Abstract

The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education, the instructor decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content. From the ecological psychologists, people have begun to obtain valuable information about the effects of the physical properties of environment on learning. The social psychologists have taught people much about the effects of the human environment, especially the quality of interpersonal relations. Responsibility for planning traditionally has been assigned almost exclusively to an authority figure. But this practice is so glaringly in conflict with the adult’s need to be self-directing that it contradicts a cardinal principle of andragogy. Merely having mechanisms for mutual planning will not suffice.

Learning objectives

Learners will be able to:

1. Compare the content (pedagogical) and process (andragogical) models and their underlying assumptions.
2. Describe the purpose and process of program evaluation.
3. Understand and discuss adult learning in the context of human resource development.