Abstract
This article attempts to clarify and stimulate discussion on some of the issues involved in the development of adult education and in the role of graduate programs in contributing to that develop ment. It is suggested that there is at present some confusion regarding the objectives of graduate study, and that this may be partially attributed to a failure to delineate the professional roles for which students are being prepared. As a basis for such a delineation the authors draw the distinction between adult edu cation as a field of study and adult education as a profession. From the interrelationships between the two facets, a model is developed for classifying the various roles in the profession. Identifying the specific competencies required for each role and determining the educational experiences which will develop these competencies are seen as the next steps prerequisite to the development of both the field of study and the profession.
Get full access to this article
View all access options for this article.