Just like the little worms that disappear when hiding in apples but reveal themselves when the apple is eaten, the disruption of education has shown us the chaos that we created by neglecting the need for adult education. To solve some problems in adult education system it is necessary to use few measures while planning adult education program. We say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Planning an educational program involves a series of decisions that can occur between different organizations, people, and activities. Adult students have different characteristics than youth students, including adult students' social roles as parents and employees, professionals, families and communities, a rich classroom experience, and goals of returning to college such as improving one's professional skills, developing of career and a better career. life. According to Knowles, adults are autonomous, goal-oriented and practical and have accumulated professional and personal experience, family responsibilities and previous training. Additionally, adult learners have barriers against educational participation programs such as limitations on time, transportation, motivation, interest, money, and confidence. Based on these characteristics of adult learners, educators should design curricula and adopt teaching methods to meet the needs of adults and ensure the continuous learning process of adults throughout their lives. Unlike more traditional types of education, adult and continuing education should respond flexibly to the needs and interests of potential adults. Rothwell and Cookson proposed a comprehensive model for lifelong learning program planning (LEPP). In the framework they identified four quadrants in program planning: 'exercise of professional responsibility, relevant contexts of engagement, program design and management of administrative aspects'. According to Rothwell and Cookson, exercising professional responsibility clearly involves the philosophy of work, responsibility and role of educators. In other words, program planners should have their own values, ensure that program planning consistently meets student needs, and develop an ethics-based training framework. According to Kilgore, program planners must pay attention to every step of the planning process and consider everyone involved in an educational program. For example, they should reflect on their own values ​​and beliefs in education and take into account the views of all stakeholders involved in curriculum planning, developing the needs of adult learners and professional development of teachers to ensure that the needs of adult life learning. Schroeder suggests the importance of the link between educational programs and society at large. Schroeder believes that continuing and adult education is a developmental process and that the dimension of developing social change programs is important. Adult educators should be encouraged to examine events occurring in the larger society for program development ideas. According to Long, adult education and continuing education interact with broader social events, including economic, political and technological changes, and therefore program activity should be informed by.