Considers the nature and motivational drives of the adult learner and some of the reasons he begins and continues in a renewed educational adventure. (HD)

Author states that learning is behavior modification and discusses several principles of adult education and training which he has found useful in adult training programs. These include planning, organizing, a variety of activities and methods, involvement of the learner, and followup. (MF)

Through the use of two propositions, the author presents his perceptions of how effective teaching/learning transactions in the adult learning process can be effected. Discussion also covers the job of the developer and trainer, and certainties about the learning process. (SH)

Findings from research on adult learning abilities and patterns are summarized, with examples of their application to the operation of the Manitoba (Canada) New Careers training program. The author stresses that adult education materials and experiences must be relevant to the real life concerns, backgrounds, and environment of the adult. (MF)