A conceptual framework for further education (FE) outlines a design for the future of FE curriculum in Victoria. This framework needs to consider shaping influences--political, economic, technological, and cultural considerations--and educational debates---humans as learners, models of knowledge and learning, and educational practices. A close inspection of eight lifelong learning goals that shape this framework reveals four key principles: multiplicity, connectedness, critical intelligence, and transformation. The FE curriculum design model coherently assembles four key aspects of FE teaching and learning: educational practices, learning outcomes, recognition outcomes, and pathway outcomes. Educational practices include the following: the initial assessment, selection, and placement processes; pedagogical processes (modes, media, activities, resources); integral assessment processes; and continual evaluation of learning processes. Learning outcomes include three interactive variables: subject context, conceptual and linguistic development, and learning to learn. Recognition outcomes cover formal and informal recognition of what has been learned. Pathway outcomes suggest destination, choice, direction, access, barriers, and progress. A key factor is transferability. The framework entwines two strands given prominence in relevant policies: quality and choice. (Appendixes contain the four aspects and four principles at a glance, 41 references, and an index.) (YLB)