The purpose of this monograph is to provide guidelines for planners who are working with current problems in nonformal education. A typology proposed defines nonformal education as ranging from those activities organized outside the formal system to those in which nonformal education is part of the educational system. An overview is given of the variety of nonformal educational activities that exist in the major areas of the Third World. This is followed by a discussion of the rule of nonformal education in development. The next section focuses on the planning task itself. Criteria are suggested that will help in selecting the amount and type of planning appropriate for different kinds of nonformal education. A series of goals, activities, and structures are suggested for a decentralized and differentiated planning process for nonformal education at the national, regional, and program levels. Some critical planning issues are examined in the context of four different categories of nonformal education activities: school-based learning centers, nonformal youth programs, adult basic education and community development, and vocational skill training. (Author/MLF)