As an economically advanced country, the Czech Republic ranks among states whose prosperity is based on human resources, i.e. abilities, knowledge, skills and attitudes of people rather than sources of raw materials. It would be a mistake to view human resources as a static category. In a world the characteristic aspects of whose functioning can be summed up by the term 'knowledge society' continuous development and renewal of human resources are of utmost importance. The basic approach to human resources development is naturally through learning and education, which fact is reflected in the concept of lifelong learning.The results of researches in the field of adult education in past years repeatedly lead to conclusion that the key factor determining motivation and participation in adult education is occupational and professional context. The paper explores what variables are causing differences in participation in education between various groups of economically active people defined by level of education, professional status, economical sector etc.The paper is based on data from the survey called Adult Education in various stages of the life cycle: priorities, opportunities and possibilities of development. Research conducted by Dept. of Educational Sciences, Faculty of Arts, Masaryk university (grant manager Milada Rabušicová), supported by the research grant of the Ministry of Labour and Social Affairs.Data should be elaborated more, but it is evident that the key factor determining motivation and participation in adult education is employer requirements. But, even employer requirements do not lead to any high participation rates either. Empirical data also allow us to infer that as far as occupational and professional education and training are concerned, there can be no inherent assumption of presence of a conscious need to learn. This follows from the answers to the question regarding self-evaluation of respondents' knowledge and skills. An overwhelming majority of economically active respondents believe their knowledge and skills to be adequate. It may be also said that respondents mostly do not connect their occupational situation and/or its change with education.DEHMEL, A. (2005). The Role of Vocational Education and Training in Promoting Lifelong Learning in Germany and England. Oxford: Symposium Book. ISBN 1-873927-10-X ŠEDOVÁ, K., & NOVOTNÝ, P. (2006).Vzdelávací potreby ve vztahu k úcasti na vzdelávání dospelých [in Czech; Educational Needs in Relation to Perticipation in Adult Education]. Pedagogika, 56, 40 - 151. NOVOTNÝ, P. (2006). Lidské zdroje, celoživotní ucení a vzdelávání v pracovním a profesním kontextu. [in Czech; Human Resources, Lifelong Learning and Education in the Professional and Occupational Context] Selected papers, Seria paedagogika. Brno, Masaryk university. ISSN 1211-6971, 2006, vol. 2006, no. U 11, s. 27-39. POTUCEK, M., et al. (2003). Putování ceskou budoucností. [in Czech; Travelling in the Czech Future]. Prague: CESES FSV UK. ISBN 80-86349-09-8 ZOUNEK, J. & NOVOTNÝ, P. & KNOTOVÁ, D. & CIHÁCEK, V. (2006) Vzdelávací nabídka pro dospelé v Ceské republice. [in Czech; The Supply on the Adult Education Market in the Czech Republic] Pedagogika, Praha, PedF UK. ISSN 0031-3815, vol. LVI, no. 2, s. 152-163.