[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592914-105":59,"doc-detail-592914-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-adult-learning-volume-60-number-3-november-2020","Australian Journal of Adult Learning - Volume 60 - Number 3 - November 2020","","Australian adults’ education is examined in the context of social and economic change across Western countries. The study argues that adult education’s formation and continuity rely on three premises: addressing adults’ specific yet heterogeneous learning needs, interpreting educational purposes within local contexts, and shaping adult education through local considerations. It further shows how values associated with traditional adult education persist in Adult and Community Education and extend into other adult learning provisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-60-number-3-november-2020/592914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-60-number-3-november-2020/592914.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper argue are the key premises for the formation and continuity of adult education?","Question",{"text":112,"@type":113},"It identifies three premises: meeting adults’ heterogeneous learning needs, understanding educational purposes in local contexts, and enacting adult education through local considerations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the role of government in shaping education systems?",{"text":117,"@type":113},"It explains that, in contemporary Western contexts, government shapes and regulates educational systems and institutions through policy, legislation, and funding arrangements.",{"name":119,"@type":110,"acceptedAnswer":120},"How are adult education’s origins described as different from other educational sectors?",{"text":121,"@type":113},"The paper argues adult education is grounded in the communities it serves and is often not initiated by church or state, being associated with a broader “movement.”","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592914,1792162034,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 60, Number 3, November 2020  \nEducating Australian adults in an era of social and economic change  \nStephen Billett Darryl Dymock  \nGriffith University  \nThe origins and focuses of adult education across Western countries are often about meeting adults’needs, and for purposes they have nominated, not those compelled by others. Unlike other sectors (e.g. schools, vocational colleges and universities) that were mainly initiated and sustained by church or state, adult education has long been grounded in communities and provided through hybrid institutions. Across Western countries, the term ‘movement,’ is often associated with adult education’s origins, and it is sometimes regarded as a‘fourth sector’ of education, apart from schools, vocational education and training and university studies. In recent times, the concept has expanded and diversified, however, making it more amorphous and less distinctive as an educational ‘sector’. Nevertheless, one of the continuing features of‘adult education’has been its concern for adults’ learning needs and preferences. This paper proposes that the formation and continuity of adult education have been based particularly on three key premises: i) meeting adults’specific but heterogeneous learning needs; ii) educational purposes and purposes being understood in the local context; and iii) the enactment of adult  \n400 Stephen Billettand Darryl Dymock  \neducation being shaped by local considerations. Furthermore, the values underpinning ‘traditional’ adult education have not only  \nbeen sustained in what is now more commonly known as Adult and Community Education (ACE) but have expanded into other educational contexts. Informed by considerations of selected research projects the authors have been involved with in recent years, this paper identifies how the three premises have emerged as features of other educational provisions for adults.  \nKeywords: adult education, adult learning, situational factors, localised curriculum development, supply-side considerations  \nAdult education provisions: origins, forms and transformations  \nThe form and purposes of educational systems, the institutions that initiate them and imperatives driving them are usually shaped and regulated by government in the contemporary era, albeit fashioned by societal, economic and political factors (Pring, 1995) . The formation of modern nation-states, industrialisation and rise of central government led to the development of universal schooling and mass tertiary education provisions. That is, the purposes, forms and processes of school education, vocational education and higher education are subject to the demands of central government, often mandated by legislation and administered through funding arrangements. Of course, there are some exceptions (e.g. Montessori schools), but in the Western world, state or church as founders and key sponsors usually, legitimately, define the purposes, forms and processes of these educational systems, institutions and provisions (Skilbeck, 1984) .  \nThe press of these imperatives by the state is never greater than in times of social and economic distress (Stevenson, 1995) . Governmental concerns about global comparisons, for instance, have led to the introduction of literacy and numeracy testing, associated with improving comparative outcomes in state schools (Gable & Lingard, 2013) .  \nAlso, concerns about alignments between what is learntin vocational education institutions and perceived or real unmet gaps within the labour market have long shaped efforts to regulate what is taught, and how it is taught and assessed (e.g. competency-based training, industry-  \nEducating Australian adults in an era of social and economic change 401  \nled processes) in state-funded Technical and Further Education institutions (Stevenson, 2001) .  \nThe establishment of Australian universities of different kinds (e.g. social science universities and teacher educatio","cbCaikB5cunNUeld","https://ap.wps.com/l/cbCaikB5cunNUeld","pdf",159272,24,"English","# Adult education provisions: origins, forms and transformations\n## Government imperatives shaping education systems\n## Adult education as a community-grounded “movement”\n## Three premises for adult education formation and continuity","[{\"question\":\"What does the paper argue are the key premises for the formation and continuity of adult education?\",\"answer\":\"It identifies three premises: meeting adults’ heterogeneous learning needs, understanding educational purposes in local contexts, and enacting adult education through local considerations.\"},{\"question\":\"How does the paper describe the role of government in shaping education systems?\",\"answer\":\"It explains that, in contemporary Western contexts, government shapes and regulates educational systems and institutions through policy, legislation, and funding arrangements.\"},{\"question\":\"How are adult education’s origins described as different from other educational sectors?\",\"answer\":\"The paper argues adult education is grounded in the communities it serves and is often not initiated by church or state, being associated with a broader “movement.”\"}]","Australian Journal of Adult Learning - Volume 60 - Number 3 - November 2020 | PDF",1792076177]