The perfect (skills) match? Tracking a chimera of lifelong learning policy

In this editorial, we argue that skills matching policy rests on a narrow view of adult learning and a static conception of what is actually an extremely dynamic situation when adults grapple with, participate in, and contribute to the shifting realities of work. In addition, we consider a criticism advanced in skills matching policy discourse (e.g. CEDEFOP, 2025a) that positions lifelong education teachers, curricula, institutions and systems as a cause of skills mismatch. We show that such criticism is not sustainable given a rich understanding of adult learning and a corresponding conception of the role of lifelong education.