The aim of this paper is to synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education.

This paper is concerned with the methods and techniques used in adult education in order to allow the educator to successfully respond to suitable learning experiences on the part of the learner as well as to reinforce interaction between the learners.

Presents several views on how children and adults learn. Difference between children's and adults's learning; Nature and experience by which all learning is tested; Importance in recognizing the psychodynamic, emotional, and motivational dimension of learning.

Discusses the issue of learning and life age through the essential characteristics of learning in each of the four main life states, namely, childhood, youth, adulthood and mature adulthood. Description of learning in childhood; Learning potential of adults compared with children; Characteristics of adult learning.

Article discusses how the definition of adult education is gradually being changed to 'the art and science of helping maturing human beings learn,' in the U.S. Need to make learning opportunities available to part-time learners at times and places that are convenient to them and that provide easy entry and exit. Published in 1975 in 'Educational Leadership'

Traces the historical development of interest in and theories about the process of adult learning, proposing "andragogy" as a unifying theory for the diverse institutions, clientele and activities of adult education. Discusses theories of Eduard Lindeman, American and European philosophies, and contributions from the Journal of Adult Education. (AC)

In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.

All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process.

The number of students 25 years of age and older enrolled in higher education has been escalating over the past 50 years. What is higher education is doing to prepare for this growth? With adults constituting almost half of today's student body, it is important to consider whether the academy is prepared to serve this society of adult learners. The purpose of this paper was to examine the literature on andragogy in higher education to determine if higher education is serving this segment of nontraditional students.