Dr. Nasra Shabnam, Assistant Professor
Department of Adult & Continuing Education & Extension
Jamia Millia Islamia, New Delhi-110025
Abstract
This research paper is based on reviews of Andragogy an adult learning theory, Assumptions of Andragogy,
characteristics of adult learners and their implications for life long learners with the context of Life long
Education. Andragogy , adult learning theory and its assumptions based on characteristics of adult learners are
discussed and recommendations are presented for instructors who teach adults in the life long learning
programs, specifically teaching and vocational skill training programs. The primary theme that has emerged
from this theory is that every individual is different and adult learners are diverse and have their own experiences
and backgrounds to be considered. Andragogy presented in this article have something to offer for instructors
of life long learning situations. This emphasizes self-direction, flexibility, and the process of learning rather
than the content. Adult Education teachers are learner-centered and recognize the importance of a customized
approach to learning. Andragogy also focuses on the fact that adults are different from children. Adults have
experience and are self-directed and independent. Teachers. Trainers and Instructors need to consider the
reference and contexts of teaching – learning and understand that culture and society shape the adult learner
and add to his or her individuality. The primary consideration of instructors as they design online learning
environments should be that each learner is a unique being. Learners are real people with distinct needs.
Understanding andragogy is important to the teachers in adult teaching learning process as is being able to
change and accept change in a dynamic learning environment. The implications of andragogy are discussed in
the research paper and recommendations and suggestions are proposed to be adopted by the teachers and
trainers. They needs follow the principles in the adult education process and respect each learner as an individual
who has experience that may be valuable to the classroom. Another theme discovered in all of these learning
theories is that adult learning is about change. The instructor needs to acknowledge that he or she may be a
change agent and appreciate that adult students are undergoing transformations as they go through the learning
process.