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Pedagogy and Andragogy in Higher Education — A Comparison between Germany, the UK and Japan
Author(s) -
YOSHIMOTO KEIICHI,
INENAGA YUKI,
YAMADA HIROSHI
Publication year - 2007
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/j.1465-3435.2007.00289.x
Subject(s) - andragogy , pedagogy , lifelong learning , attendance , adult education , sociology , higher education , mode (computer interface) , psychology , mathematics education , political science , computer science , law , operating system
This article analyses the kinds of pedagogical approaches in universities that are provided for young and mature students and produce relevant outcomes for them in Germany, the UK and Japan. Andragogy is a concept of pedagogical approaches for adult learners in lifelong learning, but it should be empirically examined now in higher education in relation to assessment of the outcomes of education. In this article, with the help of the CHEERS graduate survey data, different learning experiences, institutional pedagogical orientation and provisions of universities are classified and examined in the pedagogy mode for young students and the andragogy mode for mature students. Freedom of choice, independent learning, practical emphasis and libraries are elements of the andragogy mode for the mature students and class attendance, contacts with fellow students and teachers and teaching quality are elements of the pedagogy mode for the young students. In Germany, both the pedagogical mode for the young and the andragogy mode for mature students are more developed than in the UK and Japan. Then, policy and theoretical implications are discussed.