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This presentation aims to address the financial barriers in adult learning and explore effective funding strategies.

May 14, 2026Open Access

Setting the Scene: Financing Adult Learning in Europe

MSMantas SekmokasEuropean Centre for the Development of Vocational Training (CEDEFOP)PLPatrycja LipińskaEuropean Centre for the Development of Vocational Training (CEDEFOP)E(European Centre for the Development of Vocational Training (CEDEFOP)

Key Points

This presentation aims to address the financial barriers in adult learning and explore effective funding strategies.
Overview presented at the 6th EUCEN Global Seminar held online.
Analysis of various countries' approaches to financing adult learning.
Discussion of innovative funding mechanisms like learning accounts and training leave.
Identified that funding remains a major challenge impacting participation in lifelong learning.
Showcased collaborative efforts across Europe and Asia to develop sustainable funding strategies.
Highlighted real-world examples and policy insights on effective financing mechanisms.

Abstract

In this presentation, Cedefop experts Mantas Sekmokas and Patrycja Lipińska presented an overview of financing adult learning in Europe during the 6th EUCEN Global Seminar held online on 29 April 2026. All the data used in this presentation can be accessed here. Event: Investing in Lifelong Learning: New Paths to Sustainable Funding Lifelong learning is a cornerstone of economic growth, social cohesion, individual wellbeing, and vibrant democracies. But one question remains central: how can we ensure that lifelong learning is truly lifelong and inclusive, rather than constrained by financial barriers? Funding continues to be one of the greatest challenges facing lifelong learning. For many individuals and organisations, the cost of training remains a significant obstacle. For institutions and policymakers, the debate over who should bear the cost, the learner, the employer, or the state, often remains unresolved. The 2026 eucen Global Seminar, jointly organised by eucen, UPCEA, AAACE and CAUCE, has welcomed new collaborations from Asia. We have looked at how different countries are addressing this pressing issue. Through real-world examples and policy insights from several continents, we have explored innovative approaches such as learning accounts and training leave schemes. Related online tools Cedefop’s database on financing CVET/adult learning Database on financing apprenticeships in the EU Related projects Financing VET: The project's objective is to monitor EU member states’ strategies and mechanisms for financing vocational education and training (VET) and to investigate their effectiveness and efficiency. This site provides information on investment in VET and on developments in VET funding systems and instruments. The analysis focuses on cofinancing, looking at roles of different stakeholders in sharing costs and responsibilities in VET. VET statistics and indicators: Cedefop’s work on VET statistics and indicators supports evidence-based policy and practice in VET. It works to improve the availability, quality, relevance, use, analysis and dissemination of data on initial and continuing VET, adult learning and skill development, including labour market and other VET-related data. Cedefop cooperates with key stakeholders to develop and improve international statistics, including Eurostat and OECD. Project outputs include online access to statistical data and indicators at European and country level related to European VET policy, publications, data insights, analyses and updates to help interpret data meanings and trends. Related publications Cedefop. (2008). Sectoral training funds in Europe. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/99196 Cedefop. (2009). Individual learning accounts. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/24978 Cedefop. (2009). Sharing the costs of vocational education and training : an analysis of schemes in the newer EU Member States. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/19382 Cedefop. (2009). Using tax incentives to promote education and training. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/15385 Cedefop. (2012). Loans for vocational education and training in Europe. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/79064 Cedefop. (2012). Training leave : policies and practice in Europe. Cedefop. https://data.europa.eu/doi/10.2801/12416 Cedefop. (2012). Payback clauses in Europe : supporting company investment in training : final report. Cedefop. https://data.europa.eu/doi/10.2801/75534 Cedefop. (2016). Governance and financing of apprenticeships. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/201055 Cedefop. (2020). Financing apprenticeships in the EU. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/36563 Cedefop. (2024). Beyond subsidising training costs : policies to increase training provision in micro, small and medium-sized enterprises. Publications Office of the European Union. https://data.europa.eu/doi/10.2801/027705 Cedefop. (2026). Continuing vocational training in enterprises in the EU : trends, inequalities and COVID-19 impact (2015-2020). Publications Office of the European Union. https://data.europa.eu/doi/10.2801/2393817 Sekmokas, M. et al. (2020). Workforce skills and innovation diffusion – Trends and policy implications. Publications Office of the European Union. https://data.europa.eu/doi/10.2777/293171 Sekmokas, M. et al. (2024), Updated framework for monitoring adult learning: Enhancing data identification and indicator selection. OECD Publishing. https://doi.org/10.1787/02bbacdc-en

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