Abstract
This paper, primarily based on a literature review, considers the utilization of adult learning principles in training learners to operate high risk equipment. Vocational Education and Training sectors throughout the world are traditionally responsible for training delivery in these areas where generally andragogical principles as defined by Knowles (1970), are applied with, in some cases, application of a heutagogical approach, as outlined by Hase and Kenyon (2000). Aside from considering these approaches, a new approach is proposed, referred to as authology, with a basis of including notions of responsibility and duty of care in adult learning.
 
 There are numerous training programs in vocational education and training, such as those related to high risk equipment and plant operation, for which development of learner responsibility is a critical component in the training given the potential to cause harm, injury or fatality.
Highlights
Adult Learning Australia (2020) outlines that Alexander Kapp and Eugen Rosenstock-Huessy formed theories around adult education, which were later extended by Malcolm Knowles
The discussion and conclusions drawn are based on a literature review together with consideration of the current adult learning principles in vocational education training and assessment
This paper outlines the application of these adult learning principles within a specific context, where training and assessment is related to high risk plant and equipment operations
Summary
Adult Learning Australia (2020) outlines that Alexander Kapp and Eugen Rosenstock-Huessy formed theories around adult education, which were later extended by Malcolm Knowles. Mowson (2018) further illuminates Malcolm Knowles defined the term ‘andragogy’ in the 1970’s as referring to methods and principles used in adult education. Knowles (1970) used term ‘andragogy’ to explain the art and science of helping adults to learn. In 1984, Knowles identified six adult learning principles including: The need to know; Self-concept; Experience; Readiness to learn; Orientation to learning; and Motivation. These learning principles established a platform for training practices beyond the basic provision of instruction and are especially applicable to vocational education and training where a main goal is to develop job ready workers. Within vocational education and training, there is evidence of use of an andragogical approach based on provision of flexible delivery, supporting the notion of learners as individuals in a specific or particular context, and on the basis that learners are required to take responsibility for their own learning (Choy & Delahaye, 2002)
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