No single system or model of adult education and training describes the actual situation in the countries of Western Europe. Considerable variability exists from nation to nation in regard to scope, characteristics, organization, and financing. The countries, however, share an interest in the deliberate expansion of all phases of adult education. In contrast to the United States, Western European countries divide education and training responsibilities between separate national agencies, exhibit more government promotion and support for adult education, and have publicly sponsored vocational training for adults that is more permanently established, better organized and financed, more able to teach a large range of skills, and is more widely used by the labor force. Despite these general differences, many general and specific approaches in Western European countries offer potentially useful leads for U.S. policymakers. Policies and practices that seem particularly pertinent to U.S. concerns fall into seven areas: (1) providing wider access to adults; (2) targeting on special problems and groups; (3) information, counseling, and supervision of standards; (4) staffing, training, learning methods, and accreditation; (5) breaking down institutional rigidities and divisions of authority; (6) financing public adult education and training; and (7) increasing the training offered by employers. (YLB)