The Law on Education (Švietimo įstatymas, 1991, new edition 2003) is an umbrella law which establishes the goals and principles of the educational system, the framework for institutions, as well as the obligations of the State. It covers formal, non-formal and informal education and training, and assistance (informational, consulting and etc.) for both learners and teachers. Following the Law, the purpose of vocational training is to assist people to acquire, change or upgrade their qualifications and to prepare them to participate in the labour market.
The Provisions of the National Education Strategy 2003-2012 (Valstybinės švietimo strategijos 2003-2012 m. nuostatos) establishes a goal of at least 15% of the working age adult population should participate in some kind of education and training every year by 2012.
The Law on Support for Employment (2006) establishes that training for unemployed people (and those made redundant) is organised according to formal and non-formal vocational training programmes. Participants receive an education grant and their travelling/accommodation expenses are reimbursed during the training period.
Formal labour market training programmes are registered in the Register of Study and Training Programmes of the Ministry of Education and Science (http://www.aikos.smm.lt). Non-formal labour market training programmes for unemployed people are included in a Register controlled by the Lithuanian Labour Market Training Authority (http://www.darborinka.lt).
The legal framework contains some incentives for enterprises and employees to participate in training, although limited to tax relief. The Law on Profit Tax (2001) enables enterprises to deduct training costs from their taxable income. However this provision is not well formulated and not all employers know about this possibility (see Statistics Lithuania: http://www.stat.gov.lt).
Adults willing to upgrade their qualification may find information on all training and study programmes in the homepage of Open Information, Counseling and Guidance System (Atvira informavimo, konsultavimo ir orientavimo sistema, AIKOS): http://www.aikos.smm.lt.

 

Įstatymas dėl švietimo (Švietimo įstatymas, 1991 m., nauja redakcija 2003) yra "skėtinė" įstatymą, kuris nustato tikslus ir principus, švietimo sistemos, pagrindų institucijoms, taip pat pareigas valstybės. Ji apima formalų, neformalų bei neoficialų švietimą ir mokymą ir pagalbą (informacinę, konsultacinę ir tt.) Abiejų besimokantiesiems ir mokytojams. Po įstatymą, siekiant profesinio mokymo uždavinys yra padėti žmonėms įgyti, keisti ar atnaujinti savo įgūdžius ir paruošti juos dalyvauti darbo rinkoje. 

Adult education within the school system offers full and part-time learning opportunities for adults who could not obtain a formal school graduation certificate of a certain level or an OKJ qualification during their compulsory schooling, or who want to attain a higher level or more specialized qualification. This kind of education is offered by public and higher education institutions at primary, secondary and tertiary levels. Their training programmes offered to adults do not in general differ from the regular full time courses in terms of objectives, structure, main content, or the awarded state recognized qualifications, except for the postgraduate programmes. Postgraduate specialized programmes and doctoral degree programmes target higher education graduates to provide them more specialized or higher level training.
Assisting unemployed people and others endangered by unemployment is the prime duty of the Public Employment Service (Állami Foglalkoztatási Szolgálat, ÁFSZ) whose regional labour centres (regionális munkaügyi központ) support the training of these target groups from sources of the employment sub-fund of the Labour Market Fund. In addition, the training of unqualified adults and older people to obtain a state-recognized vocational qualification, and the vocational, general and language education of people living with disabilities can be supported by the state budget through per capita support (normatív támogatás).
The state regulates by legislation the mandatory further training system of employees in the public sector as well in some fields of the private sector where the nature of work – for example, for safety reasons or because of the constant change of regulations - necessitates it (e.g. in occupations related to gas production and services, commerce of plant and animal health chemicals, professional drivers, bookkeepers and auditors, professional hunters, etc.).
According to the adjusted calculation of the Ministry of Social Affairs and Labour based on the available adult training statistics, around one third of the participants of registered adult trainings, 100 000 persons, finance their own training.

    L'educació d'adults en el sistema escolar ofereix a temps complet i parcial oportunitats d'aprenentatge per a adults que no podien obtenir un certificat de graduació de l'escola formal d'un determinat nivell de qualificació o un OKJ durant la seva escolaritat obligatòria, o que volen assolir un nivell més alt o més coneixements especialitzats .

