本研究探討澳洲資歷架構（AQF）在終身學習的應用及其對我國的意涵，研究結論：一、推動目的以創造單一完整架構、提供多元彈性學習路徑、促進終身學習、創造資歷的可比較性與可轉換性、教育與訓練符合業界需求以提升全國經濟競爭力；二、澳洲設計模式始終以「學習成果」為核心理念，強調學習輸出，採能力本位設計，由業界研發，級數描述語與資歷描述語為共同語言，提供教育與職訓終身學習的機會；三、AQF舊版實施阻力為大學不歡迎、能力本位研發之業界代表與教育提供者意見相左、有些專業學會不接受資歷做為執照申請、能力本位明載過度不易了解、政府內部品質保證與補助機制未配合；實施助力則為邀請業界參與形塑能力本位資歷；四、AQF實施成效有限，但可促進不同教育部門間流動與先前學習的認可，提供更多學習路徑，創造教育市場，提供大學多功能發展的平台，惟有待加強業界需求面向，在教育至勞力市場路徑方面，AQF扮演了促進角色；五、AQF在終身學習的應用為創造單一架構、提供多元學習路徑、加強不同學習路徑之學分認可與轉換、彈性評量及認可先前學習。

The research topic is related to study on AQF with its application on lifelong learning and implication for Taiwan. The research conclusions include 1. AQF is a single comprehensive framework for providing flexible learning pathways, promoting lifelong learning and creating the comparison and transferability of qualifications as well as meeting the industry needs in order to enhance the national competitiveness; 2. learning outcome is the key concept emphasizing the competence-based approach which is designed by the industry, and level descriptors and qualification descriptors are the common languages; 3. the implementation hindrance of old AQF is that universities do not welcome AQF, the industry has conflicts with educational providers, government funding mechanism does not work with AQF and the over specifications of competence unit. The implementation help is to invite the industry to design the competence based qualifications; 4. the Implementation result is limited, but indeed strengthens the mobility among various sectors, enhances the recognition of prior learning, and provides more multiple learning pathways; 5. the application of AQF with respect to lifelong learning is to create a single framework and provide multi-learning pathways, flexible assessment and recognition of prior learning.