Andragogy means adult education. According to Malcolm Knowles, andragogy is the art & science of adult learning thus andragogy refers to any form of adult learning. It is seven learning styles of adult learning. 1) Visual 2) Kinaesthetic 3) Aural 4) Social 5) Solitary 6) Verbal 7) Logical. In this learning styles adult need to focus more on the process & less on the content. So the teacher use effective strategies for teaching adult learners like learner’s life experience, story telling, breakup information, feedback in the moment of need, visually stimulating & questions & discussion.

National Education Policy 2020 launched by the Government of India opens up new avenues and areas for discussion in the academia. In a densely populated nation like India, New Education Policy 2020 serves the purpose of educating the adults and introducing new certificate and degree courses as per the demand of the time. Of course, institutes of higher education should form new syllabi and introduce new courses for the adults that can make them self-reliant. Andragogy and skill development programmes go together. In fact, Pradhan Mantri Koushalya Vikas Yojana is intended for catering certificate courses to the unemployed youth that can get a job or they can be self-employed. In the era where the formal school education becomes non affordable for the marginal classes, NEP provides them to get minimum qualification and enter the employment market successfully. The present paper attempts to examine Adult Education and Skill Development in the light of NEP 2020.

Objectives of nation are achieved through education. For completion of objectives of nation curriculum is necessary. Curriculum is different for different standard. Curriculum and syllabus are two different things. Curriculum is systematic Arrangement of some subjects and some units. The curriculum at primary education level, Secondary education level, higher education level is different. Curriculum is the educational plan that gives the definite direction to educator. In curriculum practical’s, theory, curricular activities, extracurricular activities are included. Curriculum mapping is the process through which curriculum maps are developed. Andragogy means to understand science and practice of adult learning Andra means adult. Curriculum mapping as a Andragogical Practice in higher education is very important. Adult learning principles gives the analysis and synthesis of adult education. Andragogy gives the learning style of adults in higher education. Andragogy or Adult learning theory developed by Malcom Knowles. This theory based on following factors. 1) Independent learning 2) They take their own decisions 3) Self driven The basic principles of Androgogy are: 1) Self concept: Adult learners have self concept. They are self directed and they are Independent. 2) Experience: Learning with the help of experience is very effective method. Adults learns From their previous experience 3) Ready to Learn: Adults are self motivated to learn. They know the uses of learning. 4) Immediate Application: Adults take immediate Application for learning They belong task oriented, life focused and problem solving. 5) Motivation: Adults are self motivated to get knowledge of learning. They try to get good and proper knowledge. 6) To know need of learn: Adults learner know the need of learning. They also know the value of what they are learning.

Learning is the core of education. In the era of knowledge and technology lifelong learning is necessary.. For lifelong and continuous learning Androgy is the platform. As education is interdisciplinary, so the andragogy. Brain is the site of learning. so researches in neuroscience has the vital impact on education in general and learning in particular. How adults brain learns, functions and characteristics of it helps andragogy. Many important research results in neuroecience about neurogenesis, neuroplasticity, neurotransmitters, BDNF, synaptic pruning in adult brain proved vital use in androgogy to design learning program, instructional designs, and models for learning of adults

NEP 2020 promotes democracy in all faculties in education including those of adult learning and lifelong learning. In so doing, the policy advocates for equity and total inclusion. However, good as it may sound, achieving equity and total inclusion are end goals that have to be achieved through some challenging proceedings, dealings and endeavours in a nation grounded in the believe of caste system. The proceedings, endeavours and dealings to achieving total inclusion and equity in education have not been explicitly elaborated in the policy document hence leaving room and opportunity for scholars, researchers, etc to make a contribution. For this reason, this paper intends to analyse how human rights promotion could be utilised as a catalyst to promote the six principles of andragogy in the context of the oppressed lower caste students in high education institutions (HEI) in India. The paper does so by evaluating secondary literature on; the complexities surrounding the status of lower caste discriminations in high education institutions in India. It tries to bring to light how low caste students are discriminated in some high education institutions in India making it difficult to excel and to complete their studies successfully. The paper concludes that human rights promotion could be used in achieving andragogical teaching and learning

Each individual is different in various aspects of their life which includes physical, social, Intellectual and emotional as well. They have different needs as differences present among them, but it is not paid due attention in our education system. They all are considered as same pearls of a single necklace. It is very important for teacher to know the individual difference present in students. If it is not paid attention, child gets deviates from the regular teaching learning process. Teacher should understand the intelligence of each child and accordingly teacher has to use various methods, techniques and approaches in his/her teaching process. In Two Year B.Ed.curriculum the curse structure offer a comprehensive coverage of themes and rigorous field engagement with the child, school and community

