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• To help people survive for example, by providing job training, coping skills tor day-to-day living, skills tor interpersonal relationships, etc.
• To help people discover a sense of meaning in their lives by helping them to enjoy personal creativity, satisfaction from excellence, and the benefits of emotional and intellectual discovery.
• To help people learn how to learn.
• To help people in a community (society) provide a more humane social, psychological, and physical environment for all its members.

We said that an overall purpose of continuing education was to improve the quality of human life which means that all tour of the purposes mentioned must be dealt with at the same time. One purpose should not be promoted at the expense of the others; there is a need for balance among them.
What do knowledge and curriculum mean in terms of these four purposes? Let's look at them in turn.

Curriculum for Survival
Knowledge means job skills, knowing how to get an auto loan, skills for relating to your spouse and children or coworkers, being able to fill out a job application, knowing how to compete In the marketplace.

Knowledge is out there. It is constantly on the increase as researchers and scientists develop new ideas, "new survival tools." And curriculum is the organization of this knowledge into courses, workshops, or degree programs that will provide efficient access to this knowledge for those who need it.
How do we decide what a curriculum should offer? One of the several curriculum models adapted from Trier will provide the answer. By consulting with potential participants and specialists and studying the contemporary society, we can work toward determining the kinds of knowledge that people need to help them survive in our rapidity changing society.

Curriculum for Meaning
Here knowledge is apt to include not only the scientific, the curriculum will draw on the great wealth of experience expressed human culture in literature, the arts, and history.
Knowledge may also be viewed as people's everyday experiences. That is stems from the experiences of living, working, and playing from social relationship from new adventures and familiar routines.

Knowledge as related to this purpose can be viewed broadly. It encompasses everything from the eternal verities expressed in the great books to the ordinary experiences of everyday life.

Curriculum thus becomes difficult to define, for it Includes ways and means of organizing knowledge as we have just defined it. It may mean, from an educational perspective, organizing knowledge into packages into courses, workshops, and the like to make it as easy as possible for people to assimilate. also may mean encouraging people to reflect on their daily experiences in an attempt to derive meaning from them. The curriculum of daily living, for most people, is one of the richest sources of knowledge. This knowledge of day-to-day experience can be mixed with the timeless knowl¬edge preserved and passed on through the ages. The combination of the two types of knowledge can help a person derive meaning that goes beyond day-to-day living and makes personal and real the timeless wisdom of human culture.

Curriculum for Learning to Learn
Knowledge that will contribute to learning how to learn may come from books, from other people, or from experience. What is important is how the knowledge is used.
Curriculum then, is developed by organizing ways in which knowledge may be used to help someone learn how to learn. Curriculum in this sense is a process.
The curriculum for learning how to learn may be focused on problem solving For instance, the program may help someone learn how to solve various problems faced in life through a process of learning particular kinds of skills. Someone wants to buy a house and knows little about borrowing and lending procedures. By reading; by asking questions of realtors, bankers, or knowledgeable friends; by sifting answers to determine which are credible; by working through the problem of how one goes about borrowing for a new home; it is possible to acquire problem-solving skills through learning. Having teamed how to solve one kind of problem has taught the individual how to approach the solution of other problems.
It is also possible to learn how to learn in areas that are not problem-related. Say a person has always wanted to know more about farm barns. There are steps this person can follow entirely without outside help that will uncover considerable Information about barns. These include learning how to use a library, how to interview people, how to read historical material as well as architectural and engineering material, becoming familiar with the language of barn builders, and so on. Once a person has learned how to learn in areas that are of interest, he or she can then proceed to learn almost anything quite independently. In short, this type of curriculum is largely self-directed.