It could be said that since the first edition of this book, Gelpi's analysis oflifelong education has been more than borne out during the last years of the 20th century. Developments in what he caHed the international division oflabour and what we now refer to as economic and cultural globalization, together with new technologies that have transformed the conditions of employment, aH go to make his analysis as relevant now as it was then. The struggles, conflicts and divisions that characterize his approach to education are with us stiH and the trends towards global inequality and exclusion havc, if anything, gathered even greater strength.