ABSTRACT
Recognition and ownership as organising principles do not become invalid for young people and adult learners. Whether it is a case of the diversity of learning sources, or of the inner psychological meaning of readiness for learning, or modes of study which mean essentially the sociology of student life, the issue is the same: to match the diversity of society with the diversity of learning opportunities. However, in addition to institutions changing their ways, there are additional facilities that would be helpful in trying to answer the basic question how best to facilitate and encourage adults' learning. That is a useful beginning, but it is only one part of a three-part scheme which will have to go forward if there is to be any chance of a comprehensive answer to the basic question of how best to facilitate and encourage adult learning.
