In the whirl of current rapid changes the theme of lifelong learning and training is becoming ever more topical. This situation stands against the background of structural changes in the economy, globalisation of markets and ever growing competition, new technologies and changing organisations as the aftermath of these factors. Because of the changes going on in the economy and on the labour market, rather a large proportion of adult education and training is either directly or indirectly related to work. This does not only concern specific in-service training that is targeted at increasing the labour productivity, but largely also the development of general competences of different groups of employees, which finds expression in better work results and enhanced competitiveness of a company.

 Analysis of the data of Adult Education Surveys conducted by Statistics Estonia proved that the training participation rates of adults were dependent on their occupational positions. Workers participated less actively and managers and professionals more actively in various trainings (in formal education as well as continuing training) (Täiskasvanut… 2001, Täiskasvanute…. 2009). 

 Questions of our research were: Which changes have taken place with respect to participation in trainings during 1997–2007? Has the gap in the attainment of formal education and participation in trainings between employees holding different occupational positions become narrower or wider? How do employees in different occupational positions explain their participation in trainings and in which way has employers’ contribution to financing of trainings hanged. This question was viewed against the background of changes which have taken place in the economy and educational system of Estonia.

As adult education is a certain type of human capital investment human capital theory can be applied to the analysis of adult education. The Human Capital Theory argues that the society can invest in people by means of adult education and training with a goal of increasing their productivity (Becker, 1964).

Becker, G. (1964). Human Capital, New York: NBER. Täiskasvanud koolipingis. (2001). Statistikaamet. / Koost R. Vöörmann. Tallinn: Statistikaamet; TPÜ Rahvusvaheliste ja Sotsiaaluuringute Instituut. Täiskasvanute koolitus. (2009). Statistikaamet. / Toim. K. Põder, A. Jalak, R. Rohtla. Tallinn: Statistikaamet.