the findings, and taking a data-informed decision. The findings may indicate that the trainees have mastered the required outcomes. However, more activities may be required as an extra practice or an alternative to the offered material so that the planned outcomes could be realized.