The Government of the United Kingdom of Great Britain(UK) has made revolutionary reform of the lifelong learning system for all educational levels of people in order to respond to the challenge of rapidly changing economic and social environment in the 21st century's knowledge-based economy. The U.K's economy has suffered from the country's low labor productivity due to the low level of skills compared with other Western European countries. The key policy objective for its lifelong education system is to upgrade individual's skills and supplying abundant qualified human resources to the employers toward enhancing individuals' employability and national competency respectively. Since the beginning of the Tony Blair Government in the late 1990s objectives, vision and strategies of the lifelong learning system have been suggested in the government's reports, In Demand, Adult Skills in the 21st Century (2001) and In Demand : Adult skills in the 21st Century - Part 2 : an action plan for adult skills in the 21st century (2002), and two white papers, 21st Century Skills : Realizing Our Potential (2003) and The Future of Higher Education (2004). The Blair government successfully accomplished the reforms of lifelong education system reflecting the demand-led system in which the government did not take the initiative in providing the education and training for the individuals, rather individuals and employers took them to meet their needs. In short, the objective of the lifelong human resources development of the U.K. was to help individuals find their job they want and to fulfill their life by enhancing the level of their skills while the employers improve the productivity of labor for the success of their business entities. For this purpose, the government has had allocated its enormous budgetary resources to implement its lifelong educational policies The recent policy reform of lifelong learning system of the United Kingdom in 21st century provides useful implications for Korea as follows : 1) establishment of such central organization as 'Learning and Skills Council' so that a single organization can comprehensively devise plan, oversee and financially support further education & training for the population beyond age sixteen; 2) building a comprehensive Skill Alliance System in order for pursuing partnerships among the central & regional government sectors, employers, individuals, and education & training providers, etc.; 3) expanding continuing education opportunities for the age group beyond sixteen and develop the apprenticeship system such as Modern Apprenticeship particularly for the youth which can endow the technical certificates; 4) advancing the instruction & learning standard of junior colleges and reinforcing the work-based learning; 5) setting up the national networks of lifelong learning institutions ( e.g. University for Industry/ learndirect) which executes adults' basic knowledge and skills and the courses employers demand for their business/industries both on-line and off-line ; 6) enhencing the skills through various types of universities/colleges and business/industry cooperation; and 7) raising the standards, and integration of the national vocational qualifications framework for enabling the adults, employers, and institutions to understand the framework better for employment and further education.