The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920s.
Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself.
What we do have is a mosaic of theories, models and sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two7c important pieces of that mosaic are andragogy and self-directed learning.
Andragogy: In 1968, Malcolm Knowles proposed "a new label and a new technology" of adult learning to distinguish it from preadult schooling, The ANDRAGOGY AND SELF-DIRECTED LEARNING 5 European concept of andragogy, which he defined as "the art and science of helping adults learn," was contrasted with pedagogy, the art and science of helping children learn.
Andragogy became a rallying point for those trying to define the field of adult education as separate from other areas of education.

Learning Outcomes
* Ability to use experience and experience as a resource in the learning process
* Ability to observe the changing social structure and update learning needs in this direction.
* What is the importance of public policy in SDL?
* Protecting one's own motivation and protection from negative influences from external factors
* How do power and control issues interact with the use of SDL in formal settings?
* How does the critical application of SDL look in practice?
* Has an independent self-concept and becomes able to manage his own learning process.

Course Objectives:
* Gain the ability to define concepts
* Planning students' learning strategies and preparing their transition to expertise
* Accelerate and manage the self-learning process for adults
* Gaining learning skills,
* Evaluating the gains brought by the student's ability to manage their own learning process

* Numerous possibilities for how future research into self-learning can enrich adult education practice and contribute to theory in adult learning
* During the course these two approaches will be described in detail and their applicability will be understood.

* Exchange of ideas,
* Ability to discuss and identify,
* Gaining research skills.



Daily Course Fee



Amsterdam, Netherlands