Suggestions for strengthening lifelong education at Qatar's University and other Arab universities are offered that might apply to other countries. Particular attention is devoted to: various views of the relative functions, content, and duration of initial and higher education; new procedures of admission and the evaluation of experience; new organizational patterns required for the purpose of lifelong education (e.g., recurrent education, credit system); special problems arising in the organization of short courses, refresher courses, and other options at the higher education level; ways of ensuring that the underprivileged socioeconomic classes take advantage of widening opportunities for higher education; means of ensuring high participation by the teaching staff in efforts to make lifelong education a reality in universities; the community service function of higher education, including the role of university extension services; and the contribution of higher education to reform of primary and secondary education. The role of the United Nations Educational, Scientific, and Cultural Organization in lifelong learning, and specifically results from its 1977-1982 plan, are also considered. Additionally, 11 implications of providing lifelong education to higher education are identified. (SW)