The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa

Akintolu, Morakinyo; Letseka, Moeketsi

doi:10.1016/j.heliyon.2021.e07929

Cited by 12 publications

(8 citation statements)

References 21 publications

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“…On the basis of continuity, it was possible to build a unified model of education, which includes vocational training, general cultural development and civic education. The study distinguishes a practical, systematic approach to improving anragogical education instead of an approach through the theoretical lens of andragogical theory (Akintolu & Letseka, 2021). The debatable aspect is the synergetic effect of adragogical and dual education, as in the study by Bashynska et al (2021).…”

Section: Discussionmentioning

confidence: 99%

Enhancing the Performance of Andragogic Education

Синельникова¹,

Ivchenko²,

Pistunova³

et al. 2022

JCT

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The article is devoted to the development of adult education, its andragogical principles and the impact on the quality of lifelong pedagogical education. The authors examined the mechanisms for improving the quality of lifelong pedagogical education by updating the content, developing and implementing innovative teaching technologies following new European guidelines and concepts in education, taking into account national educational traditions. In the article, the authors considered the basic concepts of andragogy, investigated the specifics of andragogical processes, the world experience in adult education. The authors noted that adult education today is based on continuous learning, self-education, and self-development. People will have to retrain 2-3 times in life; they will retrain at least once in adulthood. The research methodology is based on personality-activity and systematic approaches. As a result of theoretical and methodological research, the authors proposed a mechanism based on information technology (distance learning), the principles of androgynous learning and the specific features of adult learning (which the authors divided into three groups). This mechanism can increase the effectiveness of andragogical education in developing an educational trajectory. Further research is the search for ways of state financing of adragogical education and the development of indicators of its effectiveness.

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Section: Discussionmentioning

confidence: 99%

Enhancing the Performance of Andragogic Education

Синельникова¹,

Ivchenko²,

Pistunova³

et al. 2022

JCT

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“…Specifically, the theory of andragogy emphasizes the role of adult facilitators as someone whose major role is to guide the teaching and learning process, not as the transmittal of knowledge. Hence, facilitators are in charge of coordinating the learning process and facilitating the acquisition of content by the learners (Akintolu & Letseka, 2021). This study found the theory of andragogy very relevant because the theory indicates that the sole responsibility of literacy facilitators is to guide learning by identifying ways instruction and curriculum could be based on real-world or authentic situations familiar to the learners.…”

Section: Theoretical Frameworkmentioning

confidence: 92%

“…The implications for the practice of the andragogy assumptions especially for literacy facilitators and organisers to ensure a cooperative climate for learning, understand learner's specific needs and interests from which learning objectives must be developed, learning activities must be designed sequentially and learners' involvement in the selection of materials and resources as well as methods of instruction must be made a key component (Esra, 2011). These will help create a captivating learning environment that will suit the peculiar needs of adult learners and integrate their lives and careers (Akintolu & Letseka, 2021). Specifically, the theory of andragogy emphasizes the role of adult facilitators as someone whose major role is to guide the teaching and learning process, not as the transmittal of knowledge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Covid-19 and Adult Learning in Nigeria: Can Technology Help? An Exploration of Adult Literacy Facilitators’ Perspective

Itasanmi¹,

Muibi²,

Adelore³

2023

IJDEEL

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The outbreak of COVID-19 and its impact on learning globally cannot be overemphasized. Specifically, the pandemic severely affected adult learning and these further compounded issues bedeviling literacy promotion, especially in developing nations like Nigeria. This study assessed the impact of COVID-19 on adult learning and the place of technologies in facilitating adult learning in Nigeria. A qualitative research method through the lens of the interpretive paradigm was adopted for this study. The study is underpinned by the Theory of Andragogy and the Technology Acceptance Model. An in-depth interview with forty-six adult literacy facilitators across selected states in the country forms the participants of the study. The interview transcript was analyzed using a thematic framework. Findings revealed amongst others that COVID-19 impaired adult learning significantly in Nigeria. There exists a strong belief among literacy facilitators in the country that technologies can be used as an instructional delivery mechanism for learners in adult literacy programmes. Thus, radio, television, and mobile phone ranked 1st, 2nd, and 3rd respectively among suggested technological tools to facilitate adult learning in Nigeria. Based on the findings, it was suggested that there is a need for literacy stakeholders in the country to rethink adult literacy delivery modalities beyond the traditional approach. Also, it is suggested that enabling environment should be provided and familiar technologies such as radio, television and mobile phones should be used with adequate guidance and encouragement to improve learners’ access and participation in literacy programmes. While technology is not the silver bullet that will solve obstacles facing access to and participation in adult literacy programmes, there is a need to explore opportunities in the use of technologies to facilitate adult learning in Nigeria.

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“…Knowles believes that adult learning must be done independently. Instead of being teacher-centered, adult learning should be student-centered and teach them the power of self-motivated learning (Akintolu & Letseka, 2021).…”

Section: Self Concept Implementationmentioning

confidence: 99%

Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units

Setiawati

Shofwan²

2023

joe

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Abstract The purpose of this study is to discover: (1) the implementation of self-concept in fashion training; (2) the implementation of learning experiences in fashion training; (3) the implementation of learning readiness in fashion training; and (4) the implementation of adult learning orientation in clothing design training. This study is a descriptive qualitative study that collected data by monitoring the execution of Clothing Design training activities, conducting interviews regarding learning activities with a number of LCS heads, two instructors, and five training students. Modules, lesson plans, and training implementation reports are all necessary documents. The validity of the data is determined through source triangulation (interviews, documents, and observations), and data analysis techniques are used to acquire data, reduce data, present data, and make conclusions. This study's findings include: (1) Self-concept implementation: trainees are not directly involved in the learning planning process, but they do participate in agreements during the learning process and at the evaluation stage. (2) Learning experience implementation: project-based learning is applied in the Ungaran SKB. (3) Learning readiness implementation: adult learning at SKB Ungaran is relevant to trainees' vocations and lives. (4) Learning orientation implementation: trainees receive adequate encouragement from the teacher when they encounter difficulties in learning. This study concluded that adult learning implementation must apply adult principles by incorporating students in learning, designing learning that emphasizes experimental principles, adapting learning that can be directly applied, and having a learning orientation. The benefit of this research is knowing how to apply learning in accordance with adult learning principles.

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The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa

Cited by 12 publications

References 21 publications

Enhancing the Performance of Andragogic Education

Enhancing the Performance of Andragogic Education

Covid-19 and Adult Learning in Nigeria: Can Technology Help? An Exploration of Adult Literacy Facilitators’ Perspective

Implementation of Adult Education Principles in Dressmaking Training in Non-Formal Education Units

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