· Life Experience

Learners have accumulated a foundation of life experience and knowledge that may include work-related activities, family responsibilities and previous education. They need to connect new learning to this existing knowledge and experience base. It is important that these adult experiences and capabilities are fully acknowledged.

· Goal Orientation

Instructors must clearly demonstrate to program participants how each part of the program has been designed to assist them to attain their personal goals.

· Relevancy

Learners need to understand the reason for learning something. Instructors need to collaboratively develop learning objectives with individual participants at the beginning of the course and be prepared to revise them as the course progresses. Such objectives used as a dynamic rather than static mechanism promotes relevancy of content and instruction and ensures accountability.

· Practicality

The adult learning literature suggests that adults are frequently motivated to learn by the desire to achieve a specific task or acquire a skill that has a practical function in their lives. Learners need not necessarily be interested in knowledge for its own sake. As such, instructors need to explicitly demonstrate how the topic being taught will be useful to the learners.

· Respect

Instructors must acknowledge the wealth of experience that adult participants bring to the classroom. Learners must be regarded as equal partners in the educational process and be encouraged to freely express their opinions in class, one-on-one sessions and at key points during the program. Learners should also be given the opportunity to provide feedback to the instructor and see this input acted upon in revising and modifying course content and instructional strategies.

· Self-Esteem / Confidence

Issues of self-esteem and confidence are deeply personal and sensitive , and, as such, can cause people to become defensive and embarrassed. It is therefore imperative that instructors are aware of the potential learning barriers that these issues represent and act appropriately. Being disillusioned with the education system and demoralized by the lack of constructive support can potentially prevent individuals from accessing appropriate services and claiming their right to support and assistance. The attitude of others may result in low expectations, teasing and rejection. It is critical that instructors are sensitive to these issues and work to build confidence and promote self-esteem.