the actual developmental level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers). Vygotsky (1978) further claimed that instruction is good only when it proceeds ahead of development. Then it awakens and rouses to life an entire set of functions in the stage of maturing, which lie in the zone of proximal development. It is in this way that instruction plays an extremely important role in development. To fully engage and challenge the student, the task and learning environment should reflect the complexity of the environment that the student should be able to function in at the end of learning. Students must not only have ownership of the learning or problem-solving process, but of the problem itself. Where the sequencing of subject matter is concerned, it is the constructivist viewpoint that the foundations of any subject may be taught to anybody at any stage in some form. This means that instructors should first introduce the basic ideas that form topics or subject areas, and then revisit and build upon these repeatedly. This notion has been extensively used in curricula. It is important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their students. Thus, the learning experience becomes a shared enterprise. The emotions and life contexts of those involved in the learning process must therefore be considered as an integral part of learning. The goal of the student is central in considering why to learn. The structuredness of the learning process It is important to achieve the right balance between the degree of structure and flexibility that is built into the learning process. Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings. A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth. In adult learning Constructivist ideas have been used