Title page
Contents
Chair's foreword 8
Members 11
Terms of reference 13
Abbreviations 14
List of recommendations 18
1. Introduction 26
Scope and conduct of the inquiry 27
Terminology 29
Recent reviews and policy context 29
International context 30
Closing the Gap 31
National Foundation Skills Strategy for Adults 32
Joyce review 33
Review of senior secondary pathways 35
National Agreement for Skills and Workforce Development 35
Productivity Commission review 36
Inquiry into education in remote and complex environments 37
Structure of the report 39
2. Australia's language, literacy, numeracy and digital literacy challenges 41
Evidence of LLND skills gaps 41
Socioeconomic status and LLND skills gaps 47
Employment status and LLND skills gaps 48
LLND skills gaps in Aboriginal and Torres Strait Islander communities 49
Demand for LLND support 50
Benefits of addressing LLND skills gaps 54
A stronger economy 55
Supporting children's education 57
Healthier individuals and families 60
Participating fully in modern Australia 63
Non-English speaking individuals 64
Bilingualism 67
Active citizenship 68
Accessing services 69
Making informed legal and financial decisions 71
Limited data and research on adult LLND skills 72
Concerns about PIAAC 73
Lack of data on Aboriginal and Torres Strait Islander LLND skills 75
Directions for future research 78
Conclusion 79
3. Factors contributing to language, literacy, numeracy and digital literacy gaps 85
Specific learning disabilities 86
Early intervention 88
Screening and assessments 88
Early childhood education and care 89
Importance 91
Access, equity and workforce issues 92
School education 94
School resourcing 95
Support for students with disability 97
Secondary school provision for remote communities 99
Funding for remote schools in the Northern Territory 101
Evidence-based literacy instruction and teacher training 103
Teaching English as a second or other language 106
Use of literacy interventions developed overseas in remote schools 107
Bilingual education 108
Need for more Aboriginal and Torres Strait Islander teachers 111
NAPLAN 113
The need for a better measure of proficiency for EAL/D learners 114
The language background other than English identifier 115
Disengagement from education, shame and stigma 116
Raising awareness 118
Impacts of the COVID-19 pandemic 119
School students 119
Adult LLND learners 121
Conclusion 123
Identifying and supporting individuals with specific learning disabilities 124
Ensuring access, affordability, quality and sustainability in early childhood education 125
Improving the capacity of school education to address the needs of all students 127
Addressing student disengagement, shame and stigma 132
Supporting education during pandemics 133
4. Programs supporting adults with language, literacy, numeracy and digital literacy skills gaps 135
Programs supporting adult LLND skills development 136
Australian Government programs 136
Foundation Skills for Your Future and Remote Community Pilots 137
Skills for Education and Employment program 138
JobTrainer 140
Adult Migrant English Program 140
Recent reforms 141
Reading Writing Hotline 145
State and territory government programs 146
Vocational education and training 146
Adult and community education 148
Read Write Now 152
Public libraries 154
Education in correctional settings 156
Other approaches 159
Literacy for Life Foundation 159
26TEN 163
Factors contributing to gaps in provision 164
Capacity of current providers to meet demand and the diverse needs of the community 164
Shortage of qualified adult literacy teachers 166
Approaches to teaching and assessment 171
Australian Core Skills Framework 172
A new national strategy required 174
Option 1: Revise the National Foundation Skills Strategy for Adults 175
Option 2: Develop a new national agreement focussed on delivery by Registered Training Organisations 176
Option 3: Develop a new national LLND strategy that supports diversity of provision 177
Support for individuals with LLND skills gaps 179
Literacy mediation and form filling 180
Legal advice and financial counselling 183
Conclusion 184
A wide range of programs to suit people's needs 185
Renewing the adult LLND education workforce 189
Developing a national LLND strategy 191
Supporting individuals with LLND skills gaps 193
Appendix 196
A. Submissions 196
B. Exhibit 201
C. Hearings and witnesses 202
Figure 2.1. Proportion of adults at each literacy level, PIAAC 2011-12 43
Figure 2.2. Proportion of adults at each numeracy level, PIAAC 2011-12 44
Figure 2.3. Proportion of adults at each skill level for PSTRE, PIAAC 2011-12 45
Boxes
Box 2.1. Impact of LLND skills gaps on Australians' lives 52
Box 4.1. Selected comments from Read Write Now volunteers 153