Andragogical Approach Research Articles

Promoting Positive Values while Emphasising on Aesthetical Perspectives in University Students through Adaptation of Knowles Seven Step Process of Andragogical Approach

This paper intends to illustrate how Knowles’ seven step process of androgogical approach can help educators to better facilitate animation students with acquired technological knowledge and skills while exposing them to critical aesthetical elements and ethical principles. It is important for educators to understand that they are dealing with young adults who are highly affected by their environments in this borderless world. Therefore, educators are responsible for more than just academics; they also have social roles. To resolve these concerns, an effective androgogical approach can be advantageous for both educators and students. We used to assume that teaching pedagogy was necessary at all levels of education; however, since university students are no longer children, pedagogical methods are not entirely relevant to them. Pedagogy is a teaching method that focuses on children, while andragogy is a teaching approach that focuses on adults and helps them learn more effectively. When people grow older, they become more self-reliant and accountable for their actions. The pedagogical model, in several ways, fails to take care for such developmental shifts, resulting in individual stress, frustration, and resistance. Due to the rapid development in technology, animation students have become highly aggressive in their pursuit of technological expertise, leading them to ignore and overlook the importance of a story's core values. As educators, we must not only help them achieve their goals in terms of technical abilities, and professional experience, but also teach them what is right and wrong, and inspire them to instil moral principles in their work

THE ESSENCE OF ANDRAGOGICAL APPROACH TO INCREASING THE SKILLS OF MANAGERS

Мазкур мақолада замонавий таълим жараёнида андрагогик ёндашувнинг моҳияти келтирилган. Унда катталар таълими назарияси ва амалиётининг бир нечта асосий қоидаларини илгари сурилган. Мазкур қоидалар асосида малака ошириш жараёнини ташкил этиш бўйича тавсиялар берилган.

Andragogical Approach and Distance Learning Quality in PAUD Qolbun Salim Jatiendah Village, Cilengkrang District Bandung district

Abstract This study aims to describe the implementation, constraints, resistance, and factors that must be considered in Distance Learning through the andragogical approach in the 2019/2020 Academic Year at PAUD Qolbun Salim, Jatiendah Village, Cilengkrang District, Bandung Regency. The research subjects were 26 parents (mothers) during the Covid-19 pandemic. This research is exploratory with descriptive analysis. The results showed that the implementation of Distance Learning in PAUD Qolbun Salim through an andragogical approach was 92% followed, only 8% of parents (mothers) could not follow it. Of the 8% who cannot participate in PJJ, 4% are due to busy doing business online, and 4% are inadequate / decent cellphones. Constraints and resistance in implementing Distance Learning are related to infrastructure, parents' abilities and environmental conditions. Therefore the need for readiness from the institutions and parents, especially the availability of adequate learning facilities, infrastructure and the importance of an andragogical approach in the learning process.Key Words: Andragogical Approach, and Quality of Distance Learning.

Adult Learning Principles a Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education.

A Holistic Model for Faith Integration: Transformational Learning Theory as a Vehicle for Shaping a Christian Identity

Using transformational learning theory as an andragogical approach, this paper explores a holistic faith integration model that emphasizes a student’s identity in Christ as a key area of focus. The paper seeks to define the end product. What does a student look like after going through years of faith integration at the institution? Issues of identity are explored that include internalizing the being habits of a disciple, developing a biblical worldview, developing self-motivated autonomous learners, and instilling an approach to life that is transformative. How transformational learning theory impacts instructor behavior and methods used is briefly discussed.

МЕТОДОЛОГІЧНІ ЗАСАДИ РОЗВИТКУ АНДРАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The methodological bases of developing an andragogical competence of teachers in higher educational establishments are considered in the article. It is noted that in the conditions of dynamic socio-economic changes and gradual transition to reproductive resources, transformation and redistribution of different types of capital there is a demand for moral and socio-professionally developed personality who is able to solve problems of different levels of complexity.It is indicated that the development of andragogical competence of teachers in higher educational establishments is aimed at increasing readiness to work with adult audiences, which includes the ability to identify the educational needs and requests, take into account the motivation, learning, group dynamics of adult audiences, apply moderation, facilitation, mentoring the audience to interaction during learning, to determine the learning outcomes, to encourage the audience to reflect.It is noted that the use of fundamental methodology (the principle of dialectics, determinism, and isomorphism) contributes to understanding the essence of the development of andragogical competence of teachers and its purpose. It is pointed out that the methodological basis of research at the level of general scientific methodology are laws, principles, general logical and empirical methods that reveal the patterns of development of andragogical competence of teachers in higher educational establishments. It is noted that they allow agreeing on the conceptual apparatus, to determine the factors, preconditions, as well as approaches aimed at solving the research problem. The essence of historical, terminological and cognitive principles, as well as activity, an informational, axiological (value), competence, individual and andragogical approach to the study of the development of andragogical competence of teachers is revealed. It is noted that the methodological basis of the research at the specific scientific level is the concept of pedagogical skill of I. Zyazyun. Based on it, the emphasis is put on the importance for the teacher: 1) to carry out lifelong learning; 2) to update knowledge, skills and abilities; 3) to develop professional and personal qualities; 4) to gain new experience; 5) to master the scientific methodology.

