Andragogy meets Lifelong Learning

Andragogy: implications for practice

Adopting an andragogical perspectives in fact implies placing the learner at the centre of the process – a processing which involves structural changes in the way instructors and teachers understand their own practice and role. This involves starting the process of teaching and learning from the contexts, experiences and needs of the learners. The decision of what to teach, which is usually the teacher’s/instructor’s alone, now becomes a shared responsibility (Fornaciari and Dean, 2013), and the same applies to goals and methods. Within the context of an andragogical approach, both the planning and implementation of the learning process are the result of cooperation between learners and instructors. The teacher thus becomes a facilitator rather than a prescriber.

An andragogical approach to teaching and learning can have far-reaching implications. Let’s consider some of them:

• learners mobilize their previous experience and skills as well as needs and goals to engage more fully and critically, providing more insight into the very learning path they are embarking on;
• since learning is organized around the learners’ professional, social and personal situations, the immediate relevance and application of knowledge and skills acquired to their own life becomes immediately apparent;
• the engagement thus achieved enables learners to develop an awareness of its own development, creating a self-feeding cycle of learning – awareness of learning progress – learning gaps – motivation to learn further. Ultimately, this involves not just what to learn but also how to learn (Zmeyov, 1998).
• this perspective implies the use of problem-based learning, which enables learners to bring their past experience and knowledge to the classroom, apply it to concrete situations, and also foster peer-to-peer learning.

The result of this shift in perspective is more involvement and gratification for learners, better performance, all of which will result in higher levels of satisfaction and motivation.

For the teacher/instructor, however, this can be a daunting process. For one, it implies giving up power and control, a new situation for them that may create insecurity and self-doubt (Fornaciari and Dean, 2013). Secondly, this perspective also requires high level of flexibility as well as the ability to combine diverse demands (stemming from different learning needs, styles and goals) into a coherent whole, regarding lesson plans, materials to be used, assessment to be implemented.

Still, we live in a knowledge-based society. Within the framework of lifelong learning, due to the ever-present need to keep up with new advances in technology, skills and information, adult learning has become a pillar of development and a requirement for everyone. We believe adopting an andragogical approach will have a very positive impact on the relevance, accessibility and outcomes of the learning process. It involves rethinking syllabus, contents, materials and methods. Finally, it should also include an element of vision: going from merely what learners need to know to a consideration of where they aspire to be in the future as a result of the learning process (Dean and Fornaciari, 2014).

References

Dean, K.L. & Fornaciari, C.J. (2014). The 21st-Century Syllabus: Tips for Putting Andragogy into Practice. Journal of Management Education, 38(5), pp.724-732.

Fornaciari, C.J. & Dean, K.L. (2013). The 21st-Century Syllabus: From Pedagogy to Andragogy. Journal of Management Education, XX(X), pp. 1-23.

Zmeyov, S.I. (1998). Andragogy: origins, developments and trends. International Review of Education, 44(1), pp. 103-108.