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ERIC Number: ED456279
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Moving from Andragogy to Heutagogy in Vocational Education.
Kenyon, Chris; Hase, Stewart
Education has traditionally been seen as a pedagogic relationship between teacher and learner. Although andragogy has provided many useful approaches for improving educational methodology and has been accepted almost universally, it still has connotations of a teacher-learner relationship. Some have argued that the rapid rate of change in society and the so-called information explosion suggests that educators, including those in Australia's vocational education and training (VET) sector, should now be looking at educational approaches where learners themselves determine what and how learning should occur. Heutagogy, which is the study of self-determined learning, may be viewed as a natural progression from earlier educational methodologies and may well provide the optimal approach to learning in the 21st century. The Public Sector Executive Management Program at Southern Cross University, which is a postgraduate course to train students to work as troubleshooters, problem solvers, and general consultants in charge of improvement, illustrates the use of a heutagogical approach. Heutagogical approaches to VET recognize the critical importance of learners in all aspects of the learning process. Educators must help learners remember how to learn, develop confidence in their perceptions, and learn to question their interpretation of reality within a framework of competence. (Contains 20 references.) (MN)
For full text: http://www.avetra.org.au/PAPERS%202001/kenyon%20hase.pdf.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia