Andragogy: A New Way of Adult Learning - Research Paper

Introduction

The main theory of adult learning is andragogy. The reality in which adults live and their needs are very different from those of children and teenagers. Andragogy examines these particularities that must be taken into account in adult education. The adult, whenever he/she learns, seeks the practical application of what he/she has learned; that is to say, he always questions what he/she is learning, and looks for the relationship between what he/she has learned and its application to everyday life (McGrath, 2009). Thus, the adult, as a learner, wishes to learn new skills or practices, obtain new information to reach new skills, have training that satisfies personal and professional desires, and improve a skill or professional practice already acquired. Adult education is crucial since it allows people to be integrated into the community, have self-esteem, obtain decent work, and break any social or economic inequalities.

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Adult education theories and strategies are useful in the Master of Business Administration (MBA) field. An MBA helps the student develop the necessary competences in the business and management fields. The value of the MBA is not limited exclusively to the business world: it is also useful for professionals aimed at holding management positions in the public sector, government agencies, private sector, and other areas. A person in any management position has to deal with many people and many issues, as such, he/she has to be healthy and fit. Adult education has transformative and maintenance effects on health and improves physical health (Gouthro, 2019). The transformative effects occur when adult learning manages to modify health behavior. This improvement can be from a decrease in alcohol or quitting smoking and adopting a healthy lifestyle. The maintenance effects are observed when it is achieved that a certain behavior associated with health persists over time, For example, the possibility of quitting alcohol or remaining a non-smoker. Adult education is also beneficial for one's mental health as it helps fight depression and increases self-esteem. Other benefits are the ability to deal with stress and the inherent sense of purpose.

Secondly, adult education results in salary improvements and enables a person to be prepared to face the problems that arise in life in the best way (McGrath, 2009). On the other hand, it serves as an incentive for future generations, since they will be able to verify that they can achieve their objectives. Moreover, receiving training in adulthood changes one's vision of life, a person tends to see positive things and know how to solve problems differently.

Thirdly, a person who is in any leadership position in the business or management field needs to have an open mind. Adult learning helps a person to have an open mind. Adult education is associated with greater open-mindedness, racial affiliation, and authority, and a better understanding of people from different cultures and backgrounds, in that it calls into questions the beliefs that individuals had up to now, all in a perspective sustainably supporting non-extremist views. In particular, theoretical training is most conducive to open-mindedness and relates adult education to increased racial tolerance, reduced political cynicism and a greater propensity for democratic behavior and attitudes (Ruber, Rees, & Schmidt-Hertha, 2018). Vocational training produces the most egregious effects in terms of environmental awareness. Adults who embark on a new education are usually more tolerant and listen to the opinions of others. They are also more enthusiastic in accepting the differences that are part of every day, which relieves the conflict caused by the difference in cultures. In addition, there is a greater possibility that they are politically active both in their states and in their community so that adult education is directly linked to several emancipatory movements.

Adult education helps in addressing economic imbalances. This is due to several factors such as knowledge and ability to emancipate as well as the opportunity to open new paths. Then, education transforms people's lives as it helps to address inequalities that obstruct the chances of getting a job (Ruber et al., 2018). This can be through learning and expanding certain skills. One can also open or create new opportunities that people did not know were possible. Adult education also addresses the different economic inequalities in ways that help people fight against poor health. When people know how to take care of themselves, it is easier to take steps to have better physical and mental health.

A person in any leadership position needs to empower others. Adult education equips one with the skills required to empower people. This is especially necessary for needy communities. By providing adults in these communities with the opportunity to learn something, they get the chance to improve their lives and their communities (Gouthro, 2019). Educated adults are able to analyze situations, define strategies, draw up action plans and choose the most advantageous solutions on socio-economic and even political issues.

Lastly, adult learning encourages one to study even more. Progress in other areas of education is a key outcome of adult education. Learning (successfully) encourages learning more. Adult education has positive results and influences behaviors and attitudes that have a direct effect on human well-being. There is a positive correlation between adult education and health (behavior), intergenerational effects and the reduction of poverty and crime. Adult education also nurtures and enhances tolerance, openness, and civic engagement. Adult learners acquire important soft skills such as improved self-esteem, self-confidence, and job satisfaction. the sense of accomplishment has a positive impact on the image that individuals have of themselves, which improves their psychological well-being and at the same time reinforces their identity. Benefits such as improved income and employability resulting from participation in adult education activities indirectly affect the well-being of people.

References

McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy. Adult Learner: The Irish Journal of Adult and Community Education, 5(10), 99-110. Retrieved from https://files.eric.ed.gov/fulltext/EJ860562.pdf

Gouthro, P. A. (2019). Taking Time to Learn: The Importance of Theory for Adult Education. Adult Education Quarterly, 69(1), 60-76. Retrieved from https://doi.org/10.1177%2F0741713618815656

Ruber, I. E., Rees, S. L., & Schmidt-Hertha, B. (2018). Lifelong learning-lifelong returns? A new theoretical framework for the analysis of civic returns on adult learning. Retrieved from International Review of Education, 64(5), 543-562. https://doi.org/10.1007/s11159-018-9738-6