Adult learners benefit most from education and training programs that are relevant, practical, and allow them to draw from their own life experiences. Effective programs incorporate various learning styles, keep learners engaged through discussion and activities, and provide feedback to promote a sense of success. Training should be delivered through a combination of formal and informal methods, including classroom instruction, online asynchronous learning, on-the-job experiences, and opportunities for self-directed exploration. The goal is to help adults develop new skills and knowledge that can be immediately applied.

1. B. Education and Training as a Principle of
Cooperatives
➢ Best practices (Federation,
Union, Primaries)
➢ Adult Learning and Teaching
Module 1. Perspective Setting

6. Education and Training Program – officers, employees, members
(Calendar of activities, compliance with mandatory training for officers)
10 % CETF
50 % CETF 50 % CETF
Officers Staff Members
Secondary Tertiary
Federation/Unions
MC 2019-08

7. MC 2020-01 Amending Sec 13, Transitory Provisions of MC No 2019-08 entitled “
{Policy Guidelines Governing the ALLOCATION, Utilization and remittance of CETF
of the Cooperative

8. Rule 7 of Revised IRR of RA 9520
and CDA MC 2015-09.
MC 2017-01 | CAPABILITY
BUILDING PROGRAM FOR MICRO
COOPERATIVES
MC 2015-09 | Revised Guidelines
Implementing the New Training
Requirements of Cooperative Officers
Training for Officers

9. HRD Programs/Projects
• Leadership Development Program (retreats, succession planning,
leadership session)
• Employee Support Program (Council, Insurance, Protection,
Grievance Mechanism, Awards and Recognition, Scholarship,
Seminar, Training,
• Social, cultural, sports Programs/Projects
• Team Building
With KRAs

10. • Credit and Financial Services, Banking, Credit Surety Fund
and Insurance;
• Consumers, Marketing, Producers, and Logistics;
• Human Services: Health, Housing, Workers, and Labor
Service;
• Education and Advocacy;
• Agriculture, Agrarian, Aquaculture, Farmers, Dairy, and Fisher
folk; and
• Public Utilities: Electricity, Water, Communications, and
Transport.
Six Regional Clustered Organizations (RCOs) for every
region, as follows

11. Policy
• Policy on the utilization of the CETF and allocation for its
members, officers and employees. In no case shall the
allocation of the fund for officers and staff be higher than the
members (MC 2019-08).
• Policy requiring all officers to comply with the
mandatory trainings requirements (MC 2012-07)

12. Formal learning combined with informal learning from practical
experience remains essential in building successful co-operative
businesses today.

13. • Malcolm Knowles developed the
adult learning theory in 1968 and
is based upon six key assumptions.
• Adult learning theory is the
concept of learning in adults and
how it may differ from children
learning patterns.
• Adult learning theory is important
to consider in our ever-changing
society, especially with rapid new
technological advancements.

14. Adult learning was pioneered by Malcolm Knowles, an American practitioner and
theorists of adult education, who defines andragogy as “the art and science of helping
adults learn (Zmeyov 1998, Fidishun, 2000). With six key points or assumptions. The
assumptions are as follows
• Readiness to Learn – Adults who are ready to learn are usually spurred by a specific
reason, such as self-development and growth related to their work or career path.
• Orientation of Learning – Adults are more prone to learning when it is applicable to
everyday lives instead of general learning about certain subjects that are unrelated to our
lives. In general, adults will want to learn practical skills that will make their lives and work
more efficient.
• Motivation to Learn – Adults require their own motivations and reasons to learn new
things. As children, the reason for learning is simply because they are directed to learn;
however, adults need to develop their own motivation.
History of Adult Learning Theory

15. • Reason to Learn – Adults require a strong reason to learn, such as a
problem that they need to solve and an immediate application of new
knowledge.
• Self–concept – Adults’ learning is much more self-directed and
independent as they mature. It allows adults to decide when they want to
learn, what they want to learn, and how they want to learn. Such an
assumption shows that educators need to develop a plethora of choices
for adult learners, allowing them to design their own learning
environment.
• Experience – Adult learning, in contrast to children, includes a significant
amount of previous life experiences to rely upon to assist with new
learning experiences. The previous experiences can bring a unique
perspective that fosters discussions and are valuable learning resources.
However, they may also result in some biases and misinformation
Adult Learning Theory - Overview, History, How It Works (corporatefinanceinstitute.com)

16. Learning is relatively
permanent change in behavior
or thinking that occurs as a
result of experience. The
change maybe in knowledge,
skills, attitudes and may lead to
new perceptions, ways of
thinking and action.

17. Learner
Experience
Performance
The learner comes in contact with
an experience and as a result of
interaction, the learner’s behavior
that he/she can carry out the act or
solve problem. Learning is said to
occur when the learner performs a
task to prove it.
Concept of Learning: The
presence of experience, A
change Behavior and the
change of behavior must
be relatively permanent

18. Knowles’ Five Assumptions About Adult Learners
• Self-Concept: Adults thrive in independent learning and training
scenarios.
• Experience: Adults learn experientially, meaning they learn from first-
hand observations and interactions.
• Readiness to Learn: Adults are attracted to learning most when they
know clear objectives.
• Orientation to Learning: Adults learn best when the topic is of
immediate value.
• Motivation to Learn: Adults are motivated by internal factors rather
than external pressures.
15 Top Strategies for Teaching Adult Learners [+ FAQs] –
University of San Diego - Professional & Continuing Education

19. Educators are encouraged to be mindful that adult students may have different learning
styles that connect to how they absorb and process information.
• Visual learners “prefer to be shown a lesson through graphs, diagrams, and illustrations.
They rely on what the instructor is doing and often sit in the front of the classroom to
avoid visual obstructions. The best form of communication is providing worksheets,
white boarding, and leveraging phrases such as, ‘Do you see how this works?’”
• Auditory learners “listen carefully to all sounds associated with the lesson. ‘Tell me’ is
their motto. They will pay close attention to the sound of your voice and all of its subtle
messages, and actively participate in discussions. You can best communicate with them
by speaking clearly, asking questions and using phrases like, ‘How does that sound to
you?’”
• Tactile learners, also called kinesthetic learners, “need to physically do something to
understand it. Their motto is ‘Let me do it.’” They trust their feelings and emotions about
what they’re learning and how you’re teaching it. Tactile learners are those students who
will get up and assist instructors with role-playing in the classroom.
Visual, Auditory, Read/Write, and Kinesthetic.

20. 15 Strategies for Teaching Adult Learners
1) Keep your lessons relevant
2) Tell stories as you’re teaching
3) Break up the information to avoid cognitive overload
4) Get everyone involved
5) Keep them engaged
6) Focus on your learners’ life experience
7) Be mindful of different learning styles
8) Make your material visually stimulating
9) Let them explore on their own
10) Encourage questions and discussion
11) Provide feedback
12) Offer encouragement
13) Be flexible
14) Be passionate
15) Smile and have fun

21. • Knowledge – information, facts or figures
• Comprehension – understanding or ability
to change
• Application – Solving problem
• Analysis – Breaking down
• Synthesis – building up
• Evaluation – assess and pass judgment
Levels of Learning
The adage of
learning
• If I hear, I forget
• If I see, I
remember
• If I do, I know
• If I discover it, I
use it.

22. • They are motivated , interested
and want to learn
• Information are given in logical
order consisting of small units
within a framework
• They are respected as adults
• They get the opportunity to
practice what they are learning
Adult
learn
best
when:
• They know how well they are
doing and get a feeling of
success
• The topic under discussion is
relevant to their daily lives
• There is repetition and revision
• Trainer recognizes that they have
experience and make use of this
experience in teaching

23. © 2005 Prentice Hall Inc. All rights
reserved.
17–23
Training Methods
Individual and
Group Training
Methods
Formal Training
Informal Training
On-the-Job
Training
Off-the-Job
Training
E-training

24. © 2005 Prentice Hall Inc. All rights
reserved.
17–24
Individualizing Formal Training to Fit the Employee’s
Learning Style
Participation and
Experiential
Exercises
Readings Lectures
Visual Aids
Learning
Styles

25. Synchronous learning
vs. Asynchronous learning
online channels without real-time
interaction

26. 1. Classroom Engagement
2. Dynamic learning
3. Instructional Depth

27. DPA
MPA 209
MPA 207
MPA 208
✔active discussion
✔ immediate feedback
✔ personal familiarity
✔ real-time interaction

29. Adults remember
20% of what they
hear,
50% of what they
hear, and see and
90% of what they do.