Knowles theory also asserts that adults have a readiness to learn (Leonard 2002). This is true only after they have decided that the subject matter is worth learning and can be incorporated into everyday life (Leonard 2002). The fifth assumption of this theory is an Orientation to Learning (Leonard 2002). The theorist suggests that adults approach learning from a very realistic standpoint because in general they have the desire to improve their lives (Leonard 2002). As such the author explain that adults tend to anticipate that learning to be task-oriented and correlated with their careers as opposed to being passively attaining subject-oriented information unrelated to their career (Leonard 2002). In doing this "they will learn the content only as it applies to activities that they need to learn about to perform useful tasks. For adults, providing contextual information is key to the effectiveness of the learning experience (Leonard 2002)." .

             The last assumption of this theory of adult learning is the motivation to Learn. The theory assumes that adults are usually, self-motivated to learn (Leonard 2002). The theorist asserts that adults are intrinsically motivates by forces such as an improved lifestyle, improved work environment, or a better job (Leonard 2002). In addition this theory assumes that adult learners are extremely motivated to learn in an encouraging adult learning environment (Leonard 2002). This assumption also contends that adult learners become fearful when placed in a pedagogic learning environment in which the instructor desires to be an authority figure as opposed to a facilitator of knowledge (Leonard 2002). .

             Cross's CAL Model.

             The adult learning theory known as characteristics of adults as learners (CAL) was created by Patricia Cross. These characteristics describe the factors that have been established concerning adult learners. Collins & O'Brien (2003) assert that this model .