ABSTRACT
The challenges of the 1990s without doubt are being taken seriously also in the field of adult education, especially at the higher education level and in the academic orientation. Basically these challenges are already present, especially in the context of the technological developments as well as in widespread broader social processes, and more and more within the educational processes. The beginnings of the qualification process for adult educators can be seen in experiential learning, that is in the intensive participation in the educational process and through it the imperceptible internalization of certain didactic principles, norms and behaviour. The development of andragogy as a discipline and the changes in the structure of educational need bring about naturally also changes in direction, organization and style of training of adult educators. This is imminent in the training of and continuing education for adult educators in the United States as well as in other countries with such training programs.
