Description: According to the Commission, setting up the "European knowledge society" (European Commission, 2003a: 1) will be a major boost for the economy of European countries and will enhance their lifelong learning competitiveness. The overarching programme that aims to achieve this goal was established at the EU summit in Lisbon in 2000 (European Commission, 2003b: 3). The "Lisbon objective" has an economic basis: the principle of lifelong learning, enhancing the possibility of a "European knowledge society", should create "the most competitive and dynamic knowledge based economy in the world" (Van der Wende and Huisman, 2004: 29). The concept of lifelong learning is very general and aims to achieve several objectives including increasing competitiveness, increasing comparability of degrees, and creating a European knowledge society. The overarching aim is to add a European dimension to education. The Bologna Agreement (1999) is one of the main initiatives that aim to achieve these objectives. This presentation examines the extent to which higher education policy in different countries (the Netherlands, UK and an Eastern European country) is becoming Europeanised. This issue will be explored through the case of the Bologna Agreement and the impact of lifelong learning policies on higher education policy in these countries. This paper will provide insights into manifestations of lifelong learning policies and practices in the Netherlands, UK and an Eastern European country. Emphasis will be placed on the contribution of education systems to the process of making lifelong learning a reality and its role as a potential agency of social integration. This paper will evaluate the tensions between the knowledge-based society, lifelong learning and social inclusion in the context of EU enlargement and Europeanisation. In addition, attention will be paid to relevant concepts which help to clarify lifelong learning policies. These concepts include multi-level governance, policy networks, and the Europeanisation of higher education policy. Methodology: - Policy and literature review of the three countries under investigation - Internet based research (e.g. national and transnational governmental and non-governmental organisations and educational organisations) Conclusions: - Empirical insights into national variations in lifelong learning policies and practices: - Since the EU does not have the power to impose strict regulations in the area of education, EU recommendations and guidelines in the context of lifelong learning are interpreted, developed and implemented in different ways in different countries. It is therefore very likely that this paper will conclude that there exists great variety in both form and contents of lifelong learning policies in the three countries under investigation. - The conclusion will include a discussion on the emphasis that the three countries place on the different aspects of lifelong learning.