The introduction of learning technology and so the dynamical work recently increased the importance of adult learning. However, there comes the matter of motivating adult learners. There are a unit variety of things that exchange the because of motivating adults to start learning. the thanks to inspire Adult Learners Adults, in distinction to children, teenagers and students, in most cases, have plenty of things on their minds and your eLearning course is probably the last one of them. in addition, your adult learners don't see the rewards of their efforts as rapidly as they'd expect, and giving them candy doesn't work as a result of it works with children

Successful carrier in high tech world depends on numerous factors similar as Education, need of profession and so on. Advanced Education deals with adult learners having their own requirements and choices. It’s necessary to fulfill the requirements and prospects of learners. The use of Educational technology enhances the tutoring literacy process of Education courses. But for that perfect preparation of innovative andragiogies is needed. To make this possible certain skills should be tutored to the scholars.

The art and science of adult learning were described as Andragogy by Knowles. Almost two centuries ago it was first assumed that adult learning can be similar to child learning i.e., pedagogy. But it soon became apparent that adults respond differently as they accumulate experiences and choose their own fields to study. A German grammar school teacher named Alexander Kapp in 1833 was the first to use the term andragogy, which means man-leading in Greek. He used it to refer to the normal process by which adults engage in continuing education and to describe the educational theory of the Greek philosopher Plato.

teaching- learning process has traditionally been considered as a pedagogic relationship between the teacher and the learner. Also, in higher education it was mostly the teacher who decided what the learner needed to know, and instead how the knowledge and skills should be taught. In the field of higher education, Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach known as Andragogy, provided learner-centred ways for improving educational methodology by considering how adults learn. Andragogy meets the needs of the learners to a great extend; it has still some gaps in terms of self-determination which is an essential skill in the 21st century. It is inevitable to go one step beyond Andragogy termed as Heutagogy (Hase & Kenyon, 2000). A learning process of the 21st century requires dynamism and continuous innovation by the learner. There is a need for a new set of principles and practices that may have applications across the whole spectrum of education and help an adult to become a lifelong learner. With the existing environment being highly unpredictable, it is important for an adult learner to possess an ‘all round’ capacity which is centred around self-efficacy, knowing how to learn, being creative, the ability to use competencies in familiar as well as novel situations and the most important is working with others to use collective intelligence. The study is to comprehend the significance of Heutagogy in present day higher education.

Adults only learn efficiently when intrinsically motivated to master a specific skill or body of knowledge. They have a pragmatic learning approach and want to know how it will suit their present and future requirements. The learning objectives, learning style, and learning application are unparalleled. Adult learning enhances a dynamic and collaborative interface of reconstructed information that concurrently interfaces with internalizing external imprints of knowledge captured by various means. Stimulators of knowledge are faced with the Herculean challenge of conditioning the adult learners' minds since they must simultaneously foster a desire to study and augment the adults' knowledge base with innovative and novel techniques. The unidirectional knowledge flow that characterized conventional classroom teaching methods has already been challenged and overturned. Presently, lecture halls are furnished with technological tools to assist lecturers, whose clever approach and use of the tools bring out the learner's potential and promote interactive learning in lecture halls. With an andragogical approach, students are expected to make more in-depth connections between the supplied theory and the real-world situation. Innovative teaching methods encourage students to broaden their horizons beyond the expected job path and investigate the many avenues open to them. The paper presents innovative approaches to andragogy in contemporary higher education, especially engineering education

The term "gamification" is used to describe the practice of incorporating game elements into non-game contexts for the purpose of improving performance. It has been demonstrated that using gamification to improve students' learning outcomes is both an effective and motivating strategy. In this paper, we assess how well the online gamified application Kahoot helps students learn and retain information. Kahoot encourages students to participate actively in a topic test, leading to higher scores on successive assessments. Students in a Python for Data Science class took two Kahoot! quizzes, and the results showed that, overall, the technology helped them learn and improve their performance.

Malcolm Knowles was the pioneer theorist in the field of adult learning .He identified the following characteristics of adult learners: 1) Adults are autonomous and self-directed. 2) Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. 3) Adults are goal-oriented. 4) Adults are relevancy-oriented. 5) Adults are practical, focusing on aspects of a lesson most useful to them in their work. 6) Adults need to be shown respect. So, Motivational Techniques for Adult Learners are important. Adults, unlike children, teenagers and students, in most cases, have a lot of things on their minds and learning course is probably the last one of them. In addition, adult learners don't see the rewards of their efforts as soon as they would expect, and giving them candy doesn't work as it works with children. Also, academic habits, once possessed are also long forgotten. Last but not the least , a lot of the learners are often forced to take on Learning course to enhance their skills, keep their job, get a job, or continue further with their career plans. All this makes it difficult to motivate learners and make them active participants. Here are some Tips to Motivate Adult Learners that can be tried upon.

