eucen has published its 12th position paper, “The Robin Hood Model of University Lifelong Learning. Why Universities Cannot Build Lifelong Learning Societies Under Knowledge-Economy Funding Models.”
Universities across Europe are increasingly expected to play a central role in addressing major societal challenges such as digital transformation, the green transition, demographic change, and social cohesion. Lifelong learning is now widely recognised as a core mission of higher education.
However, despite strong policy attention, university lifelong learning (ULLL) continues to be shaped by funding and evaluation systems based largely on a knowledge-economy logic. As a result, initiatives focused on social inclusion, community engagement, and widening participation often receive limited recognition and unstable funding.
In many institutions, this has led to what we call the “Robin Hood Model”: income from commercially successful programmes (such as executive education and professional training) is used to subsidise socially oriented activities, including access programmes for disadvantaged learners, community education, and initiatives for migrants, refugees, and older adults.
While this approach allows universities to sustain a broad range of lifelong learning activities, it is fragile. It depends on market demand rather than structural support, meaning that socially valuable programmes are vulnerable when financial pressures increase.
This model highlights a deeper misalignment. Universities are expected to act as lifelong learning institutions, yet they are still primarily funded and evaluated as knowledge-economy institutions, where success is measured through research output, degree enrolments, and income generation rather than broader societal impact.
As a result, participation in lifelong learning remains unequal across Europe, with lower participation among low-skilled adults, migrants, unemployed individuals, and older learners.
Towards a different approach
Our position paper argues that lifelong learning should be recognised as a core public function of higher education, alongside teaching and research. This requires aligning funding, governance, and evaluation frameworks with the full societal value of learning.
Universities need stronger institutional support to embed lifelong learning in their core missions, develop flexible learning pathways such as micro-credentials and validation of prior learning, and strengthen partnerships with communities and civil society.
Equally, the professionals delivering ULLL must be better supported in their dual role of ensuring financial sustainability while advancing inclusion and social impact.
A policy imperative
Policy frameworks also need to evolve. Sustainable funding for ULLL, stronger recognition within higher education policy, and coherent systems for inclusive and flexible learning are essential if universities are to fulfil their societal role.
Without such changes, universities will continue to rely on fragile internal cross-subsidisation to sustain socially valuable learning.
Conclusion
The “Robin Hood Model” raises a fundamental question: can inclusive lifelong learning societies be built when social missions depend on the profitability of market-driven education?
If universities are to fully realise their potential as lifelong learning institutions, this structural tension must be addressed. Lifelong learning should not be an add-on funded through surplus revenue, but a core, properly resourced public responsibility of higher education.
Only then can universities truly contribute to lifelong learning for all.
