Adjustment of the Andragogical Principles to Adults Learning Information and Communication Technologies - Case of the Educational Administration Cycle (Rabat)

Abstract

Knowles' andragogical principles aim to facilitate adult learning. However, they can't be considered as recipes, which are suitable for all adults, regardless of their particularities and those of their contexts. In this sense, Knowles designed the Model of Andragogy in Practice, which through the analysis of contextual factors (individual and situational differences & goals and objectives of learning) allows the adaptation of andragogical principles. The objective of this work is to verify if this adjustment of the principles is possible in the case of Moroccan adults learning Information and Communication Technologies as part of their training in the Educational Administration Cycle (at Rabat). The collection of data on the contextual factors was done through a questionnaire intended for trainees; and a reading grid to analysis two ministerial documents describing the purposes, goals, competencies, tools, supports… of training within the Cycle in general and the Information and Communication Technologies module in particular. In sum, it turned out that the adjustment of certain andragogical principles is possible and can be carried out directly by the trainer himself; while for other principles, adaptation goes far beyond the field of intervention of the trainer and needs the involvement of the administrative managers of the Cycle or even, as in the case of the principle of the motivation of adults, that of Moroccan Ministry of Education.