Andragogy in Vocational Education and Training: Learners’ perspective
Choy, Sarojni C. & Delahaye, Brian L. (2002) Andragogy in Vocational Education and Training: Learners’ perspective. In 5th Annual Conference off the Australian VET Research Association (AVETRA), 20-22 March 2002, Melbourne, Australia.
Knowles (1970) defined andragogy as the art and science of facilitating adult learning.
The assumptions about how adults learn form the foundations of andragogy. Andragogy
is most evident in the implementation of the theories and principles of adult learning and a common practice in Vocational Education and Training (VET) within Australia.
The research reported in this paper investigated learners’ perspectives on the practice of andragogy. A survey using the Student Orientation Questionnaire (SOQ) was conducted
with 266 youths aged 17-24 years, and enrolled in Vocational Education and Training
programs. The results of the survey showed that youth preferred pedagogical as well as
andragogical practices. To gain an understanding of specific aspects of pedagogy and
andragogy that they preferred, the response patterns to the SOQ were analysed. The
results of the survey were also presented to focus group participants, who had responded
to the questionnaire, and asked to explain their perspective on andragogical practices.
The findings show that youth learners prefer only the ‘feel good’ aspects of andragogy,
and are not willing to assume learner responsibilities associated with andragogy. The
findings have implications for effective delivery by facilitators of VET programs.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the conference’s web page (see hypertext link).|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 (The authors)|
|Deposited On:||04 Apr 2007|
|Last Modified:||09 Jun 2010 22:39|
Repository Staff Only: item control page