Lifelong learning is a concept which is used in many different contexts and in many different ways. Three perspectives of ‘lifelong learning’ will be introduced: (i) lifelong learning as policy; (ii) lifelong learning as theory; and (iii) lifelong learning as an education system. What all three perspectives have in common is the assumption that learning takes place throughout the duration of a person’s life. The three perspectives also assume that learning takes place in various contexts in a person’s everyday life. The meanings which have been associated with the concept of lifelong learning can be differentiated via the three perspectives mentioned above, but there is also an interrelation between political intentions (as expressed in policy), philosophy of pedagogy (as expressed in theoretical frameworks), and practical arrangements (in the form of an education system). While the lifelong learning concept is most pronounced in policy work, it is primarily lifelong learning as a philosophy of pedagogy which can provide us with important insight into the development of lifelong learning in a professional context and in society. What does this mean for higher education? The difference between working with full programs and individual courses will be addressed, and concrete examples of how actors in the surrounding society have found innovative solutions based on collaboration with higher education to meet their competence development needs will be highlighted.