• Teachers must be familiar with the methodology of adult teaching used (discussion, group work, individual work, seminars with tutors, lectures). Adults make a conscious decision to learn – for example, to up-skill or for personal development .

• Adult education programmes should respond to the demands of the market-place

• Programmes should be flexible in terms of time, place and pace.

• Adult education programmes should widen the learners’ knowledge of the subject, give practical knowledge, provide new skills and provide an opportunity to update existing skills and knowledge, so that they can meet the challenges of the changing demands of the labour market.

• Adults need to develop skills related to new fields of study such as information technology, and to have these valorized in programmes of further education and re-training. To be effective programmes should build links between adult learners' existing skills and experience and the new skills required.

• Assessment should map performance and personal development for the adult students and should help to identify deficits or gaps in knowledge or skills.

• Understanding the adults learning style is important. The choice of the learning method/media is more effective when the learning style is known.

• The learning style reveals strengths and weaknesses within the individual’s problem solving process and can help determine what kind of development strategy can be used.

• The learning style used by the teacher will be determined by the curriculum, the delivery method used and the learning culture of the particular country.

• When planning an adult educational training programme, the specific needs of the adult learner need to be taken into account.