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Since the ideal of lifelong education is closely related to the reorganization of the entire educational system, it is necessary to recognize the distinction between education and its administration. Democratization, continuity, flexibility and freedom are principles related to planning and administration; active participation, initiative and self-help are principles related to the educational process. Lifelong education achieves integration of the educational system through integration of the five individual competences fostered by families, schools, and other groups. They are physical, communicating, practical, cultural and civic competences. Civic competence comes with actual experience of adult life, so adult education has a special responsibility for this competence. Japan has experienced the greatest changes in its history in the last half of this century, and the idea of lifelong education was introduced to help individuals make the social adjustment. Some of Japan's advantages in realizing lifelong education are: (1) diffusion of formal school education; (2) cultural homogeneity; (3) increasing interest in the idea; (4) social education--for parents, women, the aged, those out of school, adults in general; and (5) administrative measures--for social education. The government decides policy for social education services by investigation, experimental projects, exchange of information and opinions, and financial support. (KM)

The teaching of 1st grade mathematics in the Soviet Union is discussed. (CK)