Community Learning Center (CLC) managers in East Java, Indonesia, lack a strong vision, mission and commitment to organizational development. The manager's limited insight in managing institutions and managing adult learning and mastery of managerial competencies. This study aimed to examine and analyze the condition of the managerial competence of CLC managers, describe the application of the functional training model and determine the effectiveness of the functional training model in strengthening the managerial competence of CLC managers. The data collection method used an experiment with a one-short study quantitative approach. The data collection technique uses tests, interviews, observations and documentation. The analysis technique uses the Pre-Experimental design type. There were no control variables in this study and the samples were randomly selected, so the design form used was one group pretest-posttest. The research findings show that the average managerial competence increased (2.48) and the average score increased from (7.16) to (9.64), with a lower standard deviation from (2.75) to (2.16). The value of the standard deviation and the smaller the variance value, the better, meaning that the distribution is more homogeneous. The application of the functional training model is very effective in strengthening managerial competence for CLC managers, as evidenced by the results of the t-test that the t-count value is (-14,218) with a Sig-2 tailed value <0.05, meaning that there is a difference in the results of the pretest and posttest, which proves there is a significant relationship. There is a significant difference between the functional training model and the strengthening of the managerial competence of CLC managers. Recommendation: CLC managers must receive competency training, especially managerial competence.

College students are adult learners who are currently faced with various challenges in education 4.0.  The MBKM curriculum policy in higher education is one of the products of education 4.0 issued by the government to give students three semesters to implement learning activities outside the campus.  This study aims to describe the phenomenon of Application of Andragogy Principles in MBKM-based Hybrid Learning at Narotama University. The method used in this study uses a mixed method which is a combination of quantitative and qualitative approaches. The subjects and objects of this research are students who are implement MBKM lecture activities at Narotama University. Data collection techniques used in this study were documentation, observation and questionnaire.  The results of this study show that self-concept, accumulated experience, readiness to learn, haste to utilize learning outcomes, ownership of experience and digital-based learning abilities are andragogy principles that are realized by students as adult learners throughout the course of Hybrid Learning through MBKM-based (Elina) at Narotama University.  Another important finding related to the principles of andragogy realized by students is the decreasing level of learning effectiveness because Elina as a hybrid-based MBKM learning medium at Narotama University does not involve mental and physical activities so that it has an impact on student learning motivation as adult learners.