ABSTRACT
The first step in determining what competencies should constitute an inclusive list was an examination of the literature of adult education and associated fields. Several problems were posed in the development of a list of competencies. One of these, a semantic problem, was the need of wording the statements describing each competency in a way that provided the same meanings to each person reading the statement. The tentative list of competencies, prepared from the sources, was tested by asking respondents to sort the cards listing the statements of competency. One of the major interests of respondents who returned the competed study instrument was the order of preference shown for the forty-five statements of competency. The top rated five competencies suggest that the successful adult educator realizes the potential for learning of his likely customers and understands how to provide the necessary conditions for the learning to take place.
