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ABSTRACT
A focus on outcomes, particularly generic outcomes, has characterised much recent educational debate. Cogent arguments have been advanced against narrow educational outcomes. This paper argues that a broader notion of generic outcomes is much less controversial and, indeed, such a notion has been fairly standard in much educational practice including adult education. Taking liberal education as a representative strand of adult education, it is demonstrated that broad generic outcomes have played an important part of the educational process. The implications of this for adult education more generally are discussed. The conclusion is that liberal and adult education are in a better position to participate in and contribute to contemporary agendas on generic outcomes than many within the field appear to realise.