Lifelong learning means different things to different people. This paper takes a pragmatic approach and examines adult engagement with various aspects of Australia's education and training system and the policy framework that underpins the system. It is argued that Australia's policy framework for lifelong learning is relatively weak because the educational framework is very open and does not discriminate on the basis of age. In a sense, Australia does not have a policy because it does not need one: its whole approach has encouraged lifelong learning.
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