Andragogical Approach and Problems of Its Application in Professional Education

It is shown that professional education is received by adults with psychological and social maturity, life and professional experience, therefore, in the process of their training; an andragogical approach should be applied. The basic principles of the andragogical approach (independent learning, joint activities, reliance on the student's experience, and an individual approach to learning) have been determined, which allow purposefully and effectively apply this approach in vocational education based on the methods, techniques and means of teaching adults that correspond to the selected principles. It was revealed that the majority of university teachers do not use or rarely use the andragogical approach in their professional activities, and to solve this problem, advanced training courses, classes of methodological associations of teachers are needed, which will purposefully study the application of the andragogical approach in vocational education.

Application of Coaching Model Grow through Knowledge Andragogical Content Learning

Development of a training model with an andragogical content knowledge learning approach is an option in this study. This research method uses qualitative approaches. The measurement of effectiveness used the experimental group design and the control group pre-test and post-test. Collecting data through observation, interview, and documentation techniques. The results showed: 1) the application of coaching in learning andragogical content knowledge has a tremendous impact on the apparatus based on the results of the analysis on stakeholders and this is feasible to be developed. 2) The combination of coaching in learning andragogical content knowledge with managerial leadership material has a positive impact on training participants, they can participate actively and enthusiastically in the learning process. 3) The application of coaching in learning andragogical content knowledge shows an increase in the competence of participants and lecturers, enriches the application of models, strategies, and learning methods of the experience cycle, increases motivation and cooperation in solving problems.

FORMATION OF PROFESSIONALLY IMPORTANT QUALITIES AS A BASIC COMPONENT OF TRAINING AND SOCIALIZATION OF FUTURE SPECIALISTS IN THE ECONOMIC INDUSTRY

The article outlines a range of issues regarding the need to form professionally important qualities as an integral part of the basic competencies of future economists, which is impossible without general educational competence as one of the main and most important conditions for achieving professionalism in economics, competitiveness in the labor market. The professional qualities of specialists in various fields are considered and the main blocks of qualities for the future economist are determined. The content of each of the blocks is highlighted and the essence of professionally important qualities (PO) and general components for the economic direction of training are revealed, as the variety of qualities is determined by the specifics of work, working conditions and job responsibilities. The problems of formation of professionally important qualities in the process of training economic specialists in universities, as well as the main purpose of vocational education - is to create conditions for development and self-realization of each individual, the formation of a generation capable of lifelong learning. The issue of effective professional socialization is revealed, which provides for the formation of a specialist in the economic profile of the basic system of values ​​and norms of behavior of the professional community, which form the basis of social behavior in the professional sphere and are structural elements of competence. The requirements of the modern labor market are analyzed: the close relationship between the rapid pace of development and the aging of professional knowledge and skills, which involves maintaining a high level of professional mobility of the economic specialist throughout life. The content of the concepts "criteria" and "indicators" of the effectiveness of the process of formation of professionally important qualities is considered. Psychological regularities and modern, concrete practical approaches to the organization of the educational process in professional training are revealed. Methods and techniques that increase the interest of future professionals in their own education and self-education, continuous professional growth, self-improvement, self-development and self-realization are identified. Also, these main active methods of teaching the andragogical approach, which increase the interest of future economists in continuous professional development, contribute to their effective adaptation, socialization and competitiveness in the labor market.

The Relationship of the Andragogy Approach With Learning Motivation in Automotive Training at the Working Center of Training Padang City

This research is motivated by the low learning motivation of the trainees, where the approach used by the trainer has not encouraged the enthusiasm of the participants to take part in the training. This study aims to determine how much the relationship between the andragogical approach and learning motivation in automotive training at the Job Training Center in Padang City. This type of research is descriptive correlational. The population of this study were all 32 participants of the Automotive Training. The sampling technique used Stratified Random Sampling by taking a sample of 65% of the population, so the research sample was 22 people. The instrument used was a questionnaire. The data analysis used was correlation with spearmen. The results showed that (1) the andragogic approach was classified as good, (2) the training participants' learning motivation was good and (3) there was a relationship between the andragogical approach and learning motivation in automatic training at the Padang City Job Training Center.Keywords: andragogical approach, learning motivation

