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Lifelong learning should be seen as both an educational and a social practice in which learning occurs throughout individuals' lives and throughout society in a wide range of contexts (including the workplace), involves both formal and informal learning, and is facilitated by an extensive range of partnerships and networks. Vocational education and training (VET) must acquire a new humanism with a focus on people as a way of investing in human intellect, imagination, and creativity. Five key dimensions for achieving lifelong learning that can serve as a coherent and integrated template for thinking about how lifelong learning might be achieved are as follows: (1) establish the foundations for lifelong learning; (2) strengthen and develop pathways, bridges, and transitions; (3) foster learning organizations and institutions; (4) extend the role of information and learning technologies; and (5) develop lifelong learning communities. In Australia and elsewhere, a convergence of VET and general education would potentially address the needs of a knowledge-based economy, lead to a more integrated system with stronger linkages to other sectors, and build on current VET reforms. (Contains 17 references. Appended are a diagram illustrating lifelong learning capability, and profiles of the learning organization and the learning city.) (MN)