THE APPLICATION OF ADULT LEARNING THEORY (ANDRAGOGY) BY ADULT EDUCATORS AND ADULT LEARNERS IN THE CONTEXT OF ESWATINI

Abstract

Adult learning has been understood differently by different people as it has evolved over the years. The purpose of this paper is to articulate the practical use of adult learning theory (Andragogy) by both adult educators and adult learners in a learning environment of Eswatini. A descriptive research design using a qualitative inquiry was employed by the researcher through an interpretive research paradigm. Purposive and convenience sampling were used to draw seven participants of the study. Unstructured interview guide was used to collect data that was thematically analysed. The findings indicated that the instructional methods used by adult educators promoted learner dependency as opposed to self-directed learning. It was found that what was delivered was basically subject-centred, with little aspect of integrating adult learners’ real-life contexts. Accordingly, it was concluded that adult learners lack the self-directedness as they do not push themselves to study hard, have a tendency of late submission of work and come to learning environment unprepared. While it was noted that context shaped adult learning, it was recommended that instructional methods be improved to give adult learners autonomy, and to empower them to be assertive. Again both adult educators and learners are recommended to use andragogy in all learning environments.