This document provides an overview of an adult learning module at the Tengeru Institute of Community Development (TICD) in Tanzania. It covers key topics in the module including adult learning theories, principles of andragogy and pedagogy, designing adult learning programs and training, selecting instructional methods, and evaluating training programs. The document outlines learning outcomes, concepts, theories, and provides examples to demonstrate understanding of topics in the module.

1. TENGERU INSTITUTE OF COMMUNITY DEVELOPMENT- TICD
Module Name. ADULT LEARNING - CDT 06102
MODULE FACILITATOR. Mr. Kingu D.
Department of Gender and Development (TICD)
Mail. kingu.daudi@ticd.ac.tz

2. ENABLING LEARNING OUTCOMES
Apply adult learning theories and principles in preparing and administering training
program
SUB-ENABLING LEARNING OUTCOMES
I. Describe adult learning theories guiding training programmes.
II. Demonstrate understanding of adult learning concept in community development practices
III. Design an adult learning training Programme
IV. Make use of adult learning principles in selecting instructional methods and techniques for
facilitating learning
V. Make use of adult learning principles in selecting assessment methods for the adult training program

3. Describe adult learning theories guiding training programmes.
(a) Define the concept adult learning theories
(b) Explain the Andragogy and pedagogy theory by Malcom Knowles
(c) Relate different theories of adult learning (Group assignment)
Preamble.
Learning is defined as a relatively permanent change in behaviour that
occurs as a result of experience or practice. This means An individual is
always learning, from birth till his death.
Learning is a process of acquiring new knowledge, behaviours, skills,
values, preferences, or understanding through study, experience, or
being taught (combination of different types of information)
What is adult learning?
Is learning about anything at all which can help an adult(s) to
understand the environment they live-in and the manner in which they

4. Pedagogy vs Andragogy theory.
PEDAGOGY
The word pedagogy comes from the Greek word “peda” meaning
child and “agogus” meaning to lead.
Pedagogy is defined as the art and science, or profession of
teaching children.
It is an educational approach characterized by teacher-
centeredness.
The role of the teacher in pedagogy is that of transmitting and not
facilitating learning.

5. Contin…
ANDRAGOGY
The term andragogy comes from a Greek word “andra” meaning adults
and “agogus” meaning to lead.
Andragogy is defined as the art and science of helping adults learn.
Thus, literally, andragogy means the art and science of leading or teaching
adults.
It is an educational approach characterized by learner-centeredness (i.e.
the students needs and wants are center to the process of teaching), and
self directed learning (i.e. students are responsible for and involved in
their learning to a much greater degree than traditional education).

6. ADULT LEARNING THEORIES
Developed by Malcolm Knowles in 1968, Adult Learning Theory
or andragogy is the concept or study of how adults learn and how it
differs from children.
5 KEY ASSUMPTIONS OF KNOWLES’ ADULT LEARNING THEORY
Malcolm knowles (1980) originally presented the best-known set of
assumptions about the adult learner to guide adult learning practice:
These are…
Self-Concept/ Independent.
Adult Learner Experience
Readiness to Learn
Orientation of Learning (learning to be actually applicable to our
everyday lives)

7. Demonstrate understanding of adult learning concept in
community development practices
What is……
Community development
What is community education
What is adult learning program ( Asignment)
Design adult learning program ( Asignment)
Explain the motive of designing adult learning program
Outline an obstacles facing adult learners.

8. Contin…
Community education, also known as community-based
education or community learning & development
Is an organization's programs to promote learning and social
development work with individuals and groups in their
communities using a range of formal and informal methods.
It is characterized by;
a) Involvement of people of all ages
b) The use of community learning resources and research to bring
about community change.
c) The recognition that people can learn through with and from
each other to create a better world

9. The purpose of community learning and
development is to:
Develop the capacity of individuals and groups of all ages
through their actions,
 Develop capacity of communities so as to bring their
development.
Improve their quality of life
Participate in democratic processes
What is adult learning program
Is the program designed to provide education to adults to improve
or supplement their knowledge and skills for their future job.

10. FACTORS TO CONSIDER WHEN PREPARING ADULT LEARNING
PROGRAMS ACCORDING TO Rothwell and Cookson (1997) .
Rothwell and Cookson (1997) propose that educational program
planning requires assessing:
1. Learning needs and stakeholders’ interests.
2 Adult learners’ characteristics
3. Social and economic conditions,
4. labor market
5. Technological factors
6. Available resources,
7. Mission and goals of related organization

11. FACTORS THAT INFLUENCE PROGRAM PLANNING
FOR ADULT LEARNERS
Jane Vella (2002) has built on Knowles’ (1984) idea of adult learning theory and
identifies 12 principles for effective adult learning.
VELLA’S TWELVES PRINCIPLES FOR EFFECTIVE ADULT LEARNING ARE AS
FOLLOWS:
1.Needs assessment: participation of the learners in naming what is to be
learned;
2.Safety in the environment. Create a context for learning, that context can be
made safe;
3.Sound relationships between teacher and learner and among learners;
4. Sequence of content and reinforcement;
5.Praxis: action with reflection or learning by doing;

12. Contin…
6. Respect for learners as decision maker;
7. Ideas, feelings, and actions: cognitive, affective, and
psychomotor aspects of learning;
8. Immediacy/closeness of the learning;
9. Clear roles and role development;
10. Teamwork and use of small groups;
11. Engagement of the learners in what they are learning;
12. Accountability: how do they know they know?

