In this chapter, we shall focus on the EU’s “Memorandum on Lifelong Learning” and examine its implications for educational practice in neoliberal times.1 We shall reacquaint readers with the original humanist concept of “lifelong education” promoted by UNESCO in the seventies, as propounded by the “Faure Report” (Learning to Be). This concept was expounded by a number of scholars who had contributed to that debate, notably Gelpi, Dave, Cropley, Wain, Suchodolski, and Lengrand, and because of this, constant reference will be made to their writings. We shall then trace the subsequent use of this concept, albeit in its more popular contemporary garb, “lifelong learning,” and shall critically analyze “on the ground projects,” said to be inspired by the Memorandum, bearing in mind the larger neoliberal scenario.