Androgogy
Andragogy, or adult learning theory, is the art and science of teaching and facilitating learning experiences specifically tailored to the needs and wants of adult learners. Unlike children, adult learners are more intrinsically motivated to gain knowledge that would help them fulfill specific goals or solve real-life problems. Adults are also typically self-directed in their learning. The term "andragogy" was first coined by Alexander Kapp (1833), a German teacher/educator. Since then, many scholars have expanded on the theory, including notable contributions by, Malcolm Knowles (1980).
The Key Principles of Andragogy:
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Self-Concept: Adults tend to view themselves as self-directed and capable of making decisions about their learning, preferring to learn rather than be taught.
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Adult Learner Experience: Adults bring a wealth of experience to the learning environment, which can be a valuable resource for both themselves and others.
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Readiness to Learn: Adults are most motivated to learn when they perceive a need to learn something that is relevant to their lives or work.
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Orientation to Learning: Adult learners tend to focus on applying their learning to real-world problems and situations, moving from subject-centeredness to problem-centeredness.
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Motivation to Learn: Adults are typically motivated by intrinsic factors, such as personal interest and a desire to improve their skills or knowledge.
By adapting these principles in teaching design for adults, educators and instructional designers can create deeper connections with adult learners, promoting motivation and knowledge retention.
implications of androgogy on instruction design
The biggest impact or key aspect that andragogy brings into instructional design is its fundamental recognition of adult learners' need for autonomy and self-directed learning. This helps set the stage to design the learning process around this key aspect of adult learning.
In a sense, adults need immediate solutions to real-life problems, and this creates intrinsic motivation. Instructional designers could capitalize on this aspect and provide learning environments and platforms that allow learners to delve deep into real-life case studies, break down those cases into modular components for group discussions, peer feedback, and knowledge sharing.
The application of andragogical theory definitely helps in the motivation and retention of adult learners when designing learning environments for adults.
Andragogy in the Maldives: Strengths, Limitations, and Challenges
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While my primary focus throughout this course has been K-5 education, I'd like to shift gears and explore the implications of andragogy for adult learning and socioeconomic development in the Maldives.
The Maldivian Context
The Maldives boasts high literacy rates, with 98% for Dhivehi and 81% for English, according to the 2022 census. However, a significant skills mismatch exists within the workforce, with 51% mismatched and a NEET (Not in Education, Employment, or Training) rate of approximately 17%.
I would think, part contribution to this discrepancy, highlights an overemphasis on formal education and, a lack of focus on informal and non-formal learning opportunities.
Strengths of Andragogy in the Maldives
Andragogy, with its focus on adult learning principles, offers several advantages for addressing the skills mismatch and promoting lifelong learning in the Maldives:
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Promote Self-Directed Learning: Andragogy empowers individuals to take ownership of their skill development and pursue learning relevant to their needs and goals. This is particularly valuable in a geographically dispersed island nation where access to formal education may be limited. Individuals can leverage online resources, engage in self-study, and participate in community-based workshops to acquire new skills and knowledge.
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Leverage Existing Experience: Andragogy recognizes the wealth of experience that adult learners bring. By encouraging the sharing and utilization of this experience, learning becomes more contextualized and meaningful.
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​For example, community members who have lived near the shores and witnessed changes firsthand possess valuable insights into coastal erosion and where shore protection is needed. Integrating this local knowledge with the expertise of engineers can lead to more effective and sustainable solutions. This collaborative approach, where academic principles are combined with practical experience, can result in island infrastructure projects that better address the needs and concerns of local communities.
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Facilitate Problem-Centered Learning: Andragogy's focus on problem-centered learning aligns well with the need to address real-world challenges faced by Maldivian communities. Learning experiences can be designed around specific issues, such as waste management, sustainable tourism, or climate change adaptation. This approach allows individuals to develop practical solutions and contribute directly to their communities.
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Foster Collaboration and Knowledge Sharing: Andragogy encourages collaborative learning, breaking down traditional barriers and fostering a culture of knowledge sharing. Communities can establish learning circles, mentoring programs, or online forums where individuals can connect, share experiences, and learn from each other. This collaborative approach can be particularly effective in the Maldives, where strong community ties and social networks can be leveraged to support learning initiatives.
Limitations and Challenges
While andragogy offers promising solutions, implementing it in the Maldives faces certain limitations and challenges:
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Shifting Mindsets: Overcoming the traditional emphasis on formal education and assessments is crucial. Promoting the value of non-formal and informal learning, where individuals take ownership of their learning journey and focus on real-world problem-solving, requires a shift in societal perceptions and educational approaches.
