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1. Experience Sharing Circle: An icebreaker where students share relevant personal experiences.

2. Photo Storytelling: Sharing and discussing photos of significant people in their lives.

3. Reflective Discussion: Group reflection on the shared experiences and their relevance to the lesson.

4. Experience-Based Problem Solving: Applying personal experiences to solve a given problem or scenario.

5. Peer Feedback: Encouraging students to give constructive feedback on each other's stories and solutions.

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We can start by sharing our own real life examples to encourage the students to do same from their side. We can also encourage open discussions where learners can share their experiences related to the topic. We can also share a case study to encourage them to share their own perspective.

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Teaching theory at the beginning of the lesson and then doing practical activities. These include role play and case studies. Students also learn skills that they can apply by participating in simulation activities. Then we could do a reflection/evaluation about the practical activities.

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Motivation and Purpose

Understanding personal goals: Adult learners must identify why they want to take a TVET course—whether it's for career advancement, skill development, or changing careers. This motivation often fuels persistence and engagement throughout the course.

Commitment: TVET courses often require hands-on learning, and adult learners should be prepared for both theoretical study and practical application.

Technological Readiness

Digital literacy: Many TVET courses use technology for teaching and learning. Adult learners should be comfortable with basic computer skills, internet research, and using software relevant to their course (e.g., design programs, simulation tools).

Online learning tools: If the TVET program has an online component, learners need to be familiar with platforms such as learning management systems (LMS) and digital communication tools like video calls or forums.

Time Management and Balance

Juggling responsibilities:

Learning Strategies

Physical and Mental Health

Cultural and Social Awareness

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Adults need to know:

the relevance of what they are learning and the relevance of the content

the expectations of them

the content is applicable to their expectations

how they will learn (self directed etc)

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natural desire to be in depended

different meaning for different age groups and desire

offering different task

offering leadership groups

sharing knowledge and stories

including real world scenarios

balanced learning between self task in their learning journey

the need to learn in guided/ independence

setting clear expectations for independet tasks

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Making the course relevant to the students 

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Making the course relevant to the students 

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Adults are driven by internal motivators, such as career growth, personal satisfaction, or problem-solving. Their learning is voluntary and often goal-oriented.

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Adult learners learn best when they can immediately apply what they have learned to real-life situations.

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Adults are more ready and willing to learn things that are relevant to them, which will help them cope effectively with real-life situations. When we provide irrelevant information, they are less likely to engage.

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Adults like self-direction. As people mature, they become more independent learners. Adults prefer taking charge of their own learning journey, similar to how we have established these sessions by providing pre-work, to help guide your learning throughout the program.

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Adults come into a training situation with a great deal of ‘life’ experience. Draw on this experience and use it as a learning resource.

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Adults need to know why they need to learn something before they learn it. Consider this when giving instructions or delivering information. ​