The primary aim of CVET in Greece is the development and improvement of the qualifications and skills of unemployed and working people and the creation of new jobs. The definition of CVET and adult education and their forms and functions are provided mainly by recent laws that have introduced important policy developments.
The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted.
Despite the policy statements and the actions that have been taken, Greece, along is among the European Union member countries that rank lowest in the field of citizen participation in Lifelong Learning training and education programs at the age group of 24-64. Greece’s participation percentage is only 3.6%, when at the same time the average European participation is 10.8%.
OAED is the major body responsible for implementing continuing vocational training programmes in order to cover the needs of the unemployed who require specialisation in order to find work. The main focus of OAED is to develop and/or expand upon existing continuing vocational training courses with a view to making a more effective intervention in the labour market and covering the needs of the largest possible number of interested persons in training services.
The Account for Employment and Vocational Training (Logariasmos gia tin Apascholisi kai Epangelmatiki Katartisi, LAEK) is a major mechanism of CVET at the initiative of enterprises in Greece. This account has decisively contributed to the reinforcement of vocational training and employment policies. The financial resources of LAEK come from the joint contributions of both employers and employees, which amount to 0.45% of the total salary of each employee and are collected by the Social Security Institute (Idryma Koinonikon Asfaliseon, IKA).
Ο Λογαριασμός για την Απασχόληση και την Επαγγελματική Κατάρτιση (Logariasmos GIA κασσίτερος Apascholisi kai Epangelmatikis Κατάρτισης, ΛΑΕΚ) είναι ένα σημαντικό μηχανισμό Cveta με πρωτοβουλία των επιχειρήσεων στην Ελλάδα. Ο λογαριασμός αυτός έχει συμβάλει αποφασιστικά στην ενίσχυση της επαγγελματικής κατάρτισης και των πολιτικών απασχόλησης. Οι χρηματοδοτικοί πόροι του ΛΑΕΚ προέρχονται από την κοινή συνεισφορά των εργοδοτών και των εργαζομένων, οι οποίες ανέρχονται σε 0,45% του συνολικού μισθού κάθε εργαζόμενου και συλλέγονται από το Ινστιτούτο Κοινωνικής Ασφάλισης (Idryma Koinonikon Asfaliseon, ΙΚΑ).

Continuing education and training is understood to be the continuation or resumption of organised learning following completion of an initial phase of education of varying scope. In addition to continuing ‘vocational’ education/training, this includes continuing general and political education, which is subsumed under the heading of ‘adult education’. The field of CVET in Germany is characterised by: a pluralism of providers, a largely market character, and a comparatively minimal degree of regulation by the state. Only a small part of provision leads to a formal vocational qualification.
In July 2004, the Federation and the Länder adopted a joint strategy for lifelong learning to encourage and support learning for all citizens of all ages and at all stages in their lives which takes place at different locations with different teaching forms. Lifelong learning includes all formal, non-formal and informal learning.
Promotion of CVET for unemployed people and those at risk of unemployment is the responsibility of the Federal Employment Agency (Bundesagentur für Arbeit - BA). The BA is under the jurisdiction of the Federal Ministry of Labour and Social Affairs (Bundesministerium für Arbeit und Soziales - BMAS).
There are a large number of collective agreements that contain training provisions (often in conjunction with other issues requiring regulation such as industrial safety and environmental protection, personnel and skills development, company and work organisation, remuneration arrangements, working hours etc.).
There are group-specific differences in participation similar to those seen in formal, organised CVET, i.e., salaried employees who have not completed any form of formal vocational training, blue-collar workers, foreign nationals and women are the most underrepresented groups in informal CVET.
Patuloy na edukasyon at pagsasanay ay naiintindihan na ang pagpapatuloy o pagpapatuloy ng pag-aaral ng mga sumusunod na inayos na pagkumpleto ng mga unang bahagi ng pag-aaral ng iba't ibang saklaw. Sa karagdagan sa mga patuloy na 'bokasyonal' edukasyon / pagsasanay, kabilang dito ang patuloy na pangkalahatan at pampulitikang edukasyon, kung saan ay subsumed sa ilalim ng heading na 'adult na pag-aaral'.

