This document discusses adult learning and teaching. It begins by explaining why adult learning has become topical due to economic and career changes that require new knowledge and skills. It then contrasts andragogy, the study of adult learning, with pedagogy. Key aspects of adult learning are outlined, including that adults are self-directed, draw on life experiences, are problem-centered and motivated by internal factors. Challenges of adult learning like lack of time and balancing work/family are addressed. The conclusion emphasizes that adult teaching should be student-centered, interactive, skill-focused and provide a safe learning environment.

1. Topical Issue of Adult
Learning/Teaching
Natalia Alhazov, PhD
ALC with
American Councils for International Education ACTR/ACCELS
Chisinau, Moldova
April 5, 2014

2. Why Topical?
 Planned economy replaced by market
economy
 Changing positions, jobs and professions
 New knowledge required
 New skills necessary
Solution: adult learning/teaching

3. Andragogy and Pedagogy
Andragogy - study of adult learning
Pedagogy - science and art of education in
general
Malcolm Knowles - “father of andragogy”
The modern practice of adult education:
Androgogy versus pedagogy. New York, 1970

4. The modern practice of adult education:
Androgogy versus pedagogy
Adult learner is someone who:
 has an independent self-concept and who can direct
his or her own learning
 has accumulated a reservoir of life experiences that is
a rich resource for learning
 has learning needs closely related to changing social
roles
 is problem-centered and interested in immediate
application of knowledge
 is motivated to learn by internal rather than external
factors
Malcolm Knowles

5. Specifics of Adult Learning (1)
The Learner:
a) The learner is self-directed.
b) The learner is responsible for his/her own
learning.
c) Self-evaluation is characteristic of this
approach.

6. Specifics of Adult Learning (2)
Role of the Learner’s Experience:
a) The learner brings a great volume and
quality of experience.
b) Adults are a rich resource for one
another.
c) Different experiences assure diversity in
the group.

7. Specifics of Adult Learning (3)
Readiness to Learn:
a) A change triggers readiness to learn.
b) They need to know in order to perform
more effectively.
c) Ability to assess gaps between the
present and desired position is there.

8. Specifics of Adult Learning (4)
Orientation to Learning:
a) Learners want to perform a task, solve a
problem in order to live in a more
satisfying way.
b) Learning must have relevance to real-life
tasks.
c) Learning is organized around life/work
situations rather than subject matter units.

9. Specifics of Adult Learning (5)
Motivation for Learning:
a) Dominance of internal motivators: self-
esteem, recognition, self-confidence, and
self-actualization.
b) Some external motivators: increase quality
of life.

10. Why Become a Student Again?
1. “economical reason“
2. “career reason”
3. “back-up plan”
4. “self-esteem”
5. “I made it!”
6. “enjoyable pastime”
7. “official acknowledgement”

11. Why Hard?
1. Lack of time
2. Contract pressure
3. Boss vs. subordinate
4. Peer pressure and kid pressure
5. Unsocial hours
6. Moments of despair
7. The noisy vs. the quiet

12. Adult Teaching: What Should Teacher Expect?
1. Adult classrooms may present diversity.
2. Adults respond well to knowledgeable and enthusiastic
teachers.
3. Adults need a comfortable and safe learning atmosphere.
4. Adult learning is transformative and educational.
5. Adults need repeated practice of a concept or a skill.
6. Adults learn well with question asking and answering,
problem finding and solving.
7. Adults want practical contexts simulating real life.

13. Conclusion
Adult learners benefit by content-based and task-
based instruction that is student-centered and
performed by means of communicative method
making it interactive and collaborative.
The outcome is not mere knowledge acquisition but
skill development.
Remember that your adult students need to have a safe
and friendly learning environment, be respected and
heard, be challenged and engaged in their studies, see
the relevance and immediate usefulness of the learning.

14. Thank you for attention!