ABSTRACT
Over the past decade, lifelong learning has enjoyed a remarkable rise up the policy agenda. Particularly in the Western world, one government after another has placed lifelong learning at the core of policy, and this priority has been repeatedly endorsed by the main intergovernmental actors. Yet the development of concrete measures, and their actual implementation, have lagged substantially behind the language and ambition of the policy community. Why? And does it make a difference, particularly to those who manage and deliver learning programmes?