13. CHALLENGES FACING ADULT LEARNERS
School – Life Balance
Most adult learners have jobs and many also have families. Balancing work
and family life can be difficult without the added task of school.
Financing Education.
Confidence.
lack of confidence in their academic abilities and the fear of starting
something new is a common challenge faced by adult learners
Limited time, especially during traditional work hours, adult learners may
require a more flexible class schedule.
Financial barriers.
Ageing
TASK.
Explain the motive of designing adult learning program

14. Adult learning principles in selecting instructional methods
and techniques for facilitating learning
task:
Method and Technique.
d the choice of teaching method/techniques
earning method appropriate for adult leaner's.
a way of doing something (i.e teaching) in which can
r non participatory.
ar method, approach or manner of doing an activity,

15. Teaching methods and techniques appropriate for
adult learners.
Participatory methods.
Group discussion
Demonstration
Field visit
Case study.
Questions and answers.
Debate method
Non Participatory methods.
Lecturette.
Story telling.

16. Factors to consider when selecting teaching and
learning method/technique.
The nature of the learners. For example the slow learners or fast learners. If
the number of slow learners in the class is higher than that of faster learners
it will force a teacher to use such a method that is very easier for those slow
learners to understand the lesson or subject maters., some of them are as
follows;
The number of the students available in the given class. This will guide a
teacher to choose the best method to be applied in teaching the particular
subject that contained in the topics.
Availability of teaching and learning aids. For stance teaching materials that
a teacher use to establish and use to the learners to emphasize the subject.
The instructor will be forced to use a method that will enable the students to
understand the lesson on time and become able to construct such a subject
and run for all students.

17. Contin….
Examination set up. This also limits the method to be applied in
teaching such a subject. For example the teachers always look for the
examinations format and teach the students in a way that make them
becoming able to answer such examination that are facing them.
Time bound. The methods of teaching history are actually bounded by
the time. So for the certain teacher to establish the method of teaching
he or she should consider first the time that available for covering of
the topic.
Nature of the topic
Age of the learners.

18. Contin…
Audio – Visual materials
The use of both audio and visual means
Examples ………………………
CLASS ACTIVITY
Give the meaning the…
 Program
Adult learning training programme.
Budgeting
Give the types of adult learning programme.

19. Further readings.
1. Bello J. Y. (1981). Basic Principle of Teaching. John Willey and Sons
Ibadan.
2.Bishop. (1995) Curriculum Development: A Text book for Student
Macmillan Publishers Limited London
3. Geoffrey n. brown.(1967) A Guide for Teachers in Africa .George Allen
and Unwin ltd, Nigeria
4.Has Lucky.(1963).The Teacher of History, Cambridge university press,
Cambridge
Thank you for listening

20. Make use of adult learning principles in selecting
assessment methods for adult training program.
What is assessment mean?
Assessment is the systematic basis for making inferences/
interpretation about the learning and development of students.
In education, the term assessment refers to the wide variety of
methods or tools that educators use to evaluate, measure, and
document the academic requirement, learning progress, skill
acquisition, or educational needs of students.
Is the process to check how much a student has understood based on
the lesson that was taught to them in class.

21. Contin…
Why do we need assessment in the learning achievement?
1. Assessment helps monitor students' progress academically.
2. Enhanced student motivation.
3. Evaluates learners performance.
4. Provides diagnostic feedback
What are the student's needs?
What has to be taught?

22. Contin…
5. Defined learning goals if is well achieved or not.
6. Important for decision making about the subject matter. i.e What
to do if there is a mass failure to learners.
7. Assessment is fundamental to improvement learning.
ASSESSEMENT TOOLS.
Assessment tools are techniques used to measure a student’s
academic abilities, skills in a given subject or to measure one’s
progress toward academic proficiency in a specific subject area.

