In the paper, we focus on the spatial dichotomies of lifelong learning (LLL) policy programmes. Departing from the observation that space is both constituted and constitutive of social relations, we problematize the dy-namic relation between space and education and its impact on socially inclusive and cohesive policymaking. In this regard, we understand LLL policy programmes as significant instruments for combating social ine-qualities and contributing to more just and democratic societies. The main research question is to understand the relationship between space and education and its impact on LLL policymaking at various governance lev-els. The paper is structured as follows: First, we frame our understanding of spaces and spatiality and embed the concept of spatial justice in edu-cation. Second, we present the results of a short analytical exercise on the relation between education and spaces developed in form of so-called spatial dichotomies. Third, we contextualise our results within various lev-els of LLL policymaking and offer concluding remarks on how LLL can be further theorized. Our paper explores the dynamics between various lev-els of policymaking and their implications for European and global educa-tion governance.