Trends in lifelong learning were examined through a review of the following: perspectives of selected international organizations (Council of Europe; United Nations Educational, Scientific and Cultural Organization; Organization for Economic Cooperation and Development; and the European Union); experiences of five European countries (Finland, Netherlands, Norway, Sweden, and the United Kingdom); and case studies of lifelong learning in five Australian cities (Albury-Wodonga, Ballarat, Devonport, Newcastle, and Canberra). The study identified four bottlenecks that must be overcome if the rhetoric surrounding lifelong learning is to be converted into reality: (1) developing a culture of lifelong learning must be motivated by more than the economic rationale that currently dominates policy thinking; (2) despite persistent efforts at bridging the differences between general education and vocational education and training, the gap remains; (3) the level of employer involvement in lifelong learning programs clearly remains inadequate; and (4) new resources are needed if implementation of policies for lifelong learning is to become affordable. (Contains 23 references. Appended are a list of the lifelong learning conclusions adopted by the Council of the European Union and an overview of Sweden's Adult Education Initiative. The case studies, which contain 10 tables, make up approximately 60 per cent of this document.) (MN)