Problem-Based Workshop For Improving Product Diversification Of The Kolang-Kaling Process

Tanah Datar Regency is known as one of the abundant fruit-producing areas of Kolang-Kaling. According to an interview by the PKM team with one of the heads of the women farmer groups, it was revealed that every week as many as 3 tons of Kolang-kaling fruit can be harvested. However, they only process 10% traditionally (boiled, peeled, and sold). The community does not have sufficient competence to apply technology in processing these plantation products into ready-to-eat food. As a result of the agreement with the two Cempaka Mekar and Teratai Women's Farmer Groups, also with the approval of the village head , a community partnership activity was agreed upon for these two farmer groups. With the aim of increasing the competence of women who are the target of activities in the application of technology for processing kolang-kaling fruit . Increasing competence is expected to have an impact on the welfare of the target community. In order to achieve the objectives, a problem-based workshop model was chosen, where the workshop activities were conducted based on partner problems, with an andragogical approach

The Andragogical Approach for Teaching English Speaking Skill for College Students

It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.

A meeting of mind(sets). Integrating the pedagogy and andragogy of mindsets for leadership development

In this paper we explore two contrasting approaches to understanding and employing mindsets in education and training: the growth and fixed mindset used in formal educational settings, and the mindsets typically used for leadership development for adults. These different bodies of work (here termed pedagogical and andragogical respectively) have largely remained distinct bodies of work. The paper sets out their respective contributions, similarities and differences. It demonstrates that the pedagogical mindsets are implied in the andragogical mindsets and argues that the andragogical approaches – that typically require experienced participants, such as those on MBA programmes - are also of value for the younger (less experienced) learner. The paper also explores current developments in leadership theory that stress the need for a shift from competency and skill development, to mindset approaches in order to tackle the complexity of leadership challenges. Taken together, it argues that mindset approaches are highly relevant for tackling some of the managerial and leadership challenges we face and should be integrated into all levels of leadership development and not be reserved for the mature, experienced learner.

Pemberdayaan Ekonomi Masyarakat Melalui Program Pendampingan Lembaga Keuangan Mikro Kewirausahaan

This Paper aims to find out the Shafira Foundation LKMK mentoring process to carry out economic empeworment in helping people to have business capabilities according to their potential and have the capital to run their business. The form of empowerment is carried out in the form of assistance through coaching, providing capital, and business development. This study uses a descriptive method with a qualitative approach, the data collected is obtained from the results of observations, interviews, and documentation studies. The results of the research show that the LKMK mentoring process is good, because in the mentoring process not only providing capital, but the community will be given guidance by using the andragogical approach so that the spirit of the community in entrepreneurship can increase, and have the ability according to their potential. Providing business capital is carried out using the sharia economic business concept with a takaful system (mutual guarantee), after being given business capital the fostered partners will be assisted and directed by providing motivation, and business relations to be feasible, sustainable, and banknable.

Going viral: lessons from an accelerated PPE teaching programme during the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Introduction: at the beginning of the COVID-19 pandemic in the United Kingdom, there was an urgent need to establish a teaching programme to rapidly upskill hospital staff in the use of Personal Protective Equipment (PPE). Aims: to train all members of clinical and non-clinical staff operating within the respiratory department of the Royal Brompton Hospital over a period of one week, using a series of multi-professional simulation-based sessions and to then share the learning points gained in order to assist others facing the same issue. Results: using an iterative style and a mastery learning model, the designated teaching faculty rapidly implemented a situated teaching programme, managing to train all staff members within the given timeframe. Given the time-critical nature of the programme, sessions required considerable flexibility to change to fit a learner-driven agenda, drawing benefits from an andragogical approach and an emphasis on interprofessional learning.

ANDRAGOGICAL APPROACHES AND PRINCIPLES IN THE SYSTEM OF CONTINUOUS EDUCATION

The philosophy of education is formed on the basis of globalization processes that determine the development of the world community. Continuing education, taking into account all the objective changes in the educational sphere and the achievements of various sciences in understanding the role of man in his life, is an important condition for effective activity in this community. This article discusses the relevance of using andragogical approaches and principles in the system of continuing education. This is due to new requirements for the system of training and retraining of personnel in modern conditions, when the goals and practice of education are outstripping in nature, focused on the training of highly qualified specialists. Andragogical principles determine the organization of the learning process of teachers and students in the continuing education system (principles of the priority of self-study of students; the student’s joint activities with the teacher in organizing the process of their learning; reliance on the experience of the student, used as one of the sources of training; individualization of instruction; systematic training; contextual learning; updating learning outcomes; learning electives; development of educational needs of students; mindfulness learning). The use of andragogical approaches and principles in the system of continuing education in the future involves the development and implementation of the andragogical model, the use of modern educational technologies, and the training of andragogical specialists.

