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The purpose of this publication is to look at how lifelong learning strategies can be developed in the context of employment, making it directly related to the needs of the workplace, using recent data gathered from South Eastern Europe and to provide some guidance to those countries. It emphasises the need for more attention to be paid to workplace learning and to exploit the potential of enterprises as providers of lifelong learning. A number of key policy areas are explored in this publication, including: promoting the continuing development of skills and competences, including key competences, among the adult population; raising the skills of individuals who are underrepresented in learning and at risk of social exclusion; promoting learning in the workplace and human resources development in companies, and the provision of specific support to groups of companies whose training levels are insufficient; developing an effective adult learning system responsive to the diverse learning needs of adults, including first time jobseekers; customising learning offers and methodologies and furthering the professional development of adult trainers; ensuring quality in adult learning; developing qualification frameworks and processes to assess and certify skills acquired through prior formal, non-formal or informal learning and experience; further developing lifelong information, guidance and counselling systems; and promoting intelligence, research and the continuous development of adult learning and the systematic monitoring and evaluation of progress. Apart from giving practical, concrete proposals on the areas mentioned above, this publication considers how to create an enabling environment for adult learning through partnerships, awareness-raising, and maintaining the momentum by changing people's attitudes to learning and by encouraging individuals and enterprises to invest in learning. It is suggested that what is needed is a unified government approach involving all the relevant ministries to develop integrated policy, comprehensive strategies and action in adult learning, changes in governance to create a framework that empowers stakeholders and enables government to work in partnership with them, determining priorities with partners and leading on, for example, promoting adult learning, infrastructure developments, and special programmes including joint ones. As well, it seems desirable to develop, with employers, a system of national qualifications, as well as the systematic monitoring and evaluation of learning programs to help ensure that they are meeting their objectives in a cost-effective manner.