Denmark has a long tradition of adult learning with roots that go back to the 19th century folk high school movement. Since the late 1950s, an independent adult vocational education and training (VET) system has developed. In the last decades, attempts have been made to link adult VET systems with adult liberal education. More recently, development of the adult education and training (AET) system is characterized by reforms changing the focus, roles, and subsidy schemes. The Adult Education and Continuing Vocational Training system has three principal aims: adult liberal education, general adult education, and VET. Within the field of adult learning, cooperation and competition is found--between the same providers, between public and private providers, and between private providers. Overlapping supply does not necessarily pose a problem; in a demand-driven system, it is a precondition for competition between providers. Both the vertical range and horizontal level of adult learning show great diversity. Adult education is an investment expected to produce many positive economic and job-related effects. Issues, problems, and good practice facing AET are motivation of adult learners, identification of adults' needs, enterprises' use of continuing education, and role of the social partners. Key issues of AET reform are balance between public and private financing, institutional cooperation, and improved program quality. (Contains 70 references.) (YLB)