Knowledge and Skills for the Adult Educator: a Delphi Study

Abstract

A Delphi study attempted to assess the knowledge and skills which would be needed by adult educators of the future in successfully fulfilling their roles. The sample population was 141 university professors of adult educa tion from the United States and Canada who completed a series of four questionnaires. Significant data for the study included 101 skills and knowledge statements, modal consensus as to the priority of the statements, and minority opinions from those persons who did not join consensus. Rated most highly were "skill in diagnosing educational needs of the in dividual," "skill in continuous self-improvement," "skill in communicating," "skill in encouraging creativity," and "skill as a compe tent instructor." Examples of most highly rated knowledge statements in cluded, "knowledge of the ever changing nature of the adult and his needs," "knowledge of himself," "knowledge of the process of change," "knowledge of the principles of adult education," and "knowledge of learn ing theories in practice." Higher rated skills and knowledge were found to fall into six general categories: the adult educator, the field of adult education, the adult learner, the adult educational environment, programming, and process. The study also elicited opinion as to the type of learning experiences that would be most effective in gaining the skills and knowledge which were rated as "highest priority."