Andragogy makes the following assumptions about the design of learning:
	1.      Adults need to know why they need to learn something Can create difficulties if teaching to a syllabus, or a student doesn’t have a clear idea of what/why they are learning – “I wanted to know a bit more about computers” is very hard to teach.
	2.      Adults need to learn experientially
	3.      Adults approach learning as problem-solving Seen when people learn new program – they create little experiments to work out behaviour, even when program behaviour is well documented.
	4.      Adults learn best when the topic is of immediate value cf Rogers’ relevance criterion
	In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader.