The document discusses adult learning principles in the context of globalization, emphasizing that individuals must continuously upgrade their skills to remain competitive in the job market. It highlights that adult learners have specific motivations, are pragmatic and self-directed, and bring prior experiences to their learning, which instructors should leverage in their teaching methods. Additionally, it notes that adult learners often have multiple responsibilities, necessitating a respectful and professional approach from educators.

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Adult Learning Principles!
In the context of globalization where knowledge rules the roost, individuals cannot give up learning at any
part of life, nor can they say that their learning is complete at school or college. In order for them to stay
afloat in a competitive job market, they need to consistently upgrade their knowledge and skills.
However, according to Malcolm S. Knowles, adults have different learning requirements and expectations
than those of children or adolescents. Let us look at a few of them.
Adult learners set their objectives before they choose a program:
The motivation for an adult learner to opt for a learning program can be very specific. It need not be just
for the sake of gaining knowledge. They choose a program because it helps them improve their
performance at work or meet the changing demands of work. Sometimes, the new qualification or skills
can help them get promoted to the next level in the corporate hierarchy.
Therefore, instructors should get the learners’ priorities first and prepare their teaching methods
accordingly. They need to announce the way in which each of the learning sessions will help them fulfill
their objectives.
Adult learners are pragmatic:
Adult learners have a practical bent of mind. They can quickly see the relevance of what they are learning
and adapt them to real-life situations. Unless they feel that they are able to implement what they are
learning in these sessions and reap suitable dividends from them, they will not continue with the program.
Adult learners are self-directed:
Adult learners can learn independently. They may not require lengthy lectures by their instructors. So,
instructors should guide them to their learning instead of presenting them with all the facts. They can also
guide learners to choose their own projects and work in teams. Besides, adult learners expect their
instructors to give them specific feedback, not general.
Adult learners have abundant experience:
Adult learners come with a lot of experience of both education and life. They can grasp the specific content
of the course fast when it is applicable to their experience. So, instructors should constantly bring real life
situations into their teaching, for example, when discussing a theory or a concept. It will be much more
effective if they create a situation and encourage learners to implement it as this helps them understand
the concept thoroughly and retain it. This is because the degree of retention is directly proportionate to
the amount of practice invested in learning.
Adult learners have several responsibilities:
Adult learners may have several family and professional responsibilities. Sometimes, this can prevent their
learning. Moreover, adult learners are mature individuals with their own perspective on several issues.
Instructors should respect this fact and behave with them professionally. This facilitates success on the
part of both learners and instructors.
Education providers and instructors should keep these needs in view while making their educational
offerings and classroom presentations. They need to explore the latest educational technologies to make
their educational programs more effective and appropriate to the needs of adult learners.
Do share your thoughts on the same.
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