INTERNATIONAL

AND FUTURE
PERSPECTIVES
ON ADULT LEARNING
ELY FRANZ CONRADO YABES
DISCUSSANT
ADULT LEARNING…
Adult learning theory is sometimes
referred to as “ANDRAGOGY” developed
by Malcolm Knowles in 1968. He is an
American educator, is known as the
“Father of Andragogy”.
According to Knowles, andragogy is the
art of science of adult learning thus
andragogy refers to any form of adult
learning.
ADULT LEARNING…

The term andragogy can be

supposedly equivalent to the term
pedagogy. Andragogy in Greek
means man-leading in comparison
to pedagogy, which in Greek means
child-leading.
ADULT LEARNING…

Adult learning theories have

expanded to include an array of
options since 1980 when educator
Malcolm Knowles introduces the
concept of andragogy.
ADULT LEARNING PRINCIPLES…

In 1984 Malcolm Knowles

recommended 4 Principles that apply to
adult learning…

1. Adults need to be involved in the

planning and evaluation oof their
instruction.
ADULT LEARNING PRINCIPLES…

2. Experience (including mistakes)

provides the basis for the learning
activities.
3. Adults are most interested in learning
subjects that have immediate relevance
and impact to their job or personal life.
4. Adult learning is problem-centered
rather than content-oriented.
ADULT LEARNING ASSUMPTIONS…
in 1980 Malcolm Knowles established 5
assumptions about the characteristics of adult
learners (andragogy) that are unique from that
of child learners (pedagogy).
1. Self-Concept
2. Adult Learner Experience
3. Readiness to Learn
4. Orientation to Learning
5. Motivation to Learn
INTERNATIONAL
PERSPECTIVE
ON ADULT LEARNING
GLOBAL PERSPECTIVES ON
ADULT EDUCATION

ALI A. ABDI AND DIP KAPOOR

 “It is generally assumed that
adult education involves select
reconstructions of one’s life needs
and possibilities relative to the
world in which one resides at a
given time and with respect to
specific changes in the
sociopolitical, economic, and
technological lives of societies.
As pointed out by Julius Nyerere (1968),
whose brand of postcolonial adult education
for self-reliance in Tanzania was unique in
many ways, every adult education learner
knows something, not only about the
demands of the context in which the desire
for more learning is created, but also about
the subject that she or he is interested in,
even when the learner may not be aware of
that a priori knowledge.
In terms of global perspectives on adult
education (the focus of this collection),
global discussions, analysis, and
approaches should be informed by the
situational characteristics of each
locale and by extension, should pay
attention to what can be shared with
other adult education programs and
nonprogrammatic adult learning
throughout the world.
Additionally, teaching and research
in global and international adult
education always contains an
element of comparison, as our
understanding of each new
initiative persuades us to see it in
relation to what exists around its
instructional borders.”
 FUTURE
PERSPECTIVE
ON ADULT LEARNING
ADULT LEARNING AND EDUCATION
IN INTERNATIONAL CONTEXTS:
FUTURE CHALLENGES FOR ITS
PROFESSIONALIZATION
COMPARATIVE PERSPECTIVES FROM
THE 2016 WÜRZBURG WINTER
SCHOOL
REGINA EGETENMEYER, SABINE SCHMIDT-LAUFF & VANNA BOFFO
 This volume analyses adult education
and lifelong learning as international
phenomena, which have a strong influence
on professionals working in this field. Based
on the 2016 Würzburg Winter School, the
book identifies influences on policy at local,
national and international levels. It
examines the internationalization of adult
education and emphasizes the emergence of
different dimensions of professionalism in
adult education.
 ADULT LEARNING AND
EDUCATION WITHIN THE
FRAMEWORK OF
LIFELONG LEARNING
ANKE GROTLÜSCHEN / ALISA BELZER / MARKUS ERTNER /
KEIKO YASUKAWA
Education from now on can no longer be defined
in relation to a fixed content which has to be
assimilated, but must be conceived of as a process
in the human being, who thereby learns to express
himself to communicate and to question the
world, through his various experiences, and
increasingly—all the time—to fulfil himself. It has
strong roots, not only in economics and sociology,
but also in findings from psychological research
which indicate that man is an unfinished being
and can only fulfil himself through constant
learning.
Education from now on can no longer be defined
in relation to a fixed content which has to be
assimilated, but must be conceived of as a process
in the human being, who thereby learns to express
himself to communicate and to question the
world, through his various experiences, and
increasingly—all the time—to fulfil himself. It has
strong roots, not only in economics and sociology,
but also in findings from psychological research
which indicate that man is an unfinished being
and can only fulfil himself through constant
learning.
THANK YOU!
THE END…