Andragogy
Andragogy is an approach to learning focused on adult learners. It is built on the
premise that adults are more self-directed and motivated than children and that
they need opportunities to learn in ways that are relevant to their lives. As a
result, andragogical approaches tend to be highly participatory, with a strong
focus on hands-on learning experiences.
There are six main assumptions in Knowles’ andragogy learning theory:
1. Self-concept – Adult learners have a self-concept that makes them
autonomous, independent, and self-directed.
2. Learning from experience – Experience is a rich resource for learning;
adults learn from their previous experiences.
3. Readiness to learn – Adults tend to gravitate towards learning that matters
to them. Their readiness to learn is highly correlated with its relevance to
their lives.
4. Immediate application – Adult learning is task-oriented, life-focused, and
problem-centric.
5. Internally motivated – Adults are motivated more by internal, personal
factors than by external incentives or pressures.
6. Need to know – Adults need to understand the value of what they are
learning and the reasons behind the need to learn it
The modern world presents many unpredictable challenges, including changing
market conditions, dynamic work relationships, and inconsistent social
relationships. Workplaces and practice tasks provide rich sources of professional
learning for social workers throughout their careers. Evidence from the lived
experience of social workers shows that the ways they learn through daily
practice tasks in diverse workplace settings are varied and complex.
Understanding what learning in the workplace involves for social workers is
essential for strategic planning of continuing professional development (CPD)
and effective organisational practices that support it.
Supporting the ongoing professional development of social workers requires an
understanding of both the complexity of their role and the specific needs of adult
learners. This includes recognising what social workers learn, their perceptions of
what they need to learn, the ways in which they learn, and how organisational
practices support that learning. Theories and approaches that help understand
individual learning are embedded in professional development, which is
acknowledged as a complex, personal process. While all models of professional
development are important, workplace learning opportunities should be
recognised as essential. Workplace learning for social workers can be enhanced
by focusing on how work is allocated, supported, and recognised. Furthermore,
the emotional and physical aspects of learning must be acknowledged within
professional learning contexts.
Despite the lack of extensive research documenting the assumptions of
Andragogy is an approach to learning focused on adult learners. It is built on the
premise that adults are more self-directed and motivated than children and that
they need opportunities to learn in ways that are relevant to their lives. As a
result, andragogical approaches tend to be highly participatory, with a strong
focus on hands-on learning experiences.
There are six main assumptions in Knowles’ andragogy learning theory:
1. Self-concept – Adult learners have a self-concept that makes them
autonomous, independent, and self-directed.
2. Learning from experience – Experience is a rich resource for learning;
adults learn from their previous experiences.
3. Readiness to learn – Adults tend to gravitate towards learning that matters
to them. Their readiness to learn is highly correlated with its relevance to
their lives.
4. Immediate application – Adult learning is task-oriented, life-focused, and
problem-centric.
5. Internally motivated – Adults are motivated more by internal, personal
factors than by external incentives or pressures.
6. Need to know – Adults need to understand the value of what they are
learning and the reasons behind the need to learn it
The modern world presents many unpredictable challenges, including changing
market conditions, dynamic work relationships, and inconsistent social
relationships. Workplaces and practice tasks provide rich sources of professional
learning for social workers throughout their careers. Evidence from the lived
experience of social workers shows that the ways they learn through daily
practice tasks in diverse workplace settings are varied and complex.
Understanding what learning in the workplace involves for social workers is
essential for strategic planning of continuing professional development (CPD)
and effective organisational practices that support it.
Supporting the ongoing professional development of social workers requires an
understanding of both the complexity of their role and the specific needs of adult
learners. This includes recognising what social workers learn, their perceptions of
what they need to learn, the ways in which they learn, and how organisational
practices support that learning. Theories and approaches that help understand
individual learning are embedded in professional development, which is
acknowledged as a complex, personal process. While all models of professional
development are important, workplace learning opportunities should be
recognised as essential. Workplace learning for social workers can be enhanced
by focusing on how work is allocated, supported, and recognised. Furthermore,
the emotional and physical aspects of learning must be acknowledged within
professional learning contexts.
Despite the lack of extensive research documenting the assumptions of
