To learn a new skill, adults need to :

• understand why they need to learn it;
• see how it is used;
• fit it into existing knowledge;
• practice it ;
• review it ; and
• use it in ‘real’ situations .

• An adult learning environment must feel safe and non-threatening to the learners .
• Adults need to make decisions about their learning – participatory approaches include learners in program design and operation .
• Adults have a lot of background knowledge and experience that contributes to their learning.
• Learning is enhanced when educators and learners talk about strategies for learning new things and for overcoming difficulties .
• Adults need opportunities to develop critical thinking skills .
• Many adults learn experientially (learning through doing). They need to be active participants in the process of learning .
• Adults increase their literacy skills when they learn in a meaningful context .
• Good programs build on learners’ cultural background and language – which strengthens self-esteem and a sense of personal identity.
• Adult programs that are community-based and community controlled are most successful.
• Adults succeed in programs that are flexible – programs that draw on the strengths of each learner and accommodate learners’ needs.
• Learning to read and write takes time and a lot of practice . Learners and educators need to set realistic goals.
• All adults are gifted in some area. Everyone has talents to share .
• Learning happens by moving from the known to the unknown , from the concrete to the abstract.
• Adults’ learning is enhanced through group interaction, discussion and sharing .
• Adult learners need opportunities for taking risks and making mistakes.
• Adults’ lives are busy and complex. Programs that include intergenerational learning or family literacy allow learners to integrate school with their day–to– day lives.
• Enthusiasm about learning can be contagious.
• Adult learners have many different ways of learning . It is important to stimulate as many senses as possible and to give learners as many options as possible . Many learners prefer to watch – then do.
• Learners need encouragement and positive feedback.
• Adults need opportunities for independent work to lessen the sense of dependency that some learners may feel.