The paper examines underlying principles to the growth and development of lifelong learningin Korean higher education.The paper argues that lifelong learning can offer a radical challenge to conventional notions of what universities are and what they are for. The paper envisages lifelong learning becoming the spearhead for greater social inclusivity througheducatioa It is argued that social inclusion need not compromise quality because higher education should not solely provide for human capital development, but also for the expansion of the quality of human knowledge, experience and understand ing. This paper presents an international perspective on inclusion and quality in education. The recent life to ng learning policies within higher education in European and Korean contexts have started the process of re-defining the conception, organisational structure and social role of universities. Analysing recent University Lifelong Learning (ULLL) projects in both contexts helps our understanding of how lifelong learning is re-shaping higher education systems towards them becoming more inclusive and thus reflective of important social changes.This paper will focus on lifelong learningconsidered as a core element in any agenda for reform within the policy and practice of higher education. This has had significant implications for higher education which now no longer exists as a separate domain from that of lifelong learning. So we can now speak of University Lifelong Learning.