A man learns for the most of his lifetime. Learning and knowledge is one of the elementary conditions of human existence. As much as it was true in the whole history, so more it is true in the time of the oncoming information society. Knowledge creates the basis of human capital that is the major component of the information society development. This society is based mostly on the permanent lifetime education. On the other hand, unequal chances and different approach towards education in the present world, but personable eligibilities and ambitions as well, leads to a polarization of the society between privileged intellectuals and uneducated masses. A prevention of further deepening of the "scissors effect" is possible mainly by ensuring the access to education in maximally sufficient extent for all spheres of the population. But this is-besides social, ethic and political problem-the problem of economy, thus the problem of financing a lifetime education. Its solving consists in two main assumptions, namely the financing sources and related rate of participation of concerned subjects. Considering the first assumption, it can be stated-and it is almost generally true that the financing sources are limited. Regarding the second assumption, the willingness of the individual sub ects/entities (individuals, firms, state, education institutions...) is limited by their partial interests. A constitution of an effective model of the lifetime education system requires the consideration of all of its economic, political and social relations. Education cannot exist isolated from the economic and social changes. And it is exactly the lifetime education system, which represents an extremely complicated, expertly and financially highintensive problem and process. A participation of the individual subjects on the financing the education is significantly determinated by particular stages of the lifecycle and related phases of educational process (school education, adult education, senior education). In the first component, the substantial role is played by state and its educational policy. Scholastic education is the significant platform for the lifetime education. Thus, state is the main sponsor of the school education and state then bears the main part of its financing costs. Overall reduction of the state sector then substantially reduces the number of experts for the state administration requirements and thus also the state costs spent on the preparation of such experts decrease gradually. With coming of the information society and technology development, the more meaningful role in education process is played by the companies. But the paradox is that exactly the companies try to eliminate the education facilities in their activities and they order the education "products" from the external suppliers more often. This trend requires a radical reevaluation of the relation company-education. All the more it refers to the foreign investors. A preparation of the experts is thus mostly realized only in domestic medium enterprises. As the education is an element condition for the application at the labour market, the bigger pressure is transferred on the applicants themselves, so they would perform their professional and expert flexibility. The specific status belongs to the umiversity educational system, where the. scholastic education is intersecting with an adult education, profession education. In that type of education, co-financing by more subjects (participants of the educational process, employers sphere, state, and other sources) seems to become the basic way of the solving of financing problem. Nowadays, the solving of the unemployment problem belongs to the major state priorities. That is why the state takes the large part of responsibility for increasing of the profession flexibility and thus also its portion in financing the education. At the same time, it can be stated that the structure of financing the lifetime education will change in this direction that the participation of the state and individual participants of the educational process will increase. The participation of the companies will gradually decrease-regarding own corporate educational activities-and will be transferred to the purchasing of the "complete products" of the educational institutions financed by other systems.
