Objectives This study tried to explore the Qualification Exam from the perspective of lifelong education within the broad of recognition of learning results. To provide basic data for research that explores the activation and direc-tion of learning results recognition for adult learners, considering the Qualification Exam as an academic recog-nition system for adult learners, the characteristics of the formation and change of the components that make up the learning support system were looked at.
 Methods To this end, the literature research method was applied. Various documents, research reports, stat-istical data, academic papers and dissertations, and past newspaper data related to the academic recognition sys-tem and Qualification Exam were collected, and public policy information and public relations data were collected and analyzed by visiting government websites.
 Results As a result of the study, the functions and characteristics of three components of the system supporting the learning of the Qualification Exam for adult learners were confirmed. The first, they are laws and institutions. The relevant laws laid the groundwork for the academic recognition system, and the academic recognition sys-tem, including Qualification Exam, provided educational opportunities and created an environment for learning support system based on this. The second, they are support policies and institutions. Educational institutions op-erate the class to prepare Qualification Exam, and provide learning space. The driving force for learning support has been supported by support projects and policies. Finally, the learner who motivates the above components to achieve their goals is both the target and the result.
 Conclusions The Qualification Exam was understood as a concept with a limited function of ‘the tests to get a school diplomas that people who could not attend school because of poverty'. However, through this study, it was confirmed that the Qualification Exam pursues the philosophy of lifelong education as it functions as a system for recognizing academic background and learning results in which the elements of law, system, policy, educational institution, and learner are linked.