The first edition of the Law on Education was adopted in independent Lithuania in 1991. There is no separate article or clause for adult education and training and it describes formal education in general: general education, vocational education, higher education (, additional education. The additional education that is now known now under the name of non-formal education (it also covers non-formal adult education) was poorly regulated. The Law on Education (1991) provides brief information about additional activities: ‘Extracurricular courses and those who wish to pursue interests in fields such as art, sports, languages, and technical studies‘.

A significant step in adult education was taken in 1998. The new edition of the Law on Education states that the education system comprises of pre-primary education, general education of children and youth, vocational education and comparative studies, which is provided in colleges, conservatories etc., higher education, which is provided in the higher education institutions, and adult education. It also states that education is free in state and municipality general education and vocational education institutions and institutions providing comparative studies. Training is partially subsidised in other education institutions. 

In the same year the Law on Non-Formal Adult Education was adopted. It was important that formal and non-formal adult education was clearly distinguished. It was stated that formal education, training and studies are regulated and controlled by the state. Upon completion of studies, learners were issued officially recognised diplomas and professional qualifications. Whereas upon completion of non-formal and informal education (organised informal trainings, courses, seminars, lectures etc.), learners did not receive officially recognised diplomas or professional qualifications that proved the level of education attained, module or qualification. This law also established the Non-formal Adult Education Council, however, its activities ceased immediately after establishment. Interested legal and natural persons and participants can finance non-formal adult education. It can also be funded from municipalities or the State Budget in some cases, for instance, if a learner had the right to social support or finances for non-formal adult education, these were allocated through the programmes of the state or municipalities. In 2015 the new edition of the Law on Non-formal Adult Education and Continuing Education came into force and replaced the former Law on Non-formal Adult Education. 

In 2003 the Seimas adopted the National Education Strategy 2003-2012. One of the three key aims of this strategy is to develop an accessible system of continuing education that guarantees lifelong learning and social justice in education. In the national education policy the lifelong learning concept started to prevail over the separate segments of the education system. Lifelong learning was described as all learning activity, going on in any age group with the aim of developing personal, civic, social and professional competences. 

In 2004 the Strategy of Securing Lifelong Learning was signed in order to strengthen adult education − one of the segments of lifelong learning (the Strategy was renewed in 2008). The aim of the Strategy was to forecast and define tendencies in the development of a lifelong strategy, as well as identify measures for their implementation, with an emphasis on vocational training and adult continuing education. The Strategy raised a few objectives relevant for adult education:

• to provide a mechanism for evaluation and recognition of competences gained through non-formal and informal education; 
• to guarantee a ‘second chance’ for all adults that had not obtained lower-secondary or upper-secondary education; 
• to create programmes of distance learning and to develop a network of users; 
• to abolish existing restrictions for adults seeking to obtain marketable professions and to increase the level of competences. 

The objectives for adult education were broadened in the renewed Strategy of Securing Lifelong Learning (2008): 

• provide conditions for persons of different needs and skills to acquire, develop and change their qualifications and competences, facilitating their placement and survival in the labour market, guaranteeing progress of the country’s economy, its competitive ability and sustainable development;
• ensure the match between the qualifications acquired and the economic needs, transparency and comparability of qualifications, continuity of learning, vocational and territorial mobility while designing a general and transparent system of qualifications, encompassing all levels of qualifications;
• enhance the quality of life and integration into modern society; to sustainably and consistently develop throughout the country non-formal and non-professional and informal adult education in all types of adult educational and cultural institutions;
• provide a ‘second chance’ opportunity for adult persons to acquire primary, basic and secondary education, develop their general competences and increase accessibility of lifelong learning services for all groups of society;
• provide conditions for personnel working with adult persons to pursue in-service training, ensuring a high quality of services for learning adults;
• offset funding for various spheres of continuous and adult teaching in an attempt to satisfy various needs manifested by the country’s residents to pursue continuous learning and increase funding for the most deprived spheres.

To summarise it can be said that adult educations, as a field, is strategically managed and has a clear direction of improvement. In Lithuania, there was no tradition to fund non-formal adult education, while the same funding rules were always applied to adults as to other age groups regarding formal-education. But a shift towards funding not only formal but also non-formal adult education can be identified, a good example of it is the government resolution adopted in January 14, 2016. 

