Gezim Dibra, Ledia Kashahu (Xhelilaj), Jozef Bushati, Mimoza Priku


Nowadays everyone is convinced of the importance of lifelong learning. For a vast majority of the population is not enough just to have a good education. Further education is necessary in order to prepare adults for changes in the context of work and lifestyle. Given the continuous shortening of knowledge life, as well as and the actual social and economic problems, knowledge that are gained in school are not enough for a lifetime. In this context, recognition of andragogical principles takes a special importance. In this article there is a summarized theory on adult learning, including the individuals’ needs of continuous education, the six theses of andragogist model by Knowles (1975, 1984a, 1984b, 1989), establishing of learning phases for adult learners, differences between children and adult learning, as well as some features of adult education. The authors, comes to the conclusion that although adult learning differs from children, the fear that adult learning may not be productive has not base. The key to achieve the adult learner is the information possessed by the respective lecturers on some basic principles of adult education, which are based on adult motivation for learning, curriculum planning and organization of learning for adults.

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DOI: http://dx.doi.org/10.19044/esj.2014.v10n13p%25p

European Scientific Journal (ESJ)


ISSN: 1857 - 7881 (Print)
ISSN: 1857 - 7431 (Online)


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