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    Unit 4

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    Nahiyan Siyam
    The document discusses pedagogic and andragogic approaches to teaching in non-formal learning environments such as schools and learning centers. Pedagogic approaches are child-centered and focus on active learning, inquiry-based learning, differentiated instruction, and technology. Andragogic approaches are adult-centered and emphasize self-directed learning, problem-based learning, experiential learning, collaborative learning, and immediate application of skills. Both approaches aim to create learner-centered environments where students are actively engaged in the learning process and teachers facilitate learning.

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    Unit 4

    Uploaded by

    Nahiyan Siyam
    4 views2 pages
    The document discusses pedagogic and andragogic approaches to teaching in non-formal learning environments such as schools and learning centers. Pedagogic approaches are child-centered and focus on active learning, inquiry-based learning, differentiated instruction, and technology. Andragogic approaches are adult-centered and emphasize self-directed learning, problem-based learning, experiential learning, collaborative learning, and immediate application of skills. Both approaches aim to create learner-centered environments where students are actively engaged in the learning process and teachers facilitate learning.

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    The document discusses pedagogic and andragogic approaches to teaching in non-formal learning environments such as schools and learning centers. Pedagogic approaches are child-centered and focus on active learning, inquiry-based learning, differentiated instruction, and technology. Andragogic approaches are adult-centered and emphasize self-directed learning, problem-based learning, experiential learning, collaborative learning, and immediate application of skills. Both approaches aim to create learner-centered environments where students are actively engaged in the learning process and teachers facilitate learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4 views2 pages

    Unit 4

    Uploaded by

    Nahiyan Siyam
    The document discusses pedagogic and andragogic approaches to teaching in non-formal learning environments such as schools and learning centers. Pedagogic approaches are child-centered and focus on active learning, inquiry-based learning, differentiated instruction, and technology. Andragogic approaches are adult-centered and emphasize self-directed learning, problem-based learning, experiential learning, collaborative learning, and immediate application of skills. Both approaches aim to create learner-centered environments where students are actively engaged in the learning process and teachers facilitate learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Pedagogic and Andragogic approaches in NFLE school / LC

    Pedagogic and Andragogic approaches to teaching in a Non-Formal Learning Environment


    (NFLE) such as a school or learning center can be quite different from traditional formal
    education settings. Here are some strategies that can be used in these contexts:

    1. Pedagogic Approaches (Child-centered): These are typically used with younger


    learners and are based on the idea that children learn best when they are actively engaged
    and interested in the material.
    o Active Learning: Encourage students to participate actively in their learning
    process. This can be achieved through hands-on activities, experiments, projects,
    and group work.
    o Inquiry-Based Learning: Encourage curiosity and questioning. Allow students
    to explore and discover new knowledge by themselves. The teacher's role is to
    guide and facilitate this process.
    o Differentiated Instruction: Recognize that each student is unique and has
    different learning needs. Adapt your teaching methods and materials to cater to
    these differences.
    o Use of Technology: Incorporate technology into the classroom to make learning
    more interactive and engaging. This could include educational apps, online
    resources, and digital tools.
    2. Andragogic Approaches (Adult-centered): These are typically used with adult learners
    and are based on the idea that adults are self-directed and expect learning to be
    immediately relevant and applicable to their lives.
    o Self-Directed Learning: Encourage adults to take responsibility for their own
    learning. Provide them with the resources and support they need to learn
    independently.
    o Problem-Based Learning: Use real-world problems as a context for learning.
    This makes learning more relevant and practical for adults.
    o Experiential Learning: Recognize that adults have a wealth of experience that
    they bring to the learning environment. Use these experiences as a basis for
    learning.
    o Collaborative Learning: Encourage adults to learn from each other through
    discussion, collaboration, and peer feedback.
    o Immediate Application: Adults want to be able to apply what they learn
    immediately. Make sure that the learning is practical and relevant to their lives or
    work.

    In both pedagogic and andragogic approaches, the emphasis is on creating a learner-centered


    environment where students are actively engaged in the learning process. The role of the teacher
    is to facilitate and guide this process, rather than simply transmitting information.
    TVET Quality

    Technical and Vocational Education and Training (TVET) is an important aspect of education
    that focuses on providing knowledge and skills for employment. The quality of TVET can be
    assessed based on several key factors:

    1. Relevance: The programs and courses offered should be relevant to the current and
    future needs of the labor market. This requires regular consultation with industry and
    employers to ensure that the skills being taught are those that are in demand.
    2. Access: High-quality TVET should be accessible to all individuals, regardless of their
    socio-economic background, gender, or location. This includes providing financial aid or
    scholarships for those who cannot afford the fees, and ensuring that facilities are
    accessible to people with disabilities.
    3. Equity: TVET should promote equal opportunities for all learners. This includes
    ensuring gender equality, and providing support for disadvantaged groups to participate
    in TVET.
    4. Effectiveness: The effectiveness of TVET can be measured by the outcomes it achieves.
    This includes the employment rate of graduates, the satisfaction of employers with the
    skills of graduates, and the impact of TVET on social and economic development.
    5. Quality of Teaching: The quality of teaching in TVET is crucial. Teachers should have
    the necessary technical and pedagogical skills to deliver effective training. This requires
    regular professional development and training for teachers.
    6. Facilities and Equipment: TVET institutions should have the necessary facilities and
    equipment to provide practical, hands-on training. This includes up-to-date machinery
    and technology that reflect current industry standards.
    7. Curriculum: The curriculum should be competency-based, focusing on the skills and
    knowledge that learners need to perform specific tasks. It should also be flexible and
    adaptable, allowing for the introduction of new skills as the needs of the labor market
    change.
    8. Assessment and Certification: Assessment should be rigorous and transparent, and
    should measure the competencies that learners have acquired. Graduates should receive a
    certificate or diploma that is recognized by employers and other educational institutions.
    9. Partnerships: Strong partnerships with industry, employers, and other stakeholders are
    crucial for ensuring the quality and relevance of TVET. These partnerships can facilitate
    work placements for learners, and ensure that training is aligned with industry needs.
    10. Continuous Improvement: TVET institutions should have a system for continuous
    improvement, which includes regular monitoring and evaluation of their programs and
    practices. This can help to identify areas for improvement and ensure that the quality of
    TVET is continually enhanced.

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