The increased interest in lifelong learning has presented a challenge that higher education institutions are meeting with three interrelated developments: New degrees, academic credit for experience, and programs for older people. A variety of new degrees are described, including the extension degree offered to part-time students taking off-campus courses; the adult degree, which may depart from traditional degrees in admission, instruction, and evaluation, and is based on the idea that adult students are different from college youth; and the assessment degree, which emphasizes demonstration of competency. Examples of new degree programs are given. The increasing trend toward granting credit for experience is documented. Assessment and creditation has been done by the Cooperative Assessment of Experiential Learning (CAEL) and the Commission on Accreditation of Service Experience (CASE). Programs for older people are designed to assist this part of the population to adjust to changing life patterns, to find outlets for skills and interests, and to make use of their desire to serve. Several issues that are unresolved are raised, including Who pays? Should the fee structure differ from the traditional? How should the unit of credit be defined? Can quality control be maintained in these programs? (JMF)