This review synthesizes work undertaken in the field of economics and education with the aim of identifying and analyzing the economic dimensions of recurrent education. The development and meaning of the concept of recurrent education are addressed through discussion of the antecedents of the concept, international developments in recurrent education, the concept's relationship with lifelong learning and permanent education, the concept in Australia, and the parameters of recurrent education. Each of the five major economic questions raised by the recurrent education concept are then considered separately. They are (1) the internal efficiency of the education sector, (2) the operations of the labor market, (3) the distribution of educational opportunities between individuals and groups, (4) the share of community resources allocated to education, and (5) the mechanisms through which educational activities are financed. Each issue is approached in a similar manner. First, the principal arguments advanced through the recurrent education debate are presented. Second, the closeness of fit between these arguments and developments in the Australian education sector and economy are assessed. Concluding remarks draw together the threads of the debate identified in preceding chapters. (YLB)