РОЗВИТОК ПРАВОВОЇ КУЛЬТУРИ ОФІЦЕРІВ-ПРИКОРДОННИКІВ НА ОСНОВІ ВИКОРИСТАННЯ АНДРАГОГІЧНОГО ПІДХОДУ

Стаття присвячена обґрунтуванню доцільності використання андрагогічного підходу для розвитку правової культури офіцерів-прикордонників.
 У статті автор подає власне розуміння правової культури офіцера-прикордонника. Звертається увага, що показником правової культури є правова активність особистості як вища форма правомірної поведінки і правового мислення.
 Виокремлено принципи андрагогіки, якими варто керуватися у розвитку правової культури офіцерів-прикордонників: 
 принцип використання наявного позитивного життєвого та професійного досвіду офіцерів-прикордонників;
 принцип коректування застарілого досвіду й особистих установок, що перешкоджають засвоєнню нових знань;
 принцип індивідуального підходу до розвитку правової культури;
 принцип рефлективності – заснований на свідомому ставленні офіцера до необхідності розвитку правової культури через поглиблення правових знань, умінь, навичок, компетентностей тощо;
 принцип затребуваності правової культури як результату навчання практичною діяльністю;
 принцип системності та безперервність з урахуванням результатів попереднього виховання (вже сформованого рівня правової культури) і нових потреб;
 принцип актуалізації результатів виховання – їх швидке використання в оперативно-службовій діяльності.
 Правова культура розуміється як результат правового виховання. Виокремлено форми правового виховання: правова освіта, правова пропаганда, правова агітація, правова профілактична робота, юридичне консультування, правове самовиховання.

ANDRAGOGICAL CONCEPT OF THE DEVELOPMENT OF INFORMATION AND COMMUNICATION COMPETENCE OF TEACHERS IN INSTITUTIONS OF POSTGRADUATE TEACHER EDUCATION


 
 
 
 The article discusses the issues of andragogical support for the development of information and communication competence of teachers in institutions of postgraduate Pedagogical education. The authors analyze the current socio-educational situation; emphasize the importance of continuing education and the development of andragogical competence of employees of postgraduate education institutes. The attention is focused on the diversification of the types of advanced training of pedagogical and scientific-pedagogical workers, which necessitates the modernization of content, forms, technologies in the system of postgraduate education, in particular the development of information and communication competence of pedagogical workers. The basic andragogical principles, the functions of the teacher-andragog, the methods of the andragogical approach to creating special conditions for the interaction of teachers and students are substantiated. Based on theoretical and empirical research, the state of this problem is analyzed on the example of the development of information and communication competence of methodologists of regional methodological services.
 
 
 

Perspectives: The Flipped Classroom in Graduate Medical Education.

Andragogy, the art and science of helping adults learn, is a learner-centric conceptual framework that considers adult learner characteristics and their motivations for learning. These motivations range from internal will, readiness to learn, and relevance to one's own life. The flipped classroom, an increasingly popular educational method for both learners and educators, aligns with an andragogical approach as it uses classroom time for application of knowledge and critical thinking rather than for a passive didactic lecture. The growing body of educational research demonstrating increased performance and knowledge retention using this method has led to its incorporation into graduate medical education materials, including the National Neonatology Curriculum. In this article, the authors review how the flipped classroom, an active educational method that embraces the tenets of adult learning theory, may be more effective in graduate medical education compared with traditional lecture.

‘No sex please!’ We have been labelled intellectually disabled

ABSTRACT This article aims to explore the sexual agency of young people over age 16 labelled as having an intellectual disability. We argue that 30 years of inclusive education have failed to address the question of sexuality education and agency for individuals with an intellectual disability. Contextualising the failure of contemporary sexuality education within schools, and drawing on concepts of subjectivity, the article deconstructs the presumed normalcy of able-bodied sexuality to highlight the inappropriateness of sex education for young people labelled with an intellectual disability. Using Crip theory, it illustrates how the intersectionality between ‘abled-bodied-ness’ and’ ‘heteronormativity’ converges to lead to the invisibility of individuals with intellectual disability, therefore reinforcing social exclusion from sex and sexuality as a key aspect of citizenship, specifically, the right to a safe and pleasurable sex life. An argument is made for a critical, andragogical approach to sexuality education offering a new paradigm for developing sexuality education to facilitate the sexual agency of individuals with intellectual disability.