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Building Capacity: Developing effective andragogical programs requires building capacity among community leaders and facilitators. Providing training and resources on adult learning principles, instructional design, and facilitation techniques can empower them to create engaging and impactful learning experiences.
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Cultural Considerations: Cultural norms and traditions may influence the adoption of andragogical approaches. Understanding and addressing these factors, such as traditional hierarchies or learning styles, is essential for designing culturally appropriate learning experiences.
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Accessibility and Resources: Ensuring access to learning resources and technologies, particularly in remote island communities, is crucial. This may involve leveraging online platforms, mobile technologies, and community-based learning centers to reach a wider audience and bridge the digital divide.
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Conclusion
By embracing the principles of andragogy and addressing the associated challenges, the Maldives can foster a culture of lifelong learning, empower individuals, and cultivate a dynamic and adaptable workforce. This, in turn, can contribute significantly to the socioeconomic development of the nation and its ability to thrive in a rapidly changing world.
A Journey of Discovery and Reflection
The past eight years of my life have been a rollercoaster of learning and gaining experiences and skills, unlike any other period in my 43 years. I'd like to share two contrasting learning experiences from this time—one formal and one informal—and reflect on how they connect to the principles of andragogy, which I've just recently been exploring.
Informal Learning: The Art Resort Project
Around 2016, I unexpectedly found myself spearheading a project to reclaim five islands and develop a concept, design experiences, and operational methodologies for a unique resort in the Maldives. Coming from a background in digital media and communication planning, this was a completely new and challenging experience for me.
To navigate this unfamiliar territory, I instinctively sought to connect my past experiences to this new adventure. Having worked in the entertainment industry, designing concepts for stage shows and film sets, I began to approach the project as if building a more permanent set. This framework helped me source the right people and networks, assembling a team of environmental engineers, coastal works specialists, and designers.
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Our goal was to create the first "art resort" in the Maldives, a novel concept that blended art, infrastructure, and experiences. This was a departure from the typical Maldivian resort, introducing a vibrant, colorful environment amidst the usual tranquil atmosphere.
This project involved significant informal and non-formal learning. We engaged in collaborative workshops, meetings, and discussions, bringing together diverse professionals—marine biologists, engineers, architects, artists, financial experts, and human resource managers—to create a cohesive plan.
Implementing an "open community" concept, where guests and staff could freely interact, was particularly challenging. This challenged the traditional Maldivian resort model, where staff were typically housed separately. Navigating these cultural nuances required extensive research and validation.
I attempted to formalize my knowledge through online courses but found the time commitment incompatible with my immediate needs. I relied on peer support and networking, and today, the resort has been operating successfully for the past two years.
Formal Learning: The Unsuccessful Online Courses
In contrast to the successful informal learning experience, I enrolled in two online courses on project management through EdX and Coursera. However, I failed to complete these courses due to their time commitment and lack of immediate relevance, (do not get me wrong, one does need, I would think, to an extent, a degree of formal eduction inorder to steer and manage a project of this sheer scale), but it did not address my VERY IMMEDIATE needs at the time.
Reflecting on Andragogy:
Looking back, I can see how the success of the art resort project was deeply intertwined with the principles of andragogy, even though I wasn't consciously aware of them at the time.
My intrinsic motivation to solve real-world problems and contribute to a successful project fueled my learning and persistence. The project's relevance, the immediate application of knowledge, and the collaborative learning environment all played a crucial role.
This experience also highlighted my natural inclination towards informal and non-formal learning, where knowledge is constructed through active engagement, collaboration, and problem-solving. Non-formal learning, with its structured yet flexible approach, allows for self-directed learning within a defined framework, such as workshops or online communities.
Implications for My PLN:
Moving forward, I will continue to seek out learning experiences that align with my preference for informal and non-formal learning. I will focus on building my Personal Learning Network (PLN) through communities of practice, peer-to-peer learning, and real-world problem-solving. I plan to actively contribute to my PLN by sharing my experiences, engaging in discussions, and collaborating on projects.
This experience has truly made me appreciate the nuances of formal, informal, and non-formal education, highlighting the importance of embracing all forms of learning. My current pursuit of a formal qualification in instructional design provides the validation and attestation I need to confidently engage in informal and non-formal learning experiences and facilitate meaningful learning experiences with others.
Sources
National Bureau of Statistics (2024). Employment. Male', Maldives Population and Housing Census 2022. Retrieved from https://census.gov.mv/2022/wp-content/uploads/2024/07/EMPLOYMENT_Census-2022.pdf
Oaga Art Resort. https://oagaresorts.com/
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Cornerstone University. (n.d.). A Simple, Easy-to-Understand Guide to Andragogy. Retrieved from https://www.cornerstone.edu/blog-post/a-simple-easy-to-understand-guide-to-andragogy/
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