ANDRAGOGY

The Modern Practice of Adult Education: Andragogy versus Pedagogy (1970) Malcolm Knowles Knowles defines andragogy as the art and science of helping adults learn in contrast with pedagogy, which concerns helping children learn

ANDRAGOGY
Five Assumptions of Andragogy according to Knowles (1973)
Self-Concept: Adult learners are directing their own plan. (teacher directed vs. self directed)
Experience: Adult learners bring an ever growing reservoir of experience and knowledge to the table. The traditional concept of the tabla rasa or blank slate does not apply to the adult learner. Readiness to learn: Adults are focused and ready in a highly pragmatic way. Adults want to learn those things that will have a direct impact on themselves, their family, and/or work.

ANDROGOGY

Orientation to learning: Problem centered rather than subject centered.

Motivation: Adult learners are learning for a reason, and they push themselves from within. They are sparked by an inner source and have a sense of urgency about their learning. (internal vs. external motivation)

ANDROGOGY
THE LEARNER-CENTERED PRINCIPLES:

Involved in planning and evaluation of their learning experience Experience including mistake forms the basis of learning Adults are more interested in learning subjects with immediate relevance to their life

THE TRAINING- WHAT WILL WE COVER?

OBJECTIVES To improve knowledge of the ASEAN human rights system and legal analytical skills that can be used to influence the development of the AICHR and other ASEAN human rights bodies. To share best practices and lessons learned from legal advocacy efforts in ASEAN countries. To contribute towards the creation of an ASEAN-wide network of public interest lawyers committed to improving the ASEAN regional human rights system, and who can collaborate on legal advocacy initiatives.

We will try to achieve these together by covering 5 modules

MODULE 1 INTRODUCTION
the training objectives, methodology and agenda participants to get to know one another, articulate their expectations about the training and the knowledge, skills and experience that they will contribute to the training

MODULE 2 HUMAN RIGHTS CONTEXT & LEGAL ADVOCACY

Analyze human rights issues in their respective countries, including the achievements as well as challenges to improving the rule of law and respect for human rights. Power structures and relations within different societies will be examined, including the position of lawyers and civil society in general within these structures. Sharing how they have been advocating for changes to laws, policy and practices, and any best practices or lessons learned from their experiences.

MODULE 3 LEGAL ADVOCACY AT THE REGIONAL LEVEL

United Nations (UN) human rights mechanisms which can be utilized to strengthen national level advocacy and advocate for the development of a stronger ASEAN regional system. Opportunity to consider weaknesses and strengths of the international system, regional human rights systems, and their role in protecting human rights. ASEAN human rights system, its history, composition and work to date, Potential contribution of lawyers to developing this system.

MODULE 4: DEVELOPING COMMON STRATEGIES

Discussion and a sharing of experiences from different regional legal networks in Southeast Asia on legal arguments and techniques used in their advocacy and how regional collaboration has supported their work at the national level. Opportunity to discuss collaboration with each other and develop common advocacy strategies aim at supporting human rights advocacy at the national and regional levels, as well as contributing to the development of the ASEAN human rights system.

MODULE 5 EVALUATION AND CLOSING

written post training assignment (reflect on learning) Check fulfillment expectations

Certificate and Photo Session