INFORMATION SHEET 2.1-3

Principles of Adult Learning

Trainees of TVET are generally adults. In planning and delivery of training therefore, you should consider this principles so that appropriate activities and materials are prepared and used  during  the  delivery  of training.

Key  Characteristics  of  Adult learner

Adult learners desire that learning be:

• relevant;
• task-oriented;
• participatory (two-way communication);
• friendly (controlled stress, positive  feedback);
• varied  (demonstrations,    case-studies,      role play;  not just lectures); and
• built on past experience.

These characteristics are based on the following eight principles of adult learning (Sullivan et al 1995):

• Learning is most productive when the student is ready to learn. Although motivation is internal, it is up to the trainer to create a climate that will nurture motivation.

• Learning is most effective when it builds on what the student already knows or has experienced.

• Learning is most effective when students are aware of what they need to learn.

• Learning is made easier by using a variety of training methods and techniques.

• Opportunities to practice skills initially in  controlled  or simulated situations (e.g., through role play or use of anatomic models) are essential for skill acquisition and for development of skill competency.

• Repetition is necessary to become competent or proficient in a skill.

• The more realistic the learning situation, the more effective the learning.

• To be effective, feedback should be immediate, positive and nonjudgmental

Training delivery is based on different principles of education and training. As a trainer, should have a clear understanding of these principles and the characteristics of your trainee so that you can provide activities most appropriate to them. Integrating these principles of education and training should make your training more efficient and most effective.