Training Design Facilitation Framework for Adult Education: An Application of Andragogy

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Joanne B. Aliping Imelda G. Parcasio


This qualitative research generally aimed to develop a training design facilitation framework suitable for adult education. Thus, the study used ‘between-method triangulation’ in gathering data. With this, qualitative corpus analysis (document reviews), participant observation (field observations), and phenomenology (focus group and key informant interviews) were utilized in obtaining the best practices employed when designing learning programs and facilitating adult education. Through sorting, categorization, and thematization, the study addressed three major themes namely, “Employed Andragogical Training Design Procedures: Designing Learning Programs;” “Demonstrated Andragogical Facilitation Practices and Approaches: Implementing Learning Programs;” and, “Devised Andragogical Training Design Facilitation Framework: Operationalization.” The result of the study posits that the success of learning lies on the extent of involvement of adult learners in the overall learning process. With this finding, the study arrived at an adult learner-centered framework hereto referred as 4Ds (Diagnose, Design, Deliver, and Deduce). This capitalizes on various processes guiding adult educators in training design making and facilitating adult learning. Specifically, the framework advocates a ‘learner-diagnosed needs’ or objectives through the Learning Needs Assessment and Analysis (LNA2) process, a ‘learner-designed instruction’ through the Session Plan Design (SPD) process, an ‘andragogy-based delivery or facilitation’ through the WP2R2 approach, and a ‘learner-deduced evaluation of materials and outcomes’ through the Post-Learning Evaluation (PLE) process.

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