For far too long, adult education has been an under-resourced area of provision. Although there is substantial evidence from throughout the world that governments are increasingly intervening in adult education, particularly in the context of development, adult education has too often lost out in status, prestige-and resource allocation-in comparison with other sectors of education. This tendency can be readily rationalised. Adult education is alleged to be a movement rather than a service. It is readily identified with the MOPIC syndrome: marginality, uncertainty of objectives, inadequacy of performance indicators and competitive provision. For the United Kingdom, it has been too readily equated with the 'liberal' education of adults, a definition which ignores the bulk of provision in the public sector. Yet notwithstanding these and other perceptions, adult education has always been an instrument of social purpose. To some, it has been a means of changing a redundant social system; to others, it is an agent for change which enables those on the periphery of society to gain access to the centre. Adult education has educated those whose work maintains a society in being; it has also served to facilitate cohesion and integration. In short, adult education has always been an object of social policy and the instigator of that policy. It is with the analysis of this relationship that Colin Griffin is concerned. He starts from the premise that whilst neither social policy nor adult education readily lend themselves to precise definition, there can be little doubt that adult education is an object of social policy or that the policies of adult education are indeed social. On this basis, he examines the relationship of the state and social policy, particularly in the context of the welfare state in Western society, before developing a three-fold analytical typology. These social policy models are identified as the market models, the progressive-liberal-welfare models, and social control models. Each is also conceptualised as an adult education model. This forms Part One of a well-written book. The models which are derived from those set out in social policy textbooks will not necessarily be familiar to adult educators. Griffin, however, clearly presents their main features using examples drawn from practice to amplify the theoretical framework, and although his discussion of broad models may be too simplistic for social policy theorists, he provides a most useful introduction for adult educationalists.