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This chapter is part of a book that aims to provide an accessible, practical and scholarly source of information about the international concern for the philosophy, theory, categories, and concepts of lifelong learning. In this chapter, the author draws on aspects of poststructuralism and actor network theory to examine how adult education is reordered, both delivered and regulated, through the discourses of lifelong learning. Through this examination, the author explores how these discourses of learning ambiguously both reinforce the power of educational institutions as the authorisers of worthwhile learning through assessment, and challenge that authority by positioning learning as part of all social practices. The need to reinvigorate an educational discourse around curriculum and pedagogy in response to current emphases on learning is advocated.