The Speech Communication Association's National Project on Speech Communication Competencies yielded a developmental perspective of functional communication, from which implications for lifelong learning can be derived. The project resulted in the following contributions: a definition of communication competence; a description of the child as a unique kind of communicator; an understanding of the central thread of communication development and of the complexity of that development; the recognition of variables, other than age, that are related to development; and a focus on the classroom as a communication context. The goal of lifelong learning programs is to enhance and expand learning opportunities for all social groups and ages, especially workers, urban youth, women, and older adults. With regard to lifelong learning, the developmental perspective for functional communication implies a need to examine how communication competence changes beyond adolescence, a need to examine the communication dimensions of multiple educational contexts, a need to examine the communicative demands of different roles that interact with the student role, and a need to prepare parenting programs that will enhance children's development of communication competence. (GT)