Just like the little worms that go unnoticed when they hide in apples but reveal themselves when the apple is eaten, the disruption of education us showed the mess we have created by neglecting the need for adult education. To solve some problems in the adult education system, it is necessary to use some measures when planning the adult education program. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayPlanning an educational program involves a series of decisions that may take place between different organizations, people, and activities. Adult learners have different characteristics than younger learners, including their social roles as parents and employees, work, family, and community, abundant classroom experience, and return-to-college goals such as improving their professional skills, career development and a better future. life. According to Knowles, adults are self-reliant, goal-oriented, and practical, and have accumulated professional and personal experience, family responsibilities, and prior training. Additionally, adult learners face barriers to educational participation programs, such as time limitations, transportation, motivation, interest, money, and confidence. Based on these characteristics of adult learners, educators should design programs 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 education and continuing education must respond flexibly to the needs and interests of potential adults. Rothwell and Cookson proposed a comprehensive continuing education program planning (LEPP) model. In this model, 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 defining a work philosophy, responsibility and the role of educators. In other words, program planners must have their own values, ensure that program planning systematically meets the needs of learners, and develop an ethics-based training framework. According to Kilgore, program planners must pay attention to each step of the planning process and consider everyone involved in an educational program. For example, they should reflect on their values ​​and beliefs in education and consider the views of all stakeholders involved in curriculum planning, developing the needs of adult learners and professional development of teachers in order to to ensure a continuous response to adult learning needs. Schroeder emphasizes the importance of the connection between educational programs and society at large. Schroeder believes that adult education and continuing education is a development process and that the dimension of developing programs for social change is important. Adult educators should be encouraged to examine events occurring in society as a whole for ideas for curriculum development. According to Long, adult education and continuing education.