Despite global efforts to achieve universal education and eliminate gender disparity, Uganda has struggled to meet these targets. The nation has witnessed a significant increase in school dropouts, ...especially among girls, with alarming statistics revealing that over a million learners dropped out before completing primary education in 2022. High costs of education, cultural norms, and gendered expectations are among the primary reasons for this trend. The repercussions of dropping out are particularly severe for girls, leading to a myriad of societal challenges. This paper introduces the Adult Education Model, based on the principles of andragogy, as a potential solution to address the girl-child school dropout crisis in Uganda. The model emphasizes self-direction, real-world problem-solving, and the utilization of past experiences, making it particularly suited for mature learners. Implementing this model through pilot programs, with the collaboration of community leaders, NGOs, and governmental bodies, can offer a tailored educational approach for these girls. By adopting this model, Uganda can provide an inclusive, adaptable, and empathetic educational environment, ensuring a brighter future for every girl.
Learning influenced by multitasking and the development of rapid search technology, social networking, artificial intelligence, robotics, automation, and big data are considered to be the influences ...of the major shift from education 4.0 to education 5.0. Therefore, it becomes important for teachers and students to understand the theoretical gaps that exist in Pedagogy, Andragogy, and Heutagogy in order to spearhead a broader discussion about how the teaching-learning process occurs in and will happen in the post new normal. This paper is an attempt to compare and suggest ways to integrate Pedagogy, Andragogy, and Heutagogy in New Indian English Classrooms where connectivity is key to its success.
Despite a rich tradition of institutional adult education and relatively continuous development of andragogical theory and practice, the Republic of Croatia has only adopted strategic and legal ...frameworks that have created the conditions for the professionalisation of adult education staff in the last twenty years. This paper aims to present the andragogical thought, legislative framework, and andragogy study programme in Croatia. The need for the university education of andragogues stems from research results that indicate many employers prefer highly educated staff in this field. To respond to current needs, the Faculty of Humanities and Social Sciences in Rijeka is going to implement a University Part-Time Graduate Study in Andragogy programme designed in accordance with ten years of positive experience in adult education in the Republic of Croatia, modern achievements in andragogical theory and practice, and based on the Croatian Qualification Frame.
Kljub bogati tradiciji institucionalnega izobraževanja odraslih in relativno neprekinjenega razvoja andragoške teorije in prakse je Hrvaška šele v zadnjih 20 letih vzpostavila strateško in zakonsko ogrodje, ki je ustvarilo pogoje za profesionalizacijo zaposlenih v izobraževanju odraslih. Članek predstavlja andragoško misel, zakonodajno ogrodje in študijski program andragogike. Potrebo po univerzitetni izobrazbi andragogov so pokazali rezultati raziskav, da številni delodajalci dajejo prednost visoko izobraženemu kadru na tem področju. V odgovor na sodobne potrebe bodo na Filozofski fakulteti na Reki izvajali program izrednega diplomskega študija andragogike, oblikovan v skladu z desetletjem pozitivnih izkušenj dela na področju izobraževanja odraslih v Republiki Hrvaški, s sodobnimi pristopi k andragoški teoriji in praksi, ter na podlagi Hrvaškega ogrodja kvalifikacij.
The paper focuses on the evolution of attempts to integrate adult education in the Czech academia from approximately the mid-20th century onwards as well as on the various approaches to the concept ...of andragogy in that period. It applies the historic method mixed with elements of theoretical and comparative research. The paper starts by describing extended time periods in which the term andragogy was not yet in use. Then it sheds light on attempts to establish andragogy as an independent scientific discipline that seeks to cultivate adult individuals by means of (not exclusively) learning and education. The subsequent section pays attention to the recent period in which Czech andragogy lost some of its previous ambitions. Thus, the paper shows the main shifts in approaches to andragogy as well as the differences between the dominant approaches in the Czech and Western (European) contexts. A delayed mirroring of European trends is characteristic of the Czech development.
This phenomenological study investigates the educational experiences formerly incarcerated students identify as being important developmentally as part of their participation in a college-in-prison ...program. It does so by exploring the experiences of 21 formerly incarcerated students who participated in the Boston University Prison Education Program, the longest continuously-running college-in-prison program in the Northeast US. The study is contextualized within a critical andragogical framework, one which prioritizes developing agency and self-direction in learning, as well the capacity to critique ideological norms and develop deeper understandings of social contexts. Findings indicate program participation helped disrupt unhealthy personal and interpersonal dynamics within the prison environment. Participants developed confidence, pride, healthier self-conceptions, greater empathy, and a desire to positively impact others. This study's implications can help inform instructors and program administrators in the development of effective curricula aimed at being responsive to the developmental needs and goals of students.
