ABSTRACT
This chapter focuses on the current state of training and staff development in Western Europe with particular reference to the well-developed models and practice in the United Kingdom. The notion of training implies designed instruction and learning experiences to ensure competent performance in a designated operational role. Very commonly administration and training authorities divide adult educators into three categories resulting from the degree and extent of their attachment both operationally and financially to the work: full-time paid; part-time paid; and part-time voluntary. Probably the most important and effective element in the recent training of actual teachers of adults has been micro-teaching. All training procedures should exemplify the best field practice. Affective learning is just as important as cognitive for trainee adult educators. Much individual growth - in personality, judgement, interests and knowledge - should be looked for in trainees as well as purely performance skills.
