The Contribution of the Adult Community Education Sector in Australia to Lifelong Learning

Abstract

During the last two decades, completion of a high school certificate and post-school qualifications has become increasingly important for individuals wishing to ­maintain sustainable employment. Low level and inadequate education and training impact adversely, not only on an individual’s labour force status and their social participation, but more broadly on a nation’s economy and its communities. The relationship between adult education and the community has been widely discussed across the twentieth century (Field 2009) and more recently, the capacity of community-based delivery to address the learning needs of disadvantaged, non-participant groups has been harnessed by governments to help redress skills shortages and strengthen community cohesion. How effective is community-based delivery of adult education, however, in achieving such outcomes? Does it serve ‘the individual in the community’ as well as the ‘needs of all adults in the community’, using Clyne’s (1972) notion of adult education as a ‘community service’? What are the outcomes gained from community-based learning and are some individuals more likely to gain the benefits they seek than others? How does community-based delivery facilitate these outcomes? This chapter draws on data from a longitudinal study of participation in adult community education (ACE) in the State of Victoria and statewide student participation data to explore the contribution made by the ACE sector to lifelong learning within an Australian context. In particular, it analyses the effectiveness of the role played by ACE in providing second-chance opportunities for both young and mature aged people to reconnect with learning and gain skills, qualifications, employment and social benefits.