This paper discusses how knowledge of computers can affect our daily personal life as well as in the workplace in Greece. Our research is concerned with how useful the knowledge of computers is in the everyday life and work of adults and attempts to investigate the interest of adults for learning computer programmes and different subjects via computers. The research took place from March 30 to April 10, 2015, in Lamia, Greece. Fifty individual adults aged 18-65 years old participated in this study. According to their answers it seems that they consider knowledge of computers essential; however, the same enthusiasm was not expressed when it came to learning through a computer.

The educator in adult education according to the theory of Andragogy, social change and transformative learning is to work towards achieving positive change by coordinating the learning procedure in a way that enables the learner to overcome certain false believes he has due to social conditioning, his working environment and the way in which he has learned. The goal of the educator is not only to transfer knowledge but also to urge the learner to search for knowledge himself. A further goal of the educator is to encourage the learner and facilitate the learning procedure. The educator's role is to guide, to encourage, to coordinate, to help in approaching the matters he suggest, he encourages the heuristic course to knowledge, he is constantly interacting with the trainees, he offers them stimulus, he creatively cooperates with the. Also, he gives the ability of free participation in solving matters by giving time, sometimes limited, for discussion, questions and doubting a response.

ABSTRACT. Adult education first started at the beginning of the 20 th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.

The main reason for someone to participate in an Open and Distance Education program is either the acquisition of professional skills on a given object, or the development of his existing skills and consequently their improvement. By carrying out Advisory Group Meetings (AGM) on specific issues related to the trainees, a deepening of their theoretical background and the practical aspects of their training takes place, which they all seek. In this paper we present in a concise way the course of such a meeting according to the extent that it may have, in which the theory is being associated with practice.

an adult education organization wants to implement a training program for adult trainers. The developed training program should contain this paper a hypothetical training program for trainers is given together with the necessary data and information.