Lifelong learning is not an aim but a means for continuous and permanent development and successful advancement of each individual. Not only does it bring competitive advantage at the labour market, but it also helps to solve problems and provides new knowledge and contacts. Thanks to lifelong learning any individual has an opportunity to get educated at various stages of his life in accordance with his own interests and needs and his value at the labour market is increasing. Lifelong learning differs from school education by a variety of means, methods and motivation. The paper describes and analyses one of the main stages of lifelong learning, which is the adult education at the Czech University of Life Sciences in Prague (CULS). The main aim of this paper is to provide basic information on the lifelong education at the faculty of Economics and Management of the Czech University of Life Sciences in Prague. Selected statistical methods of quantitative research were used in order to analyse the above-mentioned issues. The data were obtained from a questionnaire survey and analysed using the one-dimensional as well as multidimensional statistical methods. The basis for the analysis itself were the data about students in the courses of lifelong education in the combined form of studying at the Faculty of Economics and Management (FEM) of CULS in Prague between the years 2004 – 2012.

As the importance of reflective teaching is increasingly acknowledged, the need for its assessment is seen more essential. This study designed and validated a scale measuring reflective teaching in an EFL context. In doing so, a test comprising of 24 scenarios in a multiple-choice format was developed and administered to 120 Iranian EFL teacher participants. The scale’s reliability was obtained to be 0.75 using Cronbach’s alpha. In order to determine the construct validity of the tentative test, it was subjected to a series of factor analysis. The findings showed that the newly designed test could be used to measure reflective teaching. Some implications were suggested in the context of language teaching.