Model programs are described for two areas of adult education--the preparation of adult educators and the training conducted by adult educators. In Chapter One, Phyllis Caldwell reviews the literature concerning the preservice training of adult educators, concentrating on the competencies of adult education administrators and teachers. In Chapter Two, Roy Ingham and Gardner Hanks trace the history of graduate studies in adult education as a background for their presentation of an ideal curriculum and its application to adult education. Donald Mocker and Elizabeth Noble address in Chapter Three the training of part-time adult education teachers, arguing that part-time personnel require a different pattern of training from full-time personnel. Chapter Four, by Bettie Lee Yerka, reviews the emergence of the paraprofessional movement, the issues relative to paraprofessionalism, the role and characteristics of paraprofessionals, and the patterns of paraprofessional utilization. In Chapter Five, Stephen Confer describes present practices for the training of volunteers and proposes two hypotheses: volunteers tend to be more sociocentric than egocentric, and volunteers tend to prefer training programs that emphasize group activity. Stanley Grabowski examines continuing education for professionals in the sixth chapter followed by Irwin Jahns' examination of the training function within organizations. In Chapter Eight, Stephen Becker classifies the training in business and industry using six categories: organizational development, management and executive development, supervisory development, sales training, technical-professional training, and skills training. Opportunities for human resources development are discussed by Don Seaman and Donnie Dutton in the ninth chapter. The Postscript is a review of the major themes treated in the preceding nine chapters. It is suggested that progress for those engaged in all aspects of the field ultimately depends on the willingness of volunteers, paraprofessionals, part-time and full-time trainers, and adult educators to recognize that they are all engaged in a common field of work. (Author/LC)