Lifelong learning has become one of the most influential learning perspectives since the last decade of the 20th century. When lifelong education and recurrent education have continued to gain popularity, issues relating to learning achievement qualification and accreditation also receive growing attention. In the November of 2006, Taiwan started its testing stage of granting accreditation to non-formal education courses, as a mechanism for bridging formal and non-formal education systems. Although course accreditation is considered to be beneficial to recognize individual learning and link formal and non-formal learning experiences, its contribution to promote national nonformal learning achievement qualification is limited due to its narrow focus on single-course content, its incompetence of integrating different learning experiences, and non-formal educational providers' little interest in application. Thus, our research proposed to construct a program accreditation mechanism to complement the current non-formal education course accreditation policy. Document analysis was conducted to understand similar policies from other countries; focus group interviews and public hearings were administrated to collect thoughts and suggestions on developing implementation strategies for accreditation of non-formal education programs. This paper concluded with four tentative approaches to complete the policy development and implications for accreditation of non-formal education programs: conferment of a Lifelong Learning Bachelor’s Degree, development of certificates in emerging areas, linkage to formal higher education, and acquisition of partial prerequisites for national civil service examinations.