Frequently, comparative education scholars have worked with a conception of globalization that amounts to no less than a reference to all the major economic, social, cultural and information and communication technological changes taking place in the world today. This paper outlines the significance of globalization as it is crystallized out of world governments’ deliberations in lifelong learning. For the past half century, the West has discussed Lifelong Learning (LLL) and changing its rationale during this period from a social justice to a human capital purpose. World governments such as the OECD EU, World Bank and UNESCO have developed and propagated LLL as a concept of development. While OECD, EU, and World Bank have emphasized the importance of LLL for economic development, UNESCO has stressed LLL as a skill development strategy in addition to other goals. The LLL argument was primarily focused on the efforts of so-called poor countries to reach some kind of equivalence or parity with the Western countries in economic and social development. The thesis of this paper is in fact, to discard most, if not all of the prevailing formulations of development offered by LLL in developing countries. The paper argues that LLL is part of the colonization by the global capitalist system that aims to develop a global economy that produces more commodities cheaply and efficiently for the capitalist market and that LLL might best be understood as a part of the globalization quest for the rich countries to further extend their control over the structures and resources of the poor countries.