The present study is aimed at studying the B.Ed. learners reflections on Andragogical skills of distance education tutors. It is conducted on a sample of 100 learners of in-service teacher education program (B.Ed) of Yashwantrao Chavan Maharashtra Open University Nashik who were studied at S.P.S.College of Education Sangli. Questionnaire technique is used for data collection. For Conducting the present study survey method is used. The sample of the study is selected through convenient sampling technique .The obtained data are analyzed by using the statistical techniques like percentage.

The concept of andragogy was proposed by Malcom Knowles and stated six basic principles: i) need to know, ii) experience, iii) self-concept, iv) readiness, v) problem orientation and vi) intrinsic motivation. etc. As per the cognitive development theory, the adults are enough matured and very well-developed abstract and logical thinking. As dealing with adult learners the teacher has to take into consideration the principles of andragogical practices in the context of globalization and NEP 2020. It’s an urgent need of an hour in the context of Indian education system, wherein NEP 2020 proposed research universities, teaching universities and college centre universities, the researchers made an attempt to proposed andragogical practices in terms of teaching learning methodologies like; team based learning, case studies, reflective disclosure, debates, cognitive apprenticeship, role play, portfolio-based learning, neuroplasticity etc.

Andragogy generally focused on teaching-learning and evaluation process of adult students. Androgogical principles are self directed, Readiness to learn, Internally Motivated, Study Habits, Abilities, Problem oriented. Adults learning is a part of being an effective instructor involves understanding how adults learn best. Adult learning is a relatively new area of study. The field of adult learning was introduced by Malcom Knowles. In the present study researchers had made an attempt to find out student perception and departmental at practices with reference to andragogical practices conducted by the postgraduate students. A majority of student responded that exploring new topic, interaction and discussion in group, to learn through multidisciplinary approach, aware new technology to keep update by self, accept challenges in own life, set own goal and contribution for human welfare, relate new knowledge with previous knowledge, for learn quickly new skill, for comfortable doing work with friends, aware own ability and explore by own self. A majority of student responded internally motivated of androgogical practices.

Engineering Education in India is passing through turbulent times. It is seen that since 2018 the admissions for core branches such as Mechanical Engineering, Civil Engineering and Electrical Engineering is quite less compared to Computer Science and Engineering . Currently the supply of seats in engineering institutes exceeds the demand of seats. Institutions are unable to cope up with this sudden change and have reduced their intake in core branches or have altogether gone for closure of these branches over the last four years. Employability is one of the critical component for admissions. As the economy of nations boomed the demand for automation in manufacturing, use of Artificial Intelligence, machine learning has taken a quantum jump and the major IT companies over India had large hiring in these four years. In this work, the issues faced about employability of engineering graduates have been viewed from androgogical perspective and brainstorming was conducted with the stakeholders to arrive at the various issues ahead and the way to address the same. 26 measures were suggested by the various stakeholders be in alumni, parents, employers, training organizations, faculties. Google form was sent to the faculty members to solicit their opinion on the 26 points and Lickert scale of 1-5 rating was used to get the responses. Responses for 40 respondents (covering 6 Indian states) are analysed and the results are quite similar. 90% respondents agree that setting of new high tech labs and training for skill development, placement opportunities (Robotics, 3D Printing, Total Station QGIS, Revit, Sketch up), Functional MoUs with industries can help improve employability (with 70 % strongly agreeing). 90% respondents agree that finding out good sincere students (10-20%) i.e. segregation and grooming them in their field of interest, future plans can improve the knowledge, skill, attitude (KSA) for employment (with 50% strongly agreeing). 90% respondents agree that Self discipline /self management among students, attendance in college and responsibility in learning impact KSA of students (with 50% strongly agreeing). These responses are indicative that institutions need to align themselves in the changing times to make their students employable.

In contrast to other educational theories, Andragogy makes use of the adult learners own life experiences to teach and facilitate learning. Andragogical techniques work best when they can be used with ICT which foster self-directed learning in the form of collaborative and experiential learning environments. When using ICT tools in Andragogy, the principles of Andragogy should be considered.ICT tools are used to provide the resources and learning materials required to motivate adult learners. There are numerous platforms that offer free apps, books, and video content which assist adult learners in their learning environment. During COVID-19 crisis ICT tools help adult learners to continue learning without facing much difficulty throughout the pandemic. This paper focuses on the essentials of ICT in Andragogy for adult literacy.

