Previously ignored, lifelong learning became a governing principle of Irish educational policy in 2000. Participation trends in education were assessed including early school leaving by males, poor educational levels of older adults, low literacy levels throughout the population, and educational barriers experienced by women. Resulting government priorities for development of adult education emphasized these three core principles: (1) a systematic, holistic approach recognizing different levels of educational provision; (2) equality of access, participation, and outcome for adult learners with an emphasis on marginalized groups and those most at risk for failure; (3) acknowledgments of inter- culturalism that while Ireland is culturally heterogeneous, promotion of Irish language and culture through education is important. Specific policies proposed centered on expanding the flexibility and supply of core programs and services at the school, community, workplace, and higher education levels and on fee relief for those most at risk in those programs. A ministry level National Adult Learning Council (NALC) and thirty-three community- based Local Adult Learning Boards (LALBs) were established, and the number of school-based Adult Education Organizers were increased from 43 to 78. Appendices include the results of a national survey of highest educational attainment by sex and economic status and written and oral submission contributors. (Contains 11 tables and 72 references.) (AJ)