Andragogical and Pedagogical Recipe for Instructional Design and Delivery in Institutional Programmes: Lessons and Options for Zimbabwe

The study made a comparative analysis of pedagogy and andragogy as models of teaching-learning in higher education institutional programmes. This stemmed from the background of a raging debate on what constitutes an effective model of design and delivery between pedagogy and andragogy in institutional programmes involving both traditional and non-traditional students. What is known in academia is that pedagogy and andragogy are instructional models that are employed in university teaching-learning. However, missing in critical analysis is the best model for institutional learning between the two and whether these could be considered exhaustive especially in the context of Education 5.0. The research examined the aspects of an institutional learning model that makes it effective and efficient. It also examined the perceptions of the professoriate and students on what they thought was the most impacting model between pedagogy and andragogy. The effect of Minimum Bodies of Knowledge (MBK) on learner, societal and developmental needs as well as the effect of government Strategic Educational Directives (SEDs) on the choice and impact of institutional model of learning were also interrogated. The study also looked into what constituted the connoisseurship of teaching in institutional learning. The participants included Chairpersons of Departments, lecturers and students from the University of Zimbabwe’s Faculty of Education, (n=24). Within the epistemological and ontological constructs of pragmatism, the study adopted a mixed approach and a sequential exploratory design. The study came up with five key findings. Neither pedagogy nor andragogy was most impacting, but the two were contextually effective. There was too much theorisation in institutional learning. Though pragmatic, Education 5.0 had compartmentalised education thereby relegating other academic disciplines to the peripheries of development. MBK were not being thoroughly done and were taking long to be reviewed to the detriment of learner, societal and developmental needs. The ineffectiveness of institutional learning could also be attributed to unqualified lecturers in the teaching learning of adults.