23. Assessment Tool Contin…
Assessment tools are…
I. Tests
II. Oral question
III. Simulation exercise
IV. Examination
V. Portfolio

24. Contin…
A test is an educational assessment intended to measure a test-
taker's knowledge, skill, aptitude, or classification in a certain topic
topics (e.g., beliefs).
A test may be administered verbally, on paper, on a computer, or in
a predetermined area that requires a test taker to demonstrate or
perform a set of skills.
Oral Questioning: This method involves the teacher probing
students to think about what they know regarding a topic.
An oral assessment is a direct means of assessing students’ learning
outcomes by questioning them. oral assessment does not usually
have a structured list of questions; assessors ask questions and
request responses depending on the circumstances.quadrant

25. Contin…
In pairs. Discuss with your fellow the meaning and two
differences between Simulation exercise and examination.
What is portfolio?
A student portfolio is a compilation of academic work and other
forms of educational evidence assembled for the purpose of
evaluating coursework quality, learning progress, and academic
achievement.
NOTE: An assessment is said to be relevance if meet the
following condition. These are Validity and Reliability.

26. Contin..
The validity of an assessment tool is the extent by which it measures
what it was designed to measure.
The reliability of an assessment tool is the extent to which it
measures learning consistently.
CONTEXT NECESSARY FOR THE ASSESSMENT TO BE DONE.
In order an assessment to be done, the following must be well
considered……
Class room setting. i.e arrangement/sitting plan
Classroom atmosphere/ ventilation
Nature of the learner i.e disability
Opportunities for gathering evidence in a number of situations i.e
cheating
The period of time during which the assessment takes place

27. DEMONSRATING UNDERSTANDING OF ADULT LEARNING ADULT TEACHING AND
LEARNING STRATEGIES FOR SETTING CONDUCIVE ENVIRONMENT.
What is the strategies….
A plan of action designed to achieve a long-term or overall aim.
Therefore there are different strategies of determining learners
terminal behavior/goal. These are..
Interview techniques.
Observation
Engage Parents with Positive Communication Opportunities
Questionnaires.
Task to do.

28. Contin…
Explain the difference strategies to enhance participatory learning.
In order the learning to be more interactive/participatory to an
adult learners, some tips are well considered, these are….
The use of pictures, posters.
Participatory discussion
Case studies
Brainstorming
Conducive learning class for the training

29. APPLYING EVALUATION TECHNIQUES IN DETERMINING SUCCESS OF A TRAINING
PROGRAM
INDIVIDUAL TWO ASIGNMENT.
Censoriously, explicate the model of evaluating training program which is CIPP
MODEL. Things to consider in this task..
i. Meaning of CIPP model
ii. Who developed this model, where and when.
iii. The four basic question in this model with its stages of evolution.
iv. Sketch the model.
What is evaluation?
Evaluation is the process of examining a program or process to determine what's
working, what's not, and why. It determines the value of learning and training
programs and acts as blueprints for judgment and improvement. (Rossett, Sheldon,
2001
Evaluation is the systematic assessment of the design, implementation or results of
an initiative for the purposes of learning or decision-making.
Evaluations are normally divided into two categories: formative and summative.

30. Contin…
A formative evaluation (sometimes referred to as internal) is a
method for judging the worth of a program while the program
activities are forming (in progress).
A summative evaluation (sometimes referred to as external) is a
method of judging the worth of a program at the end of the
program activities (summation). The focus is on the outcome.
TOOLS OF EVALUATION.
Observation
Questionnaire
Interview
Focus group discussion

31. Contin…
1. OBSERVATION
A way to gather data by watching people, events, or noting physical
characteristics in their natural setting. Observations can be overt (subjects know
they are being observed) or covert (do not know they are being watched)
2. What is a Questionnaire?
Is an evaluation tool that consists of a set of questions that aims to collect
information from a respondent. A questionnaire can be close-ended questions
and open-ended questions.
Research questionnaires were developed in 1838 by the Statistical Society of
London.
3. INTERVIEW.
An interview is essentially a structured conversation where one participant asks
questions, and the other provides answers.
“Interview" refers to a one-on-one conversation between an interviewer and an
interviewee. The interviewer asks questions to which the interviewee responds,
usually providing information.

32. Contin..
4. FOCUS GROUP DISCUSSION.
A focus group discussion (FGD) is a good way to gather together
people from similar backgrounds or experiences to discuss a
specific topic of interest. The group of participants is guided by a
moderator (or group facilitator) who introduces topics for
discussion and helps the group to participate in a lively and natural
discussion amongst themselves.
TASK;
In details, give the merits and demerits of using interview and
questionnaire as the tools of evaluation.

33. FUTHER READINGS
1. Guyot, W.M. (1978). Summative and Formative Evaluation. The Journal of Business
Education. 54(3):127-129.
2. Rossett, A., Sheldon, K. (2001). Beyond the Podium: Delivering Training and
Performance to a Digital World. San Francisco: Jossey-Bass/Pfeiffer
3 . Saettler, P. (1990). The Evolution of American Educational Technology. p350.
Englewood, Colorado: Libraries Unlimited, Inc.
4. Scriven, M. (1967). The methodology of evaluation. R.W. Tyler, R M. Gagne, M.
Scriven (eds.), Perspectives of curriculum evaluation, pp.39-83. Chicago, IL: Rand
McNally.
THANK YOU FOR YOUR ATTENTION.