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In this report I will be going over the importance of training and education within the military, and how they both play very important roles to not only leaders, but the service members within our ranks. The military is constantly training and, we train as we fight. However, before soldiers train, they must be well educated in all areas in which they will be training. Proper education is the key to proper training. I will also discuss the importance of becoming better educated while serving in the military, as it will make transitioning back into the

Second, the Army is governed by two related ethos. On the first day of initial training Soldiers are taught the importance of the seven Army values and begin to memorize the Soldier’s Creed. Like doctors and lawyers, “the military is an expert group, charged by its client to conduct work governed by a professional ethic” according to Lieutenant General Robert Caslen. A recent study commissioned by the Army found that 93% of Soldiers share their personal with the one set by the Army. Again, according to Caslen “the Army Values have sustained our institution through some of our most difficult years and will continue to be the foundation of our profession.”

Valley Forge Military Academy & College (VFMAC) is an institution that has adapted the military model in offering studies. A military model is an arrangement that an organization uses to achieve its key goals through the application of key values that are used within the military. The adopted values include culture and the lifestyle that is practiced by the military. The military is applied as the major means through which leaning is offered. Some of the ways through which the military concepts are applied include; creation of an orderly and excellent atmosphere where learning takes place. Creation of a structured system that is efficient in carrying out studies. The system also plays a significant role in the development of various policies within the organization. Within the system, students develop a high level of responsiveness in society. That is mainly because they are offered an opportunity to practice the virtues of organization and high quality leadership skills. The skills are of great significance once the learners get out of the school. That is mainly because they have been taught on the various aspects of becoming a responsible citizen (Speelman, 2010).

Which clarifies why Malcolm Knowles first started marking his work in grown-up training as andragogy in the late 1960's (Knowles,1980). Knowles found through his work with grown-ups that educators expected to think about the real premiums of learners as opposed to concentrating on what teachers accepted were learners' intrigues (Carlson,1989). As Knowles would see it (1980; 1984) the best instructive encounters were helpful, guided cooperations between the instructor and learner with numerous accessible assets. Amid these encounters, the educator manages the learner to build up his or her own potential (Carlson, 1989). Taking into account his own perceptions Knowles (1980; 1984) added to an arrangement of five suppositions that concealed his idea of andragogy.

Houlihan (2003), believes that military practices are important to learning. In his research, Houlihan found that what happens in the classroom is critical and that how a teacher teaches is important (Wenglinsky, 2000). Houlihan is lead to believe that teacher effectiveness outweighs all other factors, such as class size, socioeconomic status, and gender – and that these can all be conquered by direct instruction. This is easy to disagree with, especially in accordance and agreeance of the Australian Professional Standards of Teaching (APST) which clearly outline teachers should “know the students’ and how they learn” (APST, 2015). This emphasises the importance of catering for diversity; an essential when it comes to being an effective teacher.

Furthermore, using a variety of formative assessments helps pinpoint what the student knows and what they need to learn (Walle, et al., 2013). This data can be used to make instructional decisions, pace lessons, evaluate the effectiveness of a lesson and the strategies used to teach a concept. They also guide the type

There are different theories that have been applied to understand and help adults learn more effectively. Andragogy and experiential learning are being discussed individually in this paper to capture the essence of each theory in being practiced and applied. Once an understanding is obtained, I will then evaluate and try to apply these theories to my own life to help get the most out of the time I have and college and the rest of my life.

There have been several theoretical approaches to adult learning which have proved to be beneficial for the research on adult learning. Some of the frameworks have helped researchers think about practices across various contexts of adult learning. Andragogy is arguably the best-known of these theoretical approaches. Malcolm Knowles is credited with bringing this framework to attention. Andragogy has been broadly debated by scholars, but still remains one of the most enduring and widely cited theories of adult learning (Merriam, 2001).When it comes to learning, andragogy assumes: adults need to know why they need to learn something; adults need to learn experientially; adults approach learning as problem-solving, and, adults learn best when the topic is of immediate value. These assumptions can be defined as theories of learning.

According to Merriam, Caffarella & Baumgartner, (2007), andragogy is a European concept meaning “the art and science of helping adults learn”. (p. 84) It is based on six of different assumptions about the adult learner (Merriam, Caffarella, & Baumgartner, 2007, p. 84). Andragogy is important for not only the adult learner, but the adult educator as well. It is important to adult educators because it helps them with setting a proper climate for their students, helps get the students more involved in their own specific needs from particular classes, and it gives the student and teacher mutual respect (Wood, unknown). By having mutual respect in a teacher/student relationship, it helps students the

Andragogy is the study of the art and science of how adults learn (Reischmann, 2000). The military is comprised of adults that must be constantly trained to the highest of proficiencies in combat and non-combat supporting roles. In the military, the personnel responsible for conducting training are noncommissioned officers, which are soldiers between the ranks of corporal and sergeant major. Noncommissioned officers must know their soldiers and be able to train them to the high levels of efficiency required to successfully conduct their missions. Noncommissioned officers must practice and use andragogy regularly to continue training junior soldiers.

Many people think that andragogy is a theory of adult learning, Merriam, Caffarella, and Baumgartner in 2007 indicated that it is actually more of “an enduring model for understanding certain aspects of adult learning.” (p. 92). This “enduring model” is important to the study of adult learning, nevertheless, because it is one of the most well known, and was instrumental in a profound way in changing and improving the way people approach adult learning. Malcolm Knowles first introduced Andragogy in 1968 (Merriam, Caffarella, Baumgartner, 2007). The authors of the text also lay out six different “assumptions” or ways of the model, and those area as follows:

When andragogy was effectively introduced by Malcolm Knowles (1970) to the American educational system, it was welcomed as an appropriate counterpoint and proved immediately successful. Previously, the focus on the child 's learning was so dominant that few psychologists had considered that adults might be able to learn (Merriam, 2003). The possibility that they might learn well but differently from children rested upon the then surprising notion that adults too continued to develop psychologically, intellectually, and emotionally. This differentiation between adult learners and younger learners is the key component to andragogy, as it focuses in the idea that adults require attention as a whole person with specific developmental needs in a different manner in which children do. Therefore, in contrast to the concept of the passive child who is receptive to the teacher 's transmission of knowledge, the adult learner

Since its appearance on the U.S. education radar screen 40 years ago, andragogy has challenged the design and execution of adult 24 educations. It emphasizes the need for the adaptation of long held education theories to meet adult-specific learning needs (Knowles, 1990). Andragogy has prompted scholars and practitioners alike to question the assumption that a pedagogical approach is appropriate in every learning situation. It has also called into question how education is delivered to students.

“Andragogy is based on a number of assumptions about the adult learner. The European…meaning “the art of science of helping adults learn,”…” (Merriam, Caffarella & Baumgartner, 2007, p. 84) Adult learners need to have the ability to be self-directed, to be accepted as a peer, to have their experiences acknowledged, to have assistance and respect from the instructors, staff, and colleagues. Adult students do not learn the same as younger students because experience and past knowledge has formed a great wealth of wisdom in the adult’s informational range. Adult learning is in direct relation to the knowledge gained by the adult students.

The systematic theory of adult education (Knowles, 1970), andragogy (the art and science of helping adults learn) employs an analysis of the adult learner to generate learning and teaching techniques and curriculum guidelines. It expands on both how and what adult learn.