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This paper discusses the British experience with Individual Learning Accounts (ILAs) and outlines the current review and evaluation of the model. A range of ILA models were tested by the Department for Education and Skills (DfES) between 1998 and 2000. Pilot work was also undertaken in the further education (FE) sector. ILAs proved very popular and the original target was achieved early. However, following serious concerns over the misuse of funds by a small number of private learning providers and accompanied by strain on public finances, the system was terminated in 2001. Based on a review and evaluation of the ILA model, the UK government intends to design a new ILA mechanism, building on the successful aspects of the old one. The author outlines the ILA system, its strengths and weaknesses as revealed by the review, future plans for a new system, and the European Learning Account Project (ELAP), a project set up by the DfES to investigate what other countries were doing in terms of learning account type mechanisms and to act as a network to exchange ideas.

The National Training Fund (NTF) was set up in 1994 by the Ministry of Labour and Social Affairs within the framework of the European Union (EU) Phare program as a means of supporting the development of human resources in the Czech Republic. This paper describes the NTF and its implementation. The author begins by outlining the origins of the NTFs and goes on to describe their structure. The paper concludes with an overview of current programs and projects under the NTF scheme and plans for future activities.

This paper examines the main features of lifelong learning and its financing, highlighting some particular issues and reflecting on some Australian experiences as they compare with those in other OECD countries. The main sections of the paper examine: existing needs and emerging needs for education and training; a comparison of the funds required with those provided; and potential mechanisms for providing additional finance through government funding.

This paper examines the advantages and disadvantages of levy-based financing schemes to secure enterprise investment in training. Many countries have introduced compulsory arrangements in an attempt to raise the level of training above that which can be provided by the free market. These schemes most often rely on training taxes such as revenue-generating levies, levy exemptions, levy grants, and training cost reimbursement. The basic principles of these are outlined, drawing on examples from a number of countries. The experiences of the French model are highlighted in more detail.

This paper describes the Kameoka Lifelong Learning Foundation, an example of a municipal approach to financing lifelong learning. It was established in the Japanese municipality of Kameoka in 1990. A local public corporation, its purpose is to make education services more efficient and more adaptable to the local learning needs of its citizens, and to make it possible to introduce private funds. The corporation has managerial independence from local government, is funded partly or wholly by local government, and provides services related to education, sports and culture. The author describes the funding mechanism of the foundation and evaluates its implementation of lifelong learning projects and dissemination of information on lifelong learning. It is concluded that the foundation has been successful in securing funding for lifelong learning although there are issues that need to be addressed in relation to the procurement of private funding.