Hirshleifer, SarojiniBodewig, Christian2017-06-272017-06-272011-04https://hdl.handle.net/10986/27347This report presents available evidence on adult education and training in Europe and Central Asia (ECA), differentiating two separate types: continuing vocational education and training (CVET) for the employed, sought either by employers or individuals, and retraining and second chance education for the non?employed. This paper presents available evidence on the extent and patterns of lifelong learning in ECA. It argues that advancing adult education and training in ECA is important not only to meet the new skills demands but also to respond to a rapidly worsening demographic outlook across most of the region. While it is not equally important for all ECA countries, adult education and training should be high on the agenda of those ECA economies that are closest to the technological frontier and facing a demographic decline, such as the new European Union (EU) member States and Russia. The paper lays out a framework for government action to advance adult learning in ECA through a mix consisting of policy coordination between government and the enterprise sector, a sound regulatory regime and appropriate financial incentives.en-USCC BY 3.0 IGOACCESS TO INFORMATIONACCREDITATIONADULT EDUCATIONADULT LEARNINGADULT LITERACYADULT TRAININGADULTSAGE GROUPBARRIER TO EDUCATIONBASIC EDUCATIONBASIC SKILLSBINDINGCONTINUING EDUCATIONCONTINUOUS EDUCATIONCOUNSELINGCOUNTRY STUDIESCURRICULADEMAND FOR EDUCATIONDIPLOMASDIRECT COSTSDISADVANTAGED GROUPSEARLY CHILDHOODEARLY CHILDHOOD EDUCATIONECONOMIC GROWTHEDUCATED WORKERSEDUCATION FOR LIFEEDUCATION LEVELEDUCATION POLICYEDUCATION PROGRAMSEDUCATION PROVIDERSEDUCATION SYSTEMSEDUCATION TEACHERSEDUCATIONAL ACTIVITIESEDUCATIONAL DISADVANTAGEEDUCATIONAL INSTITUTIONSEDUCATIONAL OPPORTUNITIESEDUCATIONAL PROGRAMSEQUAL OPPORTUNITIESEXPANSION OF EDUCATIONFORMAL CERTIFICATIONFORMAL DISTANCE LEARNINGFORMAL EDUCATIONFORMAL EDUCATION SYSTEMFORMAL EDUCATIONAL INSTITUTIONSFORMAL SCHOOLINGFORMAL TRAININGFUNCTIONAL LITERACYHIGHER EDUCATIONHIGHER EDUCATION ESTABLISHMENTSHIGHER LEVELS OF EDUCATIONINDIVIDUAL LEARNERSINFORMAL EDUCATIONINSERVICE TRAININGINSTRUCTORSINTERVENTIONSJOB TRAININGLABOR FORCELABOR FORCE PARTICIPATIONLABOR MARKETLEARNERSLEARNINGLEARNING CENTERSLEARNING INITIATIVESLEARNING OBJECTIVESLEARNING OPPORTUNITIESLEARNING OUTCOMESLEARNING TIMELEVEL OF EDUCATIONLIBRARIESLIFELONG LEARNINGLITERACYLOWER LEVELS OF EDUCATIONLOWER SECONDARY EDUCATIONMINISTRIES OF EDUCATIONMOBILITYNATIONAL SYSTEM OF EDUCATIONNON-FORMAL EDUCATIONNONFORMAL EDUCATIONNONFORMAL TRAININGOCCUPATIONSOPEN LEARNINGOUT OF SCHOOL CHILDRENPARTICIPATING COUNTRIESPARTICIPATION IN EDUCATIONPARTICIPATION RATESPER CAPITA INCOMEPROBLEM SOLVINGPROBLEM SOLVING SKILLSPROVIDERS OF EDUCATIONPUBLIC EXPENDITUREPUBLIC PRIMARYQUALITY OF EDUCATIONQUALITY STANDARDSQUALITY TRAININGRATES OF RETURNREADINGREADING LITERACYREFORM EDUCATIONRETRAININGSCHOOL CHILDRENSCHOOL HEALTHSECONDARY EDUCATIONSECONDARY SCHOOLSSKILLED WORKERSSKILLS DEVELOPMENTSKILLS TRAININGSOCIAL WELFARETEACHERSTEACHINGTERTIARY EDUCATIONTRAINEESTRAINING CENTERSTRAINING COURSESTRAINING INSTITUTESTRAINING OPPORTUNITIESTRAINING PERIODSTRAINING PROGRAMSTRAINING SERVICESTYPES OF EDUCATIONUNIVERSITIESVOCATIONAL EDUCATIONVOCATIONAL SCHOOLSVOCATIONAL TRAININGYOUNG PEOPLEYOUTHWorking PaperWorld Bank10.1596/27347