One in a series of studies of lifelong learning, this paper discusses the cultural and educational needs of selected urban and rural communities in Senegal and Ghana, emphasizing grassroots initiative and the community's analysis of its own needs. Information is drawn in part from surveys, public meetings, and interviews in three communities: Guediawaye, a rapidly growing, ethnically diverse suburb of Dakar; Damfa, a traditional village 17 kilometers from Accra exemplifying the social organization of most African villages; and Cidan Tuba, a religiously based agricultural village composed of recent converts to Islam. The study consists of (1) a methodological discussion of the survey and of the cultural and social context in which it was conducted, (2) an analysis of various nonformal education programs in the communities studied, (3) an analysis of the role of nonformal education structures, and (4) identification of the elements of a nonformal education policy that would leave room for creativity at the community level. Discussion of policy implications of the survey emphasizes the need to link nonformal education with community development and occupational training with cultural training. Comparisons are drawn between nonformal educational systems in Ghana and Senegal and between rural and urban systems. (JH)