This paper will review the evidence for the emergence of distinctive regional models of lifelong learning (LLL) and the Knowledge Economy/Society within Europe, concentrating particularly on the English speaking countries (Britain and Eire), the Nordic states, the German-speaking region and France and some of the Mediterranean states most influenced historically by France. Based on the author's previous research (Green, Wolf and Leney, 1999; Brown, Green and Lauder, 2001) and using a range of evidence from comparative political economy, political science and history, the analysis will explore both theoretically and from cross-national data analysis some of the common and distinguishing characteristics of the lifelong learning systems across countries in particular regions in terms of their visions, structures, outcomes and contexts. There is already a wealth of international data on the characteristics of different national systems (EURYDICE and CEDEFOP) and associated measures of their inputs and outcomes (OECD, Education at and Glance; Eurostats etc; IALS, PISA etc). There is also a number of studies that seek to develop typologies for different aspects of lifelong learning across Europe (Green, Wolf and Leney (1999) on secondary schooling and upper secondary education and training; Teichler (1988, 2001) on higher education systems; Brown, Green and Lauder (2001), Ashton and Green (1997) and Crouch, Finegold and Sato (2000) on skills formation systems, and Rubenson (2000) on adult learning).

Theoretical models of regional affinities exist also from other disciplines on the contextual societal characteristics which may impact on lifelong learning eg in Esping-Andersen (for welfare systems); Stein Rokkan (for the geo-politics of state systems), Brubaker (for concepts of statehood) and Streeck, Hutton; Dore; Albert, Thurow and others (for political economy), Braudel (for the long dur_e development of regional economic systems in Europe).

The first part of the analysis will consider the different visions and structures of lifelong learning in different regions with particular emphasis in the latter case on a) institutional structures; b) modes of finance and regulation c) curricula and assessment systems. Particular attention will be paid to the relative stresses of different discourses and policies on defining aspects of LLL Visions and Modes of Regulation along different hypothesized continua. In terms of visions or functions the continuum could be hypothesized as running from 'economic competitiveness' goals at the one end to social and personal developmental goals at the other. In terms of regulation the hypothesized continua relate to state-market relations - with poles represented by highly marketized systems at one end and state-led systems at other (with most visions implying some kind of formal or informal social partnership models somewhere in between the two poles); and levels of state control, with central state control and institutional control lying at the two poles.

The second part will review some of the evidence from IALS and PISA on the aggregate levels and distributions of skills across countries to determine how they vary along regional lines and how any regional differences map onto differences into LLL types. Regional variations in models and outcomes will then be compared with regional variations in some of the major indicators of social and economic outcomes, such as productivity, income distribution, crime, trust and civic cooperation (see Green, Pesto and Sabates, 2001).

The third part will consider some of the findings in the broader theoretical literature on cross-regional differences in welfare and distribution systems (Esping-Andersen) and forms of Knowledge Economy/Society (Ashton and Green; Brown, Green and Lauder; Crouch, Finegold and Sato; Hutton etc) and ask how these relate to any regional differences in models of Lifelong Learning. The conclusion will address the overarching question of whether we can identify different regional models of lifelong learning, how far these depend on certain regional socio-economic contexts, and whether they are constitutive of the different models of the Learning Economy/Society which have been posited in the literature.