In a developing and technological age like India, there is a need for a mature education period. Because in the current situation, many trained people in the country are not aware of technology, it is very necessary in the current situation for the government to provide education opportunities to the adults living in Khadegaon in India. In India, women and men living in rural areas have been deprived of education for many years due to agriculture as their main occupation and animal husbandry as their secondary occupation. The new Bharna implemented by the government should reach every village in the country and every person in the village is the current situation. Researchers have used many secondary sources to research the same. The program is based on the assumptions that illiteracy is a barrier to personal development, that education does not end with school but continues throughout life, that working and living are inseparable from education, that through literacy and action the illiterate poor can lift themselves out of poverty. Most of the people in our country are illiterate who are poor, unemployed, who are socially wronged and who do not reach the benefits of national development. If they become literate, it will help in eradicating their poverty and unemployment. Therefore, imparting vocational education through adult education program becomes necessary. These things are meant in the National Adult Education Programme. The objectives of the program were defined as literacy, awareness and functionality. It was decided that 10 crore illiterates should be included in this program in the five years from 1978-79 to 1983- 84 and for this purpose a provision of Rs.200 crore should be made in the budget of the central government.

Many arguments related the education of children and adults have existed for a long time. Methodology for studying and teaching is an educational tradition passed down from generation to generation. In that is a change between schooling and adult (distance)education. Two different groups are assumed to be learning under the same philosophy. However, in 1970, Malcolm Knowles developed a well-known concept called andragogy to meet the specific educational needs of adult students, and this concept has been adopted by teachers in various disciplines in the education sector around the world. Andragogy as stated by Malcolm Knowles is established on 6 assumptions- (1) the need to experience, (2) self-concept of the learner's, (3) the part of the learn- ears’ experiences, (4) readiness to learn, (5) orientation to learning, and (6) motivation. This paper presented information about the application of 21st century Andragogy skills for Numismatics study. 21st century Andragogy skills- While the particular skills considered to be “21st century skills” may be explained, classified, and resolute differently from character to character, area to area, or academic to academic, the term does reflect a general. Knowledge, work habits, skills and character traits are briefly explained in 3 categories of 21st century skills.: A) Learning skills- i. Critical thinking, ii. Creativity, iii. Collaboration, iv. Communication, B) Life/ Personal skills - i. Flexibility, ii. Leadership, iii. Initiative, iv. Productivity, v. social skills and C) Literacy skills- i. Information literacy, ii. Media literacy, iii. Technology literacy etc.

Adult education programs have been started in many universities in our country and abroad. These programs are based on the specific needs of the individual and the community. Most of those courses are designed to learn the subject only; Students are not examined and degrees or diplomas are not awarded. According to modern education experts, children do not accept forced education but rather observation and thinking conclusions are drawn for them. Education is to bring out the latent intelligence in man. Education is and still is considered as an important part of mental, intellectual, physical and moral development. An important phrase in education is that you cannot take something without giving something. According to this rule, the development of children is not automatic; it requires special knowledge and experience.

Malcolm Knowles (1980) popularized the concept of andragogy. It is an Art & Science of helping Adults learn. He stated a set of assumptions about adult learners namely, that the adult learner: Andragogy is premised on four assumptions regarding the characteristics of adult learners that are different from the assumptions related to characteristics of child learners. As the individuals grow, their self-concept undergoes a transformation from that of being a dependent personality towards one of being a self-directed human being. The individuals accumulate a growing reservoir of experience that becomes an increasing source of learning.

Adults learn effectively when they have strong inner motivation to develop a skill or get a particular type of knowledge. They are practical in their approach to learn and wish to learn how it would serve their current and future needs. Adult Learning enhances a dynamic and collaborative interface of knowledge and knowledge captured in multifarious ways. 1.To find out Androgogical Thinking Process of the B.Ed. M.Ed. (Integrated) and M.Ed. student teacher with reference to Learning Experiences. 2.To find the opinions of B.Ed. M.Ed. (Integrated) and M.Ed. student teachers with reference to pedagogical methods used by the facilitator. For the fulfilment of the objectives all student teachers were selected from Department of Education, Shivaji University, Kolhapur by using convenient research sampling. The researcher used opinionnaire including 19 statements to collect data. Collected data was analyzed by using suitable data analysis tool and conclusions are drawn as per the objectives.

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