What differs from school provision.
WHAT ADULT LEARNERS BRING
Experience Clear motivation, usually Limited time Impatience with irrelevance
WHAT THEY EXPECT
Content they can apply Respect for their existing knowledge Practical relevance Flexibility around work
WHAT THAT IMPLIES FOR DESIGN
Shorter sessions Application over theory Examples from their own context
WHAT TO ESTABLISH BEFORE DESIGNING A PROGRAMME
What learners need to be able to do afterwards.
HOW
Ask them, and ask employers.
WHAT DRIVES ENROLMENT
Career outcomes Certification that employers recognise Reputation
WHY RECOGNITION MATTERS
A certificate nobody values does not justify the fee.
WHAT TO ESTABLISH ABOUT ACCREDITATION
Whether it is available, what it requires, and whether employers value it.
WHAT CORPORATE TRAINING REQUIRES
Different selling: to the employer, not the learner
Scheduling around operations Evidence of outcomes
WHAT EMPLOYERS ASK FOR
Proof that it changed anything.
WHAT TO PROVIDE
Assessment before and after, where practical.
WHAT THE ECONOMICS DEPEND ON
Class size and delivery cost.
WHAT TO WATCH
Programmes running below viable numbers.
WHAT TO MEASURE
Completion Learner outcomes afterwards Repeat business from employers
