Abstract
The concept of learning organization is very popular in the field of school administration. A literature review, this paper attempts to identify the concept in adult education literature and examine whether it is adopted and how it is perceived as relating to the management of organizations, structures, and institutions of adult education. A first conclusion is that it is possible to develop, although based on a few sources, a small but coherent and insightful body of knowledge around the subject, which was lacking. What we note is that, as in school education, the concept entered the arsenal of the administration of adult education during the 90s within the context of the shift of administrative thinking from functional structuralism to postmodernism. Moreover, it was conceived in a sociocentric rather than technocratic framework. Concluding, we explain how we can move forward with the concept more effectively, both practically and methodologically, in the field of adult education.
