This paper elaborates upon the roles of person and personality of adult educators forming the practice of their field. Adult learning and education, for the last 200 years, have been heavily influenced by people with various approaches, mission and engagement towards their field of profession in evolution. The paper reflects to the model describing four types of classical routes and background of persons having influenced adult learning in various contexts of formal, non-formal and informal

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... nsions. Accordingly, there are some specific remarks to the potential validity of a results of Millennium project of the European Association of the Education of Adults entitled: A Good Adult Educator in Europe -AGADE and get it compared to Research voor Beleid's Key Competencies projects and its competence grid. Finally, the paper will provide some conclusions upon how UNESCO orientations and comparative studies and research from two recent European projects, ESRALE -European Studies and Research in Adult Learning and Education and COMPALL -Comparative Studies in Adult and Lifelong Learning can promote quality development of adult learning professionals. Through those particular scopes also try to strengthen the ethical dimensions of the profession.