This paper examines lifelong learning and its relation to education and training reforms in New Zealand. First, a description is provided of the objectives and characteristics of the lifelong learning movement, suggesting that its beginnings were as a working class movement for social change and economic advancement, and that its programs are characterized by individualized learning, flexibility, self-paced instruction, transitions between different types of institutions, and learner self-governance. The history of lifelong learning in New Zealand is then reviewed from its beginnings in 1914 to the present, highlighting educational reforms undertaken in 1989 to adopt stakeholder-defined qualifications, seamless education across educational institutions, industry training strategies, and student support. This section also describes the replacement of the central and regional offices of New Zealand's Department of Education with a policy Ministry, a qualifications authority, and training agencies. Next, the resulting National Qualifications Framework is described, indicating that it replaces disparate course- and institution-centered credentials with 53 examining boards and agencies, and efforts to implement the Framework are reviewed. Finally, lessons from New Zealand's reform efforts are presented, suggesting that the country has created half a revolution by promoting standards and advocating access, but permitting non-compliance and offering few incentives. Contains 34 references. (YKH)