The purpose of the study is to identify the developmental patterns of the lifelong education policies in Korea by analyzing the lifelong education policies since IMF crisis and provide meaningful implications for establishment of the lifelong education policy in the future. In order to accomplish the purpose of the study, we reviewed various models of lifelong education policies across the world and Green’s(2000) frameworks based on socioeconomic, lifelong learning managerial, and financial dimensions from which we developed our frameworks that are market led, market led partnership, state led, state led partnership, and social partnership model and analyzed main policies. Firstly, credit bank systems and cyber university are driven by market, Secondly, academic accreditation lifelong education institutions and lifelong vocational institutes are driven by market led partnership. Thirdly, lifelong learning cities are driven by state led partnership. Fourthly, literacy education for adult learners move toward to state led partnership model from state led model. Fifthly, lifelong education for disadvantaged people is driven by state. however, it ended up in 2011. Lifelong education in Korea was employed for the purpose of social cohesion under the rapidly changing social and economic situation. Meanwhile, despite the fact that it has been implemented as national strategy since IMF crisis to recover economic recession and meet the needs of industries, the burden of education costs is still passed on to individual learners. In particular, the lack of awareness of lifelong education and the inadequate lifelong education system remain to be solved in the future. Thus, this study is meaningful in that it provides important basic data that can provide implications for the development of the future lifelong education by exploring the socio-economic contexts affecting the expansion and implementation of lifelong education policies.