Knowledge and learning are becoming increasingly central to work and everyday life at the close of the 20th century. This document examines the potential for creating a new match between the demand for and the supply of new forms of learning. It draws on a range of recent Centre for Educational Research and Innovation (CERI) work and summarizes the perspectives that emerged from the CERI conference, "Learning Beyond Schooling: New Forms of Supply and New Demands," held in Paris in December 1994. Chapter 1 looks at new demands for learning and new forms of supply, considering how they might be better matched. Chapter 2 looks more specifically at aspects of the new "learning infrastructure" that might enhance learning opportunities. The third chapter examines a number of policy issues, including the question of how responsibilities should be divided between public and private actors. The report concludes that it is not inevitable that new learning opportunities develop in ways that best match demand. Governments in partnership, particularly with the private sector, will need to play an important role in creating a sound infrastructure for learning, although they may not always be directly involved as suppliers. Conclusions for policymakers to consider include: (1) learning in the 21st century will become an essential part of everyday human activity; (2) access to learning in the 21st century must strive for universality; (3) learning technologies in the 21st century must actively support respond flexibly to learner needs; (4) learning suppliers in the 21st century must adapt their ways; (5) governments in the 21st century must actively support the learning infrastructure, but not expect to control the agenda; and (6) learning in the 21st century will need to be a collaborative enterprise. Appendices contain descriptions of three CERI studies and the conference program. (LMI)