Conclusion

Almost 20 years ago, Knowles (1980) outlined a number of issues that are still important for adult learning today. In modern society, it is not enough to ‘produce’ knowledgeable people. Indeed, as we have seen earlier, the constructivist approach is based on the principle that knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit) is constructed by the individual, and so the trainer is not in the position to ‘fill up the empty heads’ of the learners. Competent people are needed, so education should focus on ‘skills’, rather than on knowledge alone. Learning rather than teaching should be the guiding principle in education. The role of the educator is that of a fellow learner with a special role - to become a facilitator of self-directed learning. Learning is recognized increasingly as a lifelong process, and adults are able to continue learning through courses, seminars, workshops, and other types of experiences such as visits, study tours, research activities and so on. The adult learner is regarded as self-directed, bringing a broad range of experiences, and wants to complement the existing knowledge/skills in order to meet identified and felt needs. Adults want to be able to position the offered knowledge and skills in the context of their experiences. They can learn from each other’s experiences, and they need interactive training methods (open communication between facilitator and participant, and among the participants) and a safe learning environment.

To summarize: