Malcolm Knowles' theory of andragogy focuses on adult learning, emphasizing that adults are self-directed and responsible for their educational journey. His four principles highlight the need for involvement in planning, task-oriented instruction, immediate relevance of learning to personal or professional life, and a problem-centered approach. Work-based training aligns with these principles, allowing for individualized learning experiences that cater to the specific needs and backgrounds of adult learners.

1. ANDRAGOGY (MALCOLM KNOWLES)
Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles
emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs
must accommodate this fundamental aspect.
Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they
need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-
solving, and (4) Adults learn best when the topic is of immediate value.
In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on
the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most
useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.
Malcolm Knowles’ four Principles of Andragogy.
Principle 1: Adults need to be involved in the planning and evaluation of their instruction.
Work based training is focussed on the specific needs of individual learners and not a one shoe fits all
classroom/group based approach. Learning and assessment plans are created on an individual level in
consultation with learners. The sequence, timing and delivery of subjects is at the complete discretion of each
student. Learners control the process not the institution.
Principle 2 : Instruction should be task-orientated instead of memorisation – learning activities should be
in the context of common tasks performed.
Work based training allows training organisations to align common tasks performed in the work place to
required skills and knowledge outlined in training packages. This means every time a student goes to work they
are learning, demonstrating competence and in the same process working towards completing their
qualification. Conversely, through a TAFE training model learning on the job is not valued anywhere near as
high as in work based training and subsequently learners are required to relearn skills and knowledge they have
already obtained in the workplace.
Principle 3 :Adults are most interested in learning subjects that have immediate relevance and impact to
their job or personal life
Work based training is based on what people are currently doing in the work place so it has immediate
relevance. Work based training takes into account the wide range of different backgrounds of learners and
applies this when developing learning and assessment strategies. The flexibility of work based training allows
learners the ability to structure and perform learning and assessment in a way that fits into their professional and
personal life.
Principle 4 : Adult learning is problem-centered rather than content-orientated.
Work based training focusses on identifying what students already know so learning and assessment strategies
can be developed around what they don’t know. Learners no longer accept being force-fed learning content
they already know. Work based training allows learners to find the most efficient and effective path to
achieving a qualification.