Historically, lifelong learning (under the name adult education) in Canada had a broad base and covered a wide variety of purposes and activities. Many programs included social, community and social justice visions and worked to strengthen local communities. However, with the advent of the so-called New Economy, this has changed. Canadian government lifelong learning policies have become increasingly tied to high skills development. Federal papers are filled with statements stressing the importance of addressing the "skills challenge." Words such as the "learning society" and the "knowledge society" are becoming commonplace. Lifelong learning is being promoted as the key to success in the high skills knowledge economy. Government policy papers argue that, by investing in themselves through education and training, Canadians can earn higher salaries throughout their lifetimes and this will enhance Canada's economic growth. However, high skills policies emphasize colleges, universities, and training organizations as the basis of their economic competitiveness. They ignore the jobs side of the equation. They believe that an unfettered market will magically lead to the creation of good high quality jobs. Instead, the author asserts, lifelong learning policies and job creation policies must benefit not only business but also--and more importantly--workers and the communities in which they live. Here, she discusses some current problems faced by workers: increased workload, job insecurity, loss of job satisfaction, and, in connection with the new skills agenda, the rise of credentialism. (Contains 18 notes.)