The Finnish education system is built on the principle of lifelong learning so as to provide opportunities for further study for people of all ages and with any previous level of education. Both certificate-oriented and non-certificate-oriented forms of education and training are available for adults. Some of these include education and training specifically for adults leading to initial qualifications, whereas others cover additional and continuing education and training.
Higher education comprises polytechnics and universities. The former are experts in working life and its development, whereas universities focus on scientific research and education based on such research.
Universities also provide specialisation studies to complement the degree system and promote professional development. Universities offer other forms of continuing education, which are usually implemented by continuing education centres operating in conjunction with them.
Open University studies are open to all participants irrespective of their educational background. Subject to certain conditions, Open University students are also entitled to apply for full-degree studies.
Labour market training is part of active labour policy and is divided into 2 main parts: vocational training, and career guidance and preparatory training. The former develops the vocational skills of participants and about half of provision leads to a formal educational qualification. Certificate-oriented studies provided as labour market training include training for initial, further or specialist vocational qualifications and, subject to certain conditions, upper secondary school studies and education leading to polytechnic and university degrees. The objective of career guidance and preparatory training is to find appropriate employment and educational options for each individual.
In-service training is promoted both in legislation and through general incomes policy agreements. The law encourages the use of in-service training in situations where an enterprise’s production structure changes so that staff competences no longer match the enterprise’s operational models. The Act on Co-operation within Undertakings requires enterprises with at least 30 employees to draw up annual training plans and to update them where the number of employees is reduced due to lower production.
While participation in CVET may be individually motivated, most participants will receive funding subsidies from the state, municipalities or employers.
Suomen koulutusjärjestelmä on perustuttava elinikäisen oppimisen periaatetta, jotta tarjota edelleen opiskella kaiken ikäisille ja mahdolliset aiemmat koulutustaso.Both certificate-oriented and non-certificate-oriented forms of education and training are available for adults. Molemmat todistus suuntautunut ja ei-todistus tähtäävän koulutuksen muodoissa ja koulutusta on tarjolla aikuisille. Some of these include education and training specifically for adults leading to initial qualifications, whereas others cover additional and continuing education and training. Jotkut näistä ovat koulutus ja koulutus erityisesti aikuisille johtaa alkuperäisen pätevyyttä, kun taas toiset kattaa lisä-ja jatko-koulutukseen.

Adult education is governed by the Adult Education Act (Täiskasvanute koolituse seadus, 1993) which defines the adult learner as those who study by distance learning, evening courses, part-time study or as an external student participating in in-service or non-formal training.
Adults can also acquire higher education (HE) at institutions of applied higher education (rakenduskõrgkool) and universities (ülikool), both offer flexible forms of study. In general, a fee is charged for part-time study.
The Lifelong Learning Strategy 2005 – 2008 (Elukestva õppe strateegia aastateks 2005-2008) was passed by the government in 2005. The strategy aims to improve opportunities for people to participate in formal, non-formal and informal learning according to their personal as well as social and labour market needs. The aim is to raise the participation rate for people aged 25-64 to 10% of the total population by 2008 (the figure in 2006 was 6.5%).
The Employment Service Act (Tööturuteenuse seadus, 2000) regulates the provision of employment services to job seekers (including training provision) and to employers.
Training is commissioned by county employment offices and paid for by the Ministry of Social Affairs (Sotsiaalministeerium), local authorities may also allocate resources for this purpose. Training may be commissioned from any licensed body approved by the Ministry of Education and Research.
Professional training at company level is not regulated by law, however, the Adult Education Act (Täiskasvanute koolituse seadus,1993) provides for everybody’s right to improve oneself and the state’s, local authorities’ and employers’ obligation to co-ordinate and organise adult education.

회사 차원에서 전문 훈련을 법률에 의해, 그러나, 성인 교육 법령 (Täiskasvanute koolituse seadus, 1993) 규제를받지는 모두의 권리와 국가, 지방 자치 단체 '및 고용주의 의무를 스스로 향상시키기 위해 공동으로 제공 - 일입니다 성인 교육을 개최합니다.

