Résumé
This chapter provides the context in which some French and Russian educational university experience in the field of sustainable development is viewed against the yardstick of lifelong learning issues, and particularly, lifelong language learning. Based on conceptual global and two local frameworks, the authors exemplify sustainability indicators for lifelong learning and lifelong education. The French case study proves that innovative use of Recognition of Prior Learning (RPL) which is regarded as an intrinsic part for development lifelong learners’ new competencies becomes part and parcel of their personal needs.