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Parliamentary Review – Adult literacy, numeracy and problem-solving skills in Australia South West TAFE response April 2021 © 2021 SWTAFE Page 1 of 15 Adult literacy and its importanceSubmission 96 Parliamentary Review - Adult literacy, numeracy and problem-solving skills in Australia Terms of Reference Following a referral from the Minister for Education and Youth, the Hon Alan Tudge MP, the Committee is conducting an inquiry into adult literacy and its importance.
The Committee called for submissions in February 2021 and has received rich and varied evidence from a range of stakeholders.
The Committee is now seeking further submissions on any or all of the terms of reference, with particular focus on the following areas: the relationship between early childhood education and development, and adult literacy; the relationship between youth literacy training and adult literacy; • • • Aboriginal and Torres Strait Islander literacy; and • rural and regional literacy challenges.

The Committee invites written submissions, addressing one or more of the terms of reference, by Friday, 23 April 2021.
The House Standing Committee on Employment, Education and Training will inquire into and report on adult literacy, numeracy and problem-solving skills in Australia, including but not limited to: • The relationship between adult literacy, numeracy and problem-solving skills and socio- demographic characteristics, particularly migrant status, First Nations status and individuals living in households that have experienced intergenerational unemployment; • The effect that literacy and numeracy skills have on an individual’s labour force participation and wages; • Links between literacy and social outcomes such as health, poverty, ability to care for other family members and participation in civic life; • The relationship between parents’ literacy skills and their children’s education and literacy skill development from birth to post-secondary education; • Whether changes to schooling in 2020 as a result of COVID-19 will have a disproportionate impact on the skill development of those children of parents with lower literacy and numeracy levels, and, if yes, consideration of appropriate remediation programs which might address this; • The availability, impact and effectiveness of adult literacy and numeracy educational programs • in Australia and internationally; and International comparisons of government policies and programs that may be adapted to the Australian experience.
© 2021 SWTAFE Page 2 of 15 Adult literacy and its importanceSubmission 96 Background: South West TAFE (SWTAFE) is pleased to be able to provide a short response to the Parliamentary Review into adult literacy, numeracy and problem-solving skills in Australia.

SWTAFE is a regional TAFE situated in south western Victoria and based at Warrnambool.
This region is referred to as the Great South Coast and a notable tourist region due to the presence of the Great Ocean Road and the Grampians; but is also one of Australia’s major food bowls with its large dairy, sheep, beef, cropping, fishing and forestry sectors.

We offer over 150 nationally-recognised qualifications and short courses, and all are delivered by people with practical experience and backed by strong industry connections.
We have almost 5,000 students studying a range of accredited and non-accredited courses.

We offer foundational level courses that include the Victorian Certificate of Applied Learning, and a range of qualifications supporting people with disabilities.

In the accredited space our courses range from pre-vocational Certificate II courses, up to Certificate III, IV and Diploma courses in a range of industry sectors.
Each year around 1500 new trainees and apprentices commence training with us in a diverse range of trades and vocations.

South West TAFE delivers over 90% of the traditional trades apprenticeships in region; with a particularly close relationship with employers in the building and construction industry.

The health and social assistance sectors and the food and fibre sectors are two of our biggest regional employers and have looming workforce shortages.
The Institute also work closely with employers across many industry groups, peak bodies, and individual enterprises and organisations to ensure their workforce and skills needs are addressed.

SWTAFE’s campuses are located in Warrnambool, Hamilton, Portland and Colac with training facilities also located at Glenormiston and Sherwood Park (Deakin Warrnambool).

As SWTAFE supports a high proportion of rural and remote communities it should be considered an outer regional TAFE.
SWTAFE is also a registered NDIS service provider.

Introduction: Our responses to this inquiry will be couched from the perspective of a regional Victorian TAFE Institute delivering Vocational Education and Training (VET).

It draws on our experiences dealing with regional, rural and remote communities; as well as and industries, schools, universities, other training and education providers across our region.
Our response will be largely limited to the interrelated areas of: • The relationship between adult literacy, numeracy and problem-solving skills and socio- demographic characteristics, particularly migrant status, First Nations status and individuals living in households that have experienced intergenerational unemployment • The availability, impact and effectiveness of adult literacy and numeracy educational programs in Australia • The effect that literacy and numeracy skills have on an individual’s labour force participation and wages.
Four simple case studies have also been included to show the range of students requiring support, the assistance that is typically provided, and the outcome of that.

