Nowadays individuals live in a complex socials and political word. More than ever before, they want to plan their own lives, are expected to contribute actively to society, and must learn to live positively with cultural, ethnic and linguistic diversity. The development of the process and the system of adult education has gained a particular importance in the world, as well as in Lithuania, where demographic factors (the major part of the society consists of elder people) determine that people stay in the labour market longer, and the rapid development of technologies and information requires continuous learning. As a member of the European Union, both the State of Lithuania and its citizens are challenged by a number of new responsibilities and the ability to exercise these responsibilities is to be acquired. The aim of this paper is to discuss the development of Lifelong Learning possibilities in Lithuania and adult learning requirements, which are important factors in the implementation of Lifelong Learning in Lithuania. Significant changes in economics caused adequate changes in the demand of work places and worker in-service training. Labour force quality (i.e. education and qualification) correspondence to presence and future, the needs have become especially important. In-service training development is one of basic significance to retain a work place and to successfully pursue a career. The interests of the state, employers and individuals concur in the sphere, as everybody understands that an individual without adequate qualifications will not be able to compete in the labour market. An employer will not be able to compete in the national market without qualified workers and the state will not be able to compete in European and world market without competitive enterprises (Zemaitaityte, 2007). The Department of Statistics under the Government of the Republic of Lithuania in 2006 indicate that 55 per cent of all population, age group 25-64, were engaged in learning activities in educational institutions, in courses provided by the education centers and informally (Education 2006). Teaching services were provided by about 3000 institutions of diverse economic affiliation, with different forms of ownership status, as well as institutions whose direct mission does not include educational services. For vocational training and consultancy, in 2007-2008 academic year in Lithuania there functioned 78 professional schools and 10 Labour Exchange training centers, which trained 43,8 thousand trainees and about 30 thousand individuals in the adult continues learning programmes.

Lithuania, as a partner, participates in EU 6 Framework programme project “LifeLong Learning 2010” together with 14 other partners (Co-ordinator of project is Institute for International and Social Studies, Tallinn University (Estonia)). The project focuses on the contribution of the education systems to the process of making lifelong learning a reality and its role as a potential agency of social integration. The survey was carried out using the quantitative sociology method – two questionnaires. There were 994 adult learners and representatives from 75 education institutions questioned.

Survey results indicate that adult learners in classes with a high personal goal attainment have a more positive attitude towards learning, are more autonomously motivated, have more social capital and personal fulfillment motives, are more confident in finishing their studies, and also are more satisfied both with process and outcomes of learning.