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Lifelong learning as a concept began to take real shape in the latter part of the 20th century, developing as an issue not only for educators and learners, but also as a central part of political debate. With social inclusion, key skills and employment, plus more general personal concerns such as literacy, still at the fore of contemporary economic, educational and social policy, the lifelong learning debate has become increasingly important. This book takes stock of how the concept of lifelong learning has developed and how it has affected current policy debates. It makes sense of approaches to lifelong learning in Europe and the UK, and offers a rigorous assessment of policies and future opportunities. With insightful contributions from a wide range of leading authors, the book analyses a number of current debates about lifelong-learning policy. The book challenges some of the prevailing policy assumptions about lifelong learning, in particular its current narrow focus on aspects of post-16 education. The book ends by suggesting that lifelong learning policy in the UK needs to move firmly in the direction of a more genuine cradle-to-grave concept. This book will be powerful and stimulating reading for all those concerned with the present and future of post-16 education.