Concepts of development and non-formal education that are needed for the Third World must be broader than a development based on economic growth; they must include not only distribution, but redistribution of existing wealth. Consequently, most new developmental strategies are concerned with placing priority on those groups which are the poorest. Non-formal and adult education is more likely to have a direct impact on the urban and rural poor than formal education. An instrument of political and economic change, non-formal education plays an important role in stimulating participation in decision-making. Another area of concern for adult education is the educating of educators and policymakers which allows both the masses and the leaders to change along the same lines. Further surveys of adult education provision are needed in order to extend coverage to the large portion of the population wihch is presently not being reached. There is an immediate need for establishment or expansion of research, training, and resource centers in adult education. An integrated approach to planning, which relates adult education to other inputs, and the need for increased involvement of the population in development planning continue to be challenges for planners and educators. (EA)