Main challenges of the ageing knowledge economy are constant upgrading of the skills of the active population and mitigating new and old social risks. People in mid-life are increasingly exposed to risks of exclusion in the labour market and lifelong learning. The inclusion of this age group in HE is one of the main challenges of the education and training systems. TLL is considered a key to develop more inclusive and responsive universities. Opening HE for mid-life learners, designing flexible pathways from VET and professional experience to higher education, flexible learning arrangements conciliating family-work life and learning, and the adaptation of didactical methods in HE are challenges to affront problems of the ageing knowledge society.The project aims to study the TLL of HE institutes in several countries with respect to inclusion of mid-life learners. At the core stands a comparative study with a concrete example analysing statistically available data, making a series of interviews with decision makers, stakeholders, lecturers and mid-life learners. The study will analyse the efficiency of TLL programs to achieve the inclusion of mid-life learners.The project will use a innovative combination of a Transitional Labour market approach to define and measure the situation of social risks; and the capability and capital approach to operationalize employability and well-being; to develop innovative tools and instruments measuring social quality.Besides evidence on the social performance of European TLL, the project will facilitate mutual learning between HE-decision-makers, stakeholders, practitioners and learners. Their implication in the project form the outset and will provide not only reports, but also practical oriented recommendations, tested tools and instruments for their integration in management routines. It assures that the outcomes will be widely known beyond the project boundaries increasing their influence in institutions, systems and policies.