The concept of Andragogy is considered as extremely vital, and is hence described by several authors as the science of adult learning (Knowles, Houlton, & Swanson, 1998). According to Knowles, the term Andragogy can be defined as "the art and science of helping adults learn" (in Melick & Melick, 2010, pp. 109)
The theory of Andragogy is based on six underlying assumptions which state that, adults must have an understanding of their need to learn; they must assume responsibility of their actions and decisions; they must possess credible experience which in turn can be applied to learning and education; they must show readiness and eagerness to learn and finally, they must give utmost significance to learning, and motivate themselves based on their own internal pressures (Knowles, Holton & Swanson, 1998).
The concept of Androgogy helped in differentiating self directed learning among people belonging to different age groups. The assumptions laid down by Knowles were used to create a model of adult learning whereby, it was suggested that the manner in which adults learn is drastically different as compared to that of a child. Adults are relatively more independent in nature hence the classrooms for adult learning must be designed accordingly, keeping in mind the needs of the learners, both physical as well as psychological. Knowles was of the view that since adults are independent enough to manage their own lives and they must be competent enough to assess and analyze their own learning needs and the modes of teaching used to facilitate such learning (Rubenson, 2011).
The development of the concept of Andragogy has significantly contributed to the field of adult learning, fundamentally by enabling a differentiation between pedagogy and adult learning. The fact that adults learn differently as compared to children has been well established by several studies. Adults are self-learners while children need to be taught and motivated to learn. The practice of adult