Seal of Good Local Governance (SGLG) 2024Final.pptx
Andragogy copy
1.
2. Post the Skill Test,
How would you as the facilitator
re-formulate the Learning Goals
for this young recruit?
Would you apply the same
learning strategy for
Children and Adults?
3.
4. • Understand the Theory of Adult Learning & the Assumptions
• Identify the Characteristic difference between Child/Adult Learners
• List out the Learning outcome based on the AL Theory
• And understand the Condition for Adult Learning to take place
Objective
5. ANDRAGOGY = Adult Leading
The process of engaging Adult learners in the
structure of the learning experience.
The Art & Science
of helping Adults learns
6. PEDAGOGY = Child Leading
The process of engaging Child learners in the
structure of the learning experience.
The Art & Science
of helping Children learn
7. • Have limited Experience to draw upon
• Rely on others to decide what to learn
• Accept information at face value
• Learning is useful in long term future
• Rewards / Punishments
CHILDREN
Learners Characteristics
ADULT
• Draw from Past Experience
• Decide for themselves what is
important to be learned
• Need to validate the information
based on their beliefs & experiences
• Develops from life tasks & problem
centered
• Incentives / Self development
8. ANDRAGOGY
• The term originally coined by Alexander Kapp,
a German educator in 1833.
• It was first introduced to English speakers in 1926 by
Eduard Linderman.
• In 1960’s the term - Andragogy was pioneered as a
theory & model of adult learning by Malcolm Knowles,
an American practitioner and theorist of adult
education, defined andragogy as “the art and science
of helping adults learn”.
9. o The core of Knowles’ theory is based upon the
Characteristics of Adult learners.
o Andragogy emphasizes that learning processes are
different between adults and children, he
contended that teaching should be different.
o In order to understand this, Knowles theory holds a
set of 5 Assumptions about how adults learn.
Concept of ANDRAGOGY Theory
10. 5 Assumptions
The Learner’s Self Concept
Role of Experience
Readiness to Learn
Orientation to Learn
Motivation to Learn
11. 1) Self-Concept
✘ An Adult’s Self-concept matures from
child to adult
✘ Adults are mostly self directed and
independent
✘ Adult learners prefer to be free to make
their own decisions.
12. 2) Role of Experience
✘ Adults bring life experiences and
knowledge to learning experiences
✘ Adults add context to learning practices
by drawing from prior experience.
✘ Adults can relate theories and concepts;
by recognizing and acknowledging the
value of experience in learning.
13. 3) Readiness to Learn
✘ Readiness to learn increases as they move
from one role to another.
✘ Goal Oriented
✘ Adult Learner requires a reason for learning to
understand the value
✘ What “they need to know” and “be able to do”
in order to cope in real life situations.
14. 4) Orientation to Learn
✘ Adult learners apply learning immediately
to solve real-world problems.
✘ Learning is Life centered, focused on tasks
and problems rather than being subject centered.
✘ Adults wish to learn content that translates into
immediate action and application.
15. 5) Motivation to Learn
✘ Although Adults will respond to some
external motivators – Promotion,
new job / technology.
✘ As a person matures, Adults rely on
internal motivation to prompt self
learning & development.
17. # 1. GOAL ORIENTED
# 2. USE EXPERIENCE AS A RESOUCE
# 3. CORELATE WITH THE KNOWLEDGE
# 4. APPLICATION OF KNOWLEDGE
# 5. REAL WORLD PROBLEMS
# 6. PERMIT IDEAS TO CHALLENGE & DISCUSS
# 7. ACTIVE LEARNER’S PARTICIPATION
Outcomes of ANDRAGOGY Theory
18. L # Let’s DISCUSS
E # Experience Based
A # Active Involvement
R # Relevant Content
N # Numerous Activities
Conditions of Adult Learners
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