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'The learning age' (indexed at TD/IRD 88.177) and other related documents present a concept of lifelong learning that embodies both the need for people to improve and update their skills throughout their lives and for those previously excluded from learning opportunities to participate in a 'future national culture of learning' in the United Kingdom. The concept of 'lifelong qualifications' is designed to encompass both these aims. This paper argues that 'The learning age' provides a context for future policy development in postcompulsory education and training in which these aims can be combined within the future development of an appropriate structure of qualifications that is truly capable of supporting the lifelong learning agenda. The author suggests that qualifications for lifelong learning must be based on effective industrial and commercial models in order to adapt to change in the learning environment of the future. The Qualifications and Curriculum Authority (QCA) is currently establishing a National Qualifications Framework (NQF) for Britain along with its partner regulatory bodies in Wales and Northern Ireland. The author argues that this framework may not be adequate to support lifelong learning and provides a critique of the existing qualifications. A model is suggested for the development of credit-based qualifications committed to widening participation and social inclusion, and forming an integral part of a future framework of 'lifelong qualifications'.