The aim of the paper is to emphasize the need to change the way counselling is delivered in further education of adult Roma from marginalized communities. Educational activities with adult members from Roma marginalized communities (especially segregated) are often full of mutual misinterpretation and misunderstandings. We are based on the analysis of theoretical background of multicultural approach of B. Fay (2012), Wlodkovski studies on the differences in the motivation and learning of adults (2008, 2009), critical theories in education (Freire, 2000; Mezirow, 1981), Bernstein’s language code theory and from the practical experience from education and counseling with this target group. We argue that the differences of cultural capital and language code of councelors / educators and their clients, the setting of educational and counselling procedure and techniques according to the concepts of middle class aimed on clients/learners coming from underclass, are incomprehensible and thus ineffective. The development of counselling competences of an adult educator can help both – him and the learners / clients in articulating and meeting educational goals as well as their own needs. In education and counselling with marginalized Roma, the educators expertise is not enough. The perspective embodied in educator/councellor praxis of middle-class education needs to be changed. In the end, we add some practical sample of situations where counseling and learning methods have been shown to be ineffective along with the ways the counselors / educators tried to overcome it.
