Description:- Adult educators, who in many respects are critical consumers of ideas about teaching and learning, seem to have a weakness when it comes to critically evaluating theory and research in adult development. This weakness is perhaps due to the belief that the identity of adult education is premised on the identity of the adult. Hence the literature on adult development is attractive because it offers the promise of a distinct and coherent theory of adult learning. This series is addressed to administrators, planners and educators working in the field of education and training with a view to stimulating interest and attention in the areas of education and its related fields. It is also addressed to a growing number of teachers and instructors who will be practitioners in education and who will need to be acquainted with the modern aspects of educational practice and development. Many ideas, generalisations and discussions presented in this series should also prove useful to employing organisations committed to provide training facilities within their establishments�leading to effective mutual participation by institutions and organisations.