Master of Arts in Teaching Home Economics

THE222 – Non-Formal Education

First Semester, School Year 2021-2022

Designing Non-Formal Education

The Principles of Adult Learning Theory

The “father” of adult learning theory was Malcolm Knowles (1913-1997). He called his theory andragogy (the design and delivery
of instruction for adults), to distinguish it from pedagogy (the design and delivery of instruction for children and adolescents).

There are six assumptions that underlie the andragogical model of learning:

1. Adults need to understand the value of learning something. Learning must be relevant to their lives in some way.
2. Adult learners are self-directed and want to be perceived as such. They resist efforts of others to impose learning upon
them
3. In contrast to children, adults bring their own life experiences to learning.
4. Adults also bring a “readiness to learn” to the learning experience. Learning takes place for adults at developmentally
appropriate times (for example, when they receive a promotion).
5. Adults are motivated to learn those things that will help them in their lives. Instruction for adults is best presented as
offering improvement to their personal or professional lives.
6. Adult learners are extrinsically motivated and goal-oriented. They learn for the purpose of improving job skills, getting a
raise, increasing self-esteem, and so forth.

The adult learner brings unique challenges to the learning environment. With work responsibilities, family commitments, and
community activities, adult learners typically have little time to pursue formal learning.

We all know that learning in the workplace is driven by considerations of time and efficiency. Training is time-consuming and
expensive to develop and administer. Employers want to minimize the amount of time spent in training, while employees want
the time they spend in training to be of immediate value.

At a deeper level, adults often find great personal meaning in their work. Adults usually make tremendous investments in their
careers – pursuing degrees and other educational qualifications; working long hours; forming working relationships with colleagues
and clients; at times fighting political battles for power, recognition, and advancement. Much of the adult worker’s self-identity
is closely tied to the workplace.

Designing for the Adult Learner

THE222-Non-Formal education
CGS DMMMSU-SLUC
MATHE
Joycelyn T. Damaso
 Master of Arts in Teaching Home Economics
THE222 – Non-Formal Education
First Semester, School Year 2021-2022

So how do you design learning that is meaningful for the adult learner? Here are a few guidelines.

 Know your audience. While audience analysis is always an important part of the ID process, it is critical when designing
instruction for adults. Because instruction must be relevant to learner needs, be sure to take time to understand the
characteristics and needs of the target population.
 Watch your tone. The language and tone you use should not “talk down” in a pedagogical manner. Instead, acknowledge
the professionalism and expertise that your learners bring to the table.
 Keep them motivated. Learning must be perceived to be of value to the adult learner, and it must satisfy some internal
drive or need. Make clear connections between learning activities and the learner’s life. Make sure your learners know why
they need this training and what benefits it will offer them.
 Respect their time. Adult learners usually have a number of obligations that limit the time available to them to pursue
learning. Workplace learning must not place an undue burden or take learners away from their jobs. Furthermore, to be
perceived as of value, learning must teach skills the learner will use immediately. Make your learning objectives and
strategies succinct and focused on behavioral change back on the job.
 Let them practice. Give your learners opportunities to practice what they have learned, both individually and
collaboratively. Help them make the connection between what they’ve learning in your course and how they’ll apply it on
the job.

As you design and develop, remember that adult learners expect learning to have a practical, goal-oriented focus. They’re self-
directed and don’t want to have training imposed upon them. Although there are certainly cases in which training is required of
adults (for example, as a condition of employment or promotion), adults expect learning to have tangible effects on their lives: to
qualify them for a position, to teach them skills that make their lives easier, to enhance their sense of self-worth.

With these considerations in mind, be respectful of your learners. Acknowledge their time, prior learning, and abilities. Never
forget that the adult learner always has something to bring to the learning experience that will enrich it and bring value to other
learners.

THE222-Non-Formal education
CGS DMMMSU-SLUC
MATHE
Joycelyn T. Damaso
 Master of Arts in Teaching Home Economics
THE222 – Non-Formal Education
First Semester, School Year 2021-2022

Sample Outline for NFE Training Design

PROJECT/TRAINING DESIGN WORKPLAN

Program Title

Project Title

Implementing Agency

Rationale:

Objective:

Total Duration

Current Duration

Cooperating Agency

Program Leader

Project Leader

Monitoring Agency :
                                       
     
THE222-Non-Formal education
CGS DMMMSU-SLUC
MATHE
Joycelyn T. Damaso
 Master of Arts in Teaching Home Economics
THE222 – Non-Formal Education
First Semester, School Year 2021-2022

Total Duration (in months): ____________ Planned Start Date: _____________ Planned End Date: _____________   

TARGET TARGET ACCOMPLISHMENTS Y1 Y2 Y3

OBJECTIVES
ACTIVITIES (quantify, if possible) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
 
 
 
 

EXPECTED OUTPUTS Y1 Y2 Y3
DETAILS (quantify, if possible)
(6Ps) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Publications
Patents/IP
Products
People Services
Places and Partnerships
Policy

Presentation will be on October 2, 2021

THE222-Non-Formal education
CGS DMMMSU-SLUC
MATHE
Joycelyn T. Damaso