Since World War I, efforts have been made to coordinate the activities of community agencies involved in adult education. Two basic approaches may be identified: community organization (stressing administration) and community development (stressing process). There are comparatively few studies which deal directly with community organization for adult education; however, findings of a large number of studies of related research approaches and disciplines are significant. Three forms of organization are community institutions (schools), informal groups, and formal associations (clubs). Studies suggest that there is a lack of effective coordination of adult education; structures such as adult education councils have been short-lived or have persisted only as sponsors. The community development approach seeks to achieve coordination through action; it should involve existing organizations, in large communities perhaps tied to a series of neighborhood development problems. Further studies should be made of patterns of interorganizational communication and interaction, of leadership and leadership training, and of the progress of community action. (sg)