This thesis presents and analyses financing models in adult education, focusing on two models of individual learning pathways: individual learning accounts and educational vouchers. The aim of this thesis is to provide deeper insight into adult education financing models, focusing on individual learning accounts through the example of French Compte Personal de Formation (CPF) and educational vouchers through the example of German Bildungsprämie and Bildungsgutschein. The comparison between these three models is made to understand the potential for improving the Croatian adult education financing system. The purpose of this thesis is to explore the characteristics and effectiveness of each model and to identify key differences and similarities between them. The research methodology is based on the comparative analysis of the French and German adult education funding models. The analysis focuses on key aspects such as legislative framework, funding stakeholders, accessibility and flexibility of the models, monetary value of the models, equity and inclusiveness, long-term sustainability, and the impact of these models on participation. The main conclusions of the research are directed towards identifying the advantages and disadvantages of each model and providing recommendations for improving the approach financing adult education in of the context of Croatian adult education financing system.