Potential lines of inquiry:

• A series of user-friendly and readable publications that take existing knowledge and describe, in laypersons terms, how the knowledge can be applied in practical situations.
• A series of studies that document excellence in adult learning programs and activities and the principles and practices of effective adult learning that each program or activity represents.

The drive toward diversity that is featured prominently in the report of the Fifth International Conference on Adult Education results in a paradox. If we try to provide for diversity in all our educational programs, we may run the risk of trying to be all things to all people resulting in educators burn-out. Each educational provider has an obligation to itself to identify what it does best and to acknowledge that other providers may know more about different types of learners and different modes of delivery.

One of the elements described as being important in a responsive lifelong learning system is that it should present the learner with an integrated series of learning opportunities and a collaborative network of information and service providers that work cooperatively rather than competitively. Each community needs to work toward providing such a responsive learning system for its various citizens.

Potential lines of inquiry:

• The publication of a series of case studies describing how various communities have worked collaboratively to develop a responsive lifelong learning system.