This paper gives an overview of the work of the recent independent Inquiry into the Future for Lifelong Learning in the UK. The author first outlines the range of the Inquiry, to give an idea of the overall context; this includes its application in each of the regions within the UK ( England, Scotland, Wales and Northern Ireland.). He turns then to two sets of theoretical frameworks which underpin the report: the interlinked notions of human, social and identity capital; and, more originally, the four-stage model of the lifecourse. He outlines the way in which resources are allocated across the different stages. He then discusses the notion of intergenerational solidarity, by considering the types of transfers which run between generations. The sections provide only a selection of insights; for a fuller account readers are referred to the main report of the Inquiry, "Learning Through Life". (Contains 5 footnotes and 2 figures.)