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In the past, there has been some confusion about the definition of the term "counselling" when used in relation to adult education. Moreover, a relatively low priority has typically been placed, administratively and financially on providing counselling in adult education no matter how it has been defined Nevertheless, this activity has emerged as a reality in various forms in most parts of the world. By the mid-1970s, a growing, worldwide network of persons involved in or knowledgeable about it could be identified and could describe the "state of the art" in their regions or nations in some detail {Farmer et al. 1977 p. 385). International conferences on the topic have been held at least annually, sponsored by such organizations as UNESCO and the European Bureau of Adult Education. Complaints about the scarcity of literature on the topic have been superseded by the observation that the literature on the topic is "bewildering" (DiSilvestro 1981). Fortunately, bibliographic reviews (Ironside and Jacobs 1977, Farmer et al. 1977. Goldberg 1980) on the topic have been published.

Counselling in adult education can be viewed from three, increasingly broad, perspectives. First, viewed most narrowly, it is an activity carried out professionally by persons with the title counsellor who are employed by institutions, organizations or agencies that provide adult education. Second, viewed more broadly, it consists of "counselling services or functions" provided to adults in some way relative to their current or prospective efforts to learn. Such functions or services may or may not be offered by professionally trained, institution-based counsellors. Third, viewed even more broadly, it is situation-based and focuses first and foremost on difficult or anomalous situations in which adults find themselves and which require adaptation.