CVET is highly developed in Cyprus and it is provided in a multitude of settings by public promoters and numerous public and private providers. The major influence in this development has been the establishment and operation of the Human Resource Development Authority, HRDA (Archi Anaptyxis Anthropinou Dynamikou, AnAD), a semi-government organisation, which approves and subsidises training programmes implemented by public and private institutions and enterprises. Moreover, private institutions such as colleges, training institutions, consultancy firms and enterprises offer a variety of courses for adults, including many that are not subsidised by the HRDA.

Lifelong learning
The elaboration of a comprehensive Lifelong Learning (LLL) Strategy for Cyprus is one of the prominent measures contained in the National Lisbon Program for Cyprus. The Planning Bureau, PB (Grafeio Programmatismou, GP) has the responsibility to coordinate the elaboration of the strategy, which was discussed with the social partners and will be submitted for approval to the Council of Ministers.
In recent years, the number of participants in adult education and training has increased dramatically. Recent developments for lifelong learning include:
* The continuous upgrading and enrichment of the training and development schemes of the HRDA, which is the dominant actor in the field of vocational training and development. Its establishment and operations changed the training scene and greatly influenced the development of the training market in Cyprus.
* The University of Cyprus, UCY (Panepistimio Kyprou, PK), which was established in 1992, although it does not yet offer any adult education courses. The establishment of the Open University of Cyprus, which has accepted the first students in September 2006.
* The public Technological University of Cyprus (Technologiko Panepistimio Kyprou, TEPAK) has also been established and expected to accept its first students in September 2007.
* The first private universities in Cyprus are expected to operate in the academic year 2007-2008, mainly from the existing private institutions of tertiary education.
* The establishment of Vocational Schools of Lifelong Learning (Epaggelmatikes Scholes Dia Viou Ekpaidefsis, ESDE) is currently being planned by the Ministry of Education and Culture.

Training for unemployed people and others vulnerable to exclusion in the labour market
The full utilisation of human resources in conditions of social cohesion and equal opportunities is a priority as has been described in the National Strategic Reference Framework for Cohesion Policy 2007-2013, NSRF (Ethniko Stratigiko Plaisio Anaforas gia tin Politiki Synoxis, ESPA). Furthermore, specific measures for the unemployed and other groups vulnerable to exclusion in the labour market are described in the National Lisbon Programme (Ethniko Schedio Drasis gia ti Stratigiki tis Lissavonas) and in the Community Initiative Programme “EQUAL”, CIP EQUAL.

CVET at the initiative of enterprises or social partners involves mainly:
* Measures to support training in SMEs.
* Measures to support training for civil servants and for employees in specific economic sectors.
* Social partner based schemes to support non-job related training. 

CVET at the initiative of the individual
The only source of data regarding participation in education and training at the initiative of the individual is the “Lifelong Learning in Cyprus 2003” survey. This is the first survey on lifelong learning in Cyprus. It was conducted as part of the Labour Force Survey, LFS (Erevna Ergatikou Dynamikou, EED) of 2003. The results of the survey refer to the participation of the population of Cyprus aged 15 and over in formal education, non-formal education or informal learning activities.

CVET είναι ιδιαίτερα αναπτυγμένη στην Κύπρο και υπό την προϋπόθεση ότι είναι σε μια σειρά από ρυθμίσεις από δημόσιους φορείς και πολλών δημόσιων και ιδιωτικών φορέων. Η σημαντική επιρροή σε αυτή την εξέλιξη υπήρξε η ίδρυση και λειτουργία της Αρχής Ανάπτυξης Ανθρώπινου Δυναμικού, ΑνΑΔ (Archi ΑΝΑΠΤΥΞΗΣ Anthropinou Dynamikou, ANAD), μια ημι-κυβερνητική οργάνωση, η οποία εγκρίνει και επιχορηγεί προγράμματα κατάρτισης που εφαρμόζονται από δημόσια και ιδιωτικά ιδρύματα και επιχειρήσεις.