Critical problems and functions of the Swedish system of higher education in dealing with adult learners are summarized in this workshop publication. Various institutional responses to the growing body of nontraditional students are discussed and it is suggested that the overwhelming reaction of Swedish higher education has been to incorporate adult learners within study programs at traditional colleges or universities. This approach emphasizes the use of existing institutions to serve new groups. The need for conceptual clarification when discussing the adaptation of universities and colleges to new learners is also emphasized. Learning effectiveness and dropout rates are discussed as appropriate outcome criteria for distinguishing various reasons why students leave school and how to identify risk students. It is also suggested that flexibility in educational design is necessary to meet the needs of nontraditional students. Program structure, program form, credit or noncredit status, and teaching and learning methods need special attention. The roles of counseling and work experience for adult education are considered extremely important; alternatives that incorporate these aspects into the basic educational design are discussed. The maintenance of educational quality while adapting the system to meet the needs of adult learners is also discussed. It is suggested that the question of quality is not only related to policy decisions, but also to how the education is practiced and how the result is evaluated both within and outside the world of higher education. The workshop program and a list of participants are included. (SF)