© 2021 SWTAFE Page 3 of 15 Adult literacy and its importanceSubmission 96 Just under one in five students studying an accredited course at SWTAFE have two or more identified issues related to literacy, numeracy, digital literacy, time management and study skills.
Comprehension and spelling are the two greatest areas of need, while numeracy was the lowest.

1) The relationship between adult literacy, numeracy and problem-solving skills and socio- demographic characteristics, particularly migrant status, First Nations status and individuals living in households that have experienced intergenerational unemployment Socio-demographic factors have a huge impact on the literacy, numeracy and problem-solving skills of adults.
Socio-Economic Indexes for Areas (SEIFA) allow us to identify regions of disadvantage1 iand these are often areas characterised by intergenerational welfare and poverty.

These areas often have larger numbers of people employed in manual or menial jobs requiring limited formal training or education.

Such communities are seriously challenged when it comes to supporting or developing literacy and numeracy levels of younger children, through to adolescents and adults of all ages.
It is interesting to note that even within areas with relatively high SEIFA indices there are pockets of very disadvantaged groups, as evidenced in several south west Victorian towns as shown in Figure 1 below:ii Figure 1: Relative disadvantage by Jesuit DOTE ranking, quartiles, 2015 Registered training providers such as TAFE must ensure that all students undertake a pre-training review (PTR) prior to enrolling in a course.
The PTR is a simple assessment against the Australian Core Skills Framework’s literacy, reading and numeracy levels; as well as a self-declaration by students on their digital skills.

The PTR is then reviewed by teachers or other qualified staff to determine if there are any issues that class teachers need to be aware of.

Where there are areas © 2021 SWTAFE Page 4 of 15 Adult literacy and its importanceSubmission 96 highlighted as needing attention a learner support plan is prepared.
Data collected by SWTAFE as part of each student’s pre-training review (PTR) showed in 2020 that: 1.

37% of all students initial pre-training review results required further follow up with the students and/or their teachers 2.

48% of all referred students required an active Learning support plan established 3.

The top five areas of need were: Comprehension, spelling, oral skills, grammar and writing skills (75% of all skills gaps) 4.
18% of our students have identified with more than one area of LLND need and also had issues with other factors such as poor time management, managing study loads, interpreting course content and responding appropriately.

The House review could also consider extending the definition of literacy to include digital literacy to the scope of this review.

There are many younger Australians returning to learning via vocational education or TAFE programs who are not “digital natives” despite their age.
The digital divide is even greater in those over 55 years of age where they have not been involved in employment where these skills were needed.

This divide is even greater in areas with low SEIFA scores.

Data collected by SWTAFE as part of each student’s pre-training review shows that around 7% of student seeking support have identified as having digital literacy problems compared to less than 5% with numeracy and problem-solving challenges.
While these numbers appear low, they are increasingly becoming more important.

Access to most government support services and programs requires some basic digital competency such as setting up an email account, searching websites, filling in online information, and navigating links to other government services and further account creation.

This can be extremely challenging for those without their own computer, smart phone and internet connections.
Several case studies of individuals referred for support can be found in Appendix 1.

According to 2016 Census dataiii, 9.13% or 8,000 of the region’s population, encompassing Warrnambool, Colac Otway, Glenelg Moyne and Corangamite LGAs, were born overseas.

Nearly half of those born overseas come from non-English speaking countries and only 50% of those born overseas currently hold Australian citizenship.
Indigenous peoples make up 1.8% of the local population with Warrnambool and Glenelg having the highest number of Aboriginal and Torres Strait Islander people.

The numbers of non-native English speakers have increased significantly since the last Census data and it is expected that this upward trend has continued since the data was collected in 2016.

The proficiency in speaking English varies across LGAs, the highest being 12% non-proficiency in Warrnambool.
Census data on unemployment of people born overseas determines that unemployment rates across LGA’s ranges from 3.6% in Corangamite to 7% in the Glenelg region.