The current priorities of adult education policy are set in the "Vision for Lithuania's future: Lithuania 2050." The aim is to provide people with incentives and opportunities for lifelong learning, to discover and develop their personal abilities, to acquire the desired and necessary skills, to update them and change their qualifications, to operate an effective and integrated system for the recognition of various skills acquired through education or practice, and the labor market is adapted to lifelong learning and upskilling.

A public opinion survey conducted in 2021 shows that adult learning is viewed as fundamentally positive and beneficial, with a positive impact on both personal growth (increased self-esteem, self-confidence, broader worldview, socialization, and higher social roles) and professional life (increased professional competence, broader career opportunities, increased employee value, higher salary). The main factors encouraging participation in adult learning are the constantly changing environment in the world and the labor market, and innovations in all areas, which determine the need to learn. Personal qualities (curiosity, desire to "stay active"), desire for change, as well as the "trend" of continuous learning and improvement, and the desire to learn to do something with one's own hands are also mentioned.

The Individual Learning Accounts System (ILA) is a unified inter-institutional system operating on a one-stop-shop principle, which provides adult learners with opportunities to study under non-formal adult education and continuing education programs and to apply for state funding for studying under these programs. The following areas are identified as priorities in this system.

Strengthening digital competence. Digital competence involves the confident, critical, and responsible use of digital technologies for learning, work, and participation in society, as well as an understanding of these technologies. It includes the ability to use information and data, communication and collaboration, the ability to use media tools, the creation of digital content (including programming), security (including digital well-being and cyber security competences), intellectual property issues, problem solving and critical thinking.

Strengthening mathematical competence and competence in science, technology, and engineering. Mathematical competence is the ability to develop and apply mathematical thinking and insight in solving various everyday problems. In developing numeracy, the emphasis is on process, activity, and knowledge. Mathematical competence involves, to varying degrees, the ability and willingness to use mathematical modes of thought and expression (formulas, models, constructs, diagrams, charts). Scientific competence is the ability and willingness to explain the natural world using applied knowledge and methodology, including observation and experimentation, in order to raise questions and draw evidence-based conclusions. Technology and engineering competencies are understood as the application of this knowledge and methodology in response to perceived human desires or needs. Competencies in natural sciences, technology, and engineering include an understanding of the changes caused by human activity and the personal responsibility of citizens.

Strengthening entrepreneurial competence. Entrepreneurial competence is the ability to take action when opportunities arise and based on ideas, and to turn them into values that are important to others. It is based on creativity, critical thinking and problem solving, initiative, perseverance and the ability to work collaboratively to plan and manage projects that have cultural, social or financial value.

Strengthening multilingual competence. This competence defines the ability to use different languages appropriately and effectively in communication. The aspects of the skills that make up literacy are very similar: it is based on the ability to understand, express, and explain concepts, thoughts, feelings, facts, and opinions in both oral and written form (listening, speaking, reading, and writing) in a range of social and cultural contexts, according to each person's wishes or needs. Language competence includes a historical dimension and intercultural competences. It depends on the ability to act as an intermediary between different languages and media, as indicated in the Common European Framework of Reference. Multilingual competence is developed through learning the official languages of the European Union.

Strengthening personal, social, and learning to learn competence. Personal, social, and learning to learn competence is the ability to reflect on one's own behavior, manage time and information effectively, work constructively with others, remain resilient, and manage one's own learning and career. It includes the ability to cope with uncertainty and complexity, to learn how to learn, to maintain one's physical and emotional well-being, to maintain physical and emotional health, to be able to take care of one's health and live a future-oriented life, to be empathetic and to manage conflicts in an inclusive and supportive context.

Strengthening literacy skills. Literacy is the ability to identify, understand, express, create, and explain concepts, feelings, facts, and opinions in both verbal and written form, using visual, audio, and digital material from various subjects and contexts. It is the ability to communicate and interact with others effectively, appropriately, and creatively. Literacy development is the foundation for further learning and linguistic communication.

Strengthening civic competence. Civic competence is the ability to act as a responsible citizen and participate fully in civic and social life, understanding social, economic, legal, and political concepts and structures, world events, and sustainability issues.

Strengthening cultural awareness and expression. Cultural awareness and expression is the understanding and consideration of how ideas and meanings are creatively expressed and conveyed in different cultures through various forms of art and other cultural forms. This involves seeking to understand, create, and express one's own ideas and thoughts about one's place or role in society in different ways and in different contexts.