In the 21st century, continuous attempts to restructure the a whole society including the workplace will require people to be flexible and to be able to adjust to change. A mass of knowledge and skills acquired through formal basic education provides a cue for flexibility, but even this needs on-going revision and updating through adult and continuing education. For citizens people of the 21st century, lifelong learning is not a luxury, but a necessity (Belnager & Tuijnman, 1997: 39). All members of a society must be motivated and enabled to access and use lifelong learning as a tool for acquiring new knowledge and skills needed for active participation in the processes that shape future society. Thus, adult education in every society and country is essential to make our future more prosperous and just. As a matter of fact, adult education in every country has traditionally been a form of substitute schooling for many adults who missed the chance to attend formal school. However, its classical role rapidly changed in response to worldwide dissatisfaction with the effects of formal schooling over the last two decades. Instead of the existing \"front-end education\" model, there have been attempts to conceptualize \"lifelong education\" by UNESCO and \"recurrent education\" by OECD during the early 1970s(Giere, 1994:1).