Self-directed Learning, Andragogy and the Role of Alumni as Members of Professional Learning Communities in the Post-secondary Environment

Abstract

Framed around the context of the historical policies and practices that have brought us to the current state of affairs in the education sector, this paper presents several key themes which focus on the need for schools to provide educated adults who can enter the society and the workplace fully prepared and ready to contribute to the organizations and corporations of a 21st century global economy. This preparedness now includes both work readiness and the development of global citizenry (diversified, culturally sensitive and fully contributing social citizens). The challenge of educating such citizens becomes particularly poignant to post-secondary (PSE) institutions. The paper explores self-directed learning, a stronger focus on andragogy (versus pedagogy) and re-visiting the role of the multidimensional stakeholders who have a vested interest in the success of adult learners. A theory of action is presented as a starting point for educational leaders to leverage collaborative relationship-building, connectivity and linkage to key groups such as alumni and community leaders.