[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594354-105":59,"doc-detail-594354-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","human-capital-development-reforms-for-adult-and-community-education-volume-47-issue-1","Human capital development: reforms for adult and community education - Volume 47 - Issue 1","","Australian Journal of Adult Learning探讨成人与社区教育（ACE）在澳大利亚应对社区需求与政府政策优先事项方面的持续响应能力，并将其定位到澳大利亚政府“国家改革议程”的人力资本主线中。文章概述ACE部门的现行供给与政策演进，指出缺乏可比且可靠的数据使其总体贡献难以量化。文中进一步强调改革的紧迫性，包括劳动力技能短缺、人口老龄化带来的经济机会诉求，以及传统职业教育与培训供给不足的问题。",{"@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/human-capital-development-reforms-for-adult-and-community-education-volume-47-issue-1/594354/",{"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/human-capital-development-reforms-for-adult-and-community-education-volume-47-issue-1/594354.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"ACE在澳大利亚成人终身学习辩论中承担怎样的角色？","Question",{"text":112,"@type":113},"文章认为ACE因其对社区需求与政府优先事项的持续回应而进入终身学习讨论，并能够持续为社会与经济生活质量作出贡献，尤其是在地方社区层面。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"为什么难以准确量化ACE对人力资本发展的总体贡献？",{"text":117,"@type":113},"文中指出缺乏覆盖全部ACE活动的全国数据库，且现有由公共资金支持的数据不一定反映整个ACE部门活动；同时对ACE提供者与项目的数据存在混淆。",{"name":119,"@type":110,"acceptedAnswer":120},"改革ACE被认为迫切的背景是什么？",{"text":121,"@type":113},"文章将改革紧迫性与国家改革议程的规划、技能型劳动力的急迫需求、老龄人口寻找经济结果路径、以及传统职业教育与培训提供者难以满足行业技能短缺联系起来。","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},594354,1792295595,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Human capital development: reforms for adult and community education 47  \nVolume 47, Number 1, April 2007  \nHuman capital development: reforms for adult and community education  \nSarojni Choy & Sandra Haukka Queensland University of Technology  \nThe adult and community education (ACE) sector is consistently responsive to changing community needs and government priorities. It is this particular function that has drawn ACE into the lifelong learning debate as one model for sustaining communities. The responsiveness ofACE means that the sector and its programs continue to make valuable contributions to the quality of social and economic life, particularly in local communities. Although a major focus ofACE is on non-vocational outcomes, there is potential for the sector to make a greater contribution to the human capital stream of the Council of Australian Governments’National Reform Agenda.  \nThis paper briefly describes the ACE sector and its current provisions, and proposes ways in which it could make a greater contribution to the human capital stream of the National Reform Agenda. Reforms to ACE are critical at a time when the Australian Government is planning activities for the Reform Agenda, when  \nthere is an urgent need of skilled workers, when the ageing population is seeking pathways and opportunities for economic outcomes, and when traditional vocational education and training providers are unable to meet the skill shortages experienced by industry across Australia. This paper attempts to initiate debate around an enhanced role for ACE, in terms of not only theReform Agenda, but also a rather more defined position in meeting the learning and skilling needs of the broader community.  \nThe adult and community education sector  \nFor over 100 years, adult and community education (ACE) has operated largely as an informal education sector in Australia. During this period, the sector has evolved gradually in response to the needs of its client groups. Through policy reforms it has influenced changes to, for example, flexible and lifelong learning, the open training market, community capacity building, and human and social capital. Its most outstanding feature lies in the ability to address community needs at the local level, through diversified roles and activities which lead to its complex, inconclusive identity. Researchers (for example, Clemans, Hartley & Macrae 2003; Golding, Davies & Volkoff 2001) have found it challenging to create a profile that depicts the whole sector, particularly in the absence of much reliable, valid and comparable data on ACE activities and outcomes. The National Centre for Vocational Education Research maintains a set of data on ACE activities through public funds. However, Borthwick, Knight, Bender & Loveder (2001) caution that this national data collection does not reflect all activities in Australia’s ACE sector. In the absence of a national database of all ACE activities, it is difficult to quantify adequately the total contribution and potential of the ACE sector to human capital development.  \n4􀀸 SarojniChoy & Sandra Haukka Human capital development: reforms for adult and community education 4􀀹  \nThe diverse nature ofACE is both a strength – the ability to address local needs in ways that other larger providers or organisations may not be able to do – and a weakness of the sector – appearing to be fragmented so that the marketplace may not understand what the sector does (Golding, Davies & Volkoff 2001). Golding et al. (2001:47) argue that ACE could not be regarded as a national sector because States and Territories have different ACE histories and because of the diversity ofACE across Australia. Besides, funding arrangements and contributions by ACE differ greatly by jurisdiction. There is confusion between data on ACE providers and those on ACE programs where these two categories are sometimes used interchangeably. ACE programs could also be delivered ","cbCaisPwKAn0nIIY","https://ap.wps.com/l/cbCaisPwKAn0nIIY","pdf",193126,"English","# Human capital development: reforms for adult and community education\n## The adult and community education sector\n## Strengths, weaknesses, and data challenges\n## ACE’s contribution to learning, training, and pathways","[{\"question\":\"ACE在澳大利亚成人终身学习辩论中承担怎样的角色？\",\"answer\":\"文章认为ACE因其对社区需求与政府优先事项的持续回应而进入终身学习讨论，并能够持续为社会与经济生活质量作出贡献，尤其是在地方社区层面。\"},{\"question\":\"为什么难以准确量化ACE对人力资本发展的总体贡献？\",\"answer\":\"文中指出缺乏覆盖全部ACE活动的全国数据库，且现有由公共资金支持的数据不一定反映整个ACE部门活动；同时对ACE提供者与项目的数据存在混淆。\"},{\"question\":\"改革ACE被认为迫切的背景是什么？\",\"answer\":\"文章将改革紧迫性与国家改革议程的规划、技能型劳动力的急迫需求、老龄人口寻找经济结果路径、以及传统职业教育与培训提供者难以满足行业技能短缺联系起来。\"}]","Human capital development: reforms for adult and community education - Volume 47 - Issue 1 | PDF",1792079001,23]