The aim of this study is to search for the essence of andragogy through a critical examination of andragogy theorists and thereby increase the theoretical understanding of andragogy. Systematic ...reviews in 2013 and in 2021 led us to probe more deeply into andragogical writings in search of the essence of andragogy. Writings by four classic theorists representing different andragogical approaches – Grundtvig, Knowles, Lindeman and Savićević – were selected for hermeneutic text interpretation. Based on the results, we formulated, as constituting the essence of andragogy, three intertwined principles: 1) lived experience, 2) reciprocal interaction, and 3) “power with”. Each principle expresses the qualities that describe its nature. These three principles are necessary and sufficient conditions for the andragogy to be present. If one of these principles is lacking, the wholeness of andragogy is absent, and the phenomenon does not exist.
ensino-aprendizado de adultos fundamentado em três termos que são conhecidos isoladamente. No entanto, com mais profundidade, são colocados num formato diferente, juntos e integrados no processo ...ensino-aprendizado da educação de adultos para qualquer área do conhecimento e, mais desafiante ainda, colocado sob o contexto de alfabetizar adultos em tempo reduzido. Sob tais condições, o novo método com o título de IMAI, submete qualquer adulto a um aprendizado rápido e mais eficaz, principalmente no contexto de fazer um adulto analfabeto conseguir ler em menos de trinta dias. Portanto, pelo que se apresenta neste artigo é um desafio à Ciência da Educação não apenas para a educação de adultos em qualquer área do conhecimento, mas, para alfabetizar adultos em tempo mínimo e redução de custos governamentais.
This study aims to analyze the application of andragogy aspects by lecturers to lecture contracts with students for one semester or commonly known as semester learning plans. The focus of the study ...is on 2 things, namely the form of andragogy aspects and andragogy-based learning planning as a lecture contract. The research method used is qualitative with a descriptive study based approach. Data collection techniques used are observation, interviews, and documentation studies. The data obtained was then analyzed using the Miles and Huberman technique, namely data reduction, data display, and drawing conclusions. The results of the study explained that according to the lecturers in the Islamic Cultural History Learning Strategy course, the andragogy aspect is very influential in the development of student learning. In addition, the lecture contracts for lecturers and students in the realm of the Faculty of Tarbiyah, State Islamic University of North Sumatra, have been adjusted and appropriate to be carried out with an agreement between the lecturers. and students. Through the lecture contract the lecturer can evaluate the final grade of the student, from these results it will be seen the development of student learning during one semester.
This paper analyses how the key actors involved (university professors, policy makers, and practitioners) perceive the need for launching an andragogy study program in Bosnia and Herzegovina (BiH). ...Drawing on the social field concept, the central argument posits that the perceptions of the three groups are shaped by their respective positions and interests concerning adult learning and education (ALE). The research methodology includes an analysis of university curricula and qualitative surveys based on the model of the problem-centred interview (PCI). The results show inter-group differences and intra-group congruence. University professors support the idea of launching an independent andragogy study program but have different visions of the implementation model. Policy makers and practitioners show less awareness of the need for such a program and for different reasons. The practitioners’ opinion is that the relevant competencies can be obtained through non-formal or work-based learning, while policy makers cite lower interest in studying social sciences.
Članek analizira, kako ključni udeleženci (univerzitetni profesorji, oblikovalci politik in izvajalci) dojemajo potrebo po študijskem programu andragogike v Bosni in Hercegovini. Na podlagi koncepta socialnega polja je postavljena osrednja predpostavka, da na dojemanja vseh treh skupin vplivajo njihov položaj in interesi v povezavi z učenjem in izobraževanjem odraslih. Raziskovalna metodologija vključuje analizo univerzitetnih učnih načrtov in kvalitativnih anket, ki so bile oblikovane po modelu problemsko usmerjenega intervjuja. Rezultati so pokazali razlike med skupinami in skladnost znotraj posamezne skupine. Univerzitetni profesorji podpirajo vzpostavitev neodvisnega andragoškega študijskega programa, vendar si različno zamišljajo njegov izvedbeni model. Oblikovalci politik in izvajalci se manj zavedajo potrebe po tovrstnem študijskem programu iz različnih razlogov. Mnenje izvajalcev je, da je mogoče relevantne kompetence pridobiti prek neformalnega učenja ali učenja na delovnem mestu, oblikovalci politik pa kot razlog za nepotrebnost programa navajajo manjše zanimanje za študij družboslovnih ved.
This study aims to develop an andragogical competency assessment instrument. The research method used is a development method that produces a product in the form of a companion andragogical ...competency assessment instrument. The development of the instrument through some stages, namely the first phase of the instruments,the second phase of judgment instrument by experts, the third phase testing instruments and the fourth analysis item. A sample of respondents taken by using purposive sampling as many as 200 assisted residents in DKI Jakarta. Data Analysis research using the descriptive confirmatory statistical descriptive analysis of factors to find the validity and the formation of factor characteristics and reliability is determined by Alpha Cronbach more than 0,70. The assessment instrument has been declared valid and reliable. The first stage of this development is to compile an instrument based on theoretical studies and obtain 5 dimensions of standard andragogical competence on the principles and 5 dimensions of the mentoring process. The second stage was carried out by the expert justment of the instrument by providing an assessment and revising the grid and instrument items. The content validity was tested by experts and a good aiken statistical index. The third stage is testing in the field and the fourth stage is conducting factor analysis with the results of the value of the construct validity carried out by exploratory and confirmatory factor analysis where the Confirmatory Factor Analysis test results show 34 valid and reliable items.
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