The 2020 Labour Force data suggests that nationally the unemployment rate for migrants who have arrived in the last five years is 11.4%, almost double the rate for Australian born residence, which suggests that the local rates might also be higher based on the recency of arrival in Australia.
Furthermore, people born overseas consistently reported lower incomes compared to Australian born residents (see Figure 2).

© 2021 SWTAFE Page 5 of 15 Adult literacy and its importanceSubmission 96 Figure 2: Income of people born overseas Data on Indigenous employment suggests that Aboriginal and Torres Strait Islander People in Outer regional areas have a lower rate of employment and that there is a wider gap to non- indigenous employment rates (Close the Gap Report 2020iv).
These numbers suggest that people born overseas, as well as Aboriginal and Torres Strait Islander Peoples tend to have a higher unemployment rates, lower weekly incomes and are as such more vulnerable within community.

SWTAFE provides an English as an Additional Language (EAL) program under an agreement with the AMES Australia.

This program provides a valuable opportunity for a number of local people who are on a range of eligible visas to develop their English skills.
However, there are significant challenges for many, particularly those who are on working visas and have limited opportunity to attend on-campus programs.

These workers are often employed in jobs requiring shift work or non-standard hours that do not match most education providers scheduling.

Early starts and the physical nature of their work affects their willingness or ability to attend night classes.
Compounding these issues is that family members who have accompanied them to Australia are not eligible for a funded place and so miss out on developing good language skills.

To improve outcomes for our EAL programs SWTAFE is introducing a Language Café where family members can attend a weekly event that is supported by qualified teachers and volunteers, and allow for family members to practice their English skills together.
Opening up language training for visa holder partners would have multiple benefits to these families, their communities and workplaces.

© 2021 SWTAFE Page 6 of 15 Adult literacy and its importanceSubmission 96 2) The effect that literacy and numeracy skills have on an individual’s labour force participation and wages; There is a wealth of statistical data available via the NCVER on student completion levels and its link to job outcomesv.
Generally speaking lower levels of educational attainment lead to lower paid work and issues with gaining employment.

Recent meetings with local food processors in a town with very low unemployment highlighted employers’ frustrations with finding people with the skills and attitude needed for the workplace.
There was a perception that the only people who were applying were, in the employer’s words, “at the bottom of the barrel.” In reality, it was more often a case of poorly prepared applicants who could not provide a well-written résumé or lacked the oracy skills needed to get through an interview.

Macro-level data on employment rates can sometimes mask anomalies at a local level.
For instance, the Aither Reportvi noted that for south western Victoria: Youth in the Great South Coast region have lower levels of education yet higher levels of full-time employment than the Victorian average.

The proportion of the population aged 20-24 years with Year 12 or higher education is smaller than the Victorian average in all LGAs, as is the number of Year 12 or equivalent completers in further education or training.
The proportion of the population aged 15-19 engaged in full-time employment is significantly larger than the Victorian average across all LGAs in the region, particularly in Moyne.
Of those Year 12 or equivalent completers not continuing in further education or training, there is a large proportion employed full-time in all LGAs, with over double the Victorian average in Moyne and Warrnambool, despite opportunities for tertiary education in the Great South Coast region (p.21) This example highlights that lower educational levels or even poorer literacy and numeracy skills are not always a barrier to employment.
This appears to be the case in the Great South Coast region which in early 2021 had recovered from the impacts of COVID in 2020 and an unemployment rate of approximately 3.1% at the end of 2020vii.

In an area such as the Great South Coast the low unemployment rate can mitigate the negative impact of a low education level.

However, it is likely to limit people in the types of work they can get, and their overall lifetime incomes.
What is less clear is the impact this has on the willingness of younger people to take up further training or education once employed.

SWTAFE runs a suite of Victorian Certificate of Applied Learning (VCAL) programs from Foundation to Senior levels, as well as a Young Parents Group.

These students have generally left mainstream education before the end of Year 10, and are looking for an alternative education model that better suits their learning styles and includes some pre-employment training.
Completion data for the past five years on these students shows that their initial literacy and numeracy skills are quite low.

The completion rates for foundation students ranged from as low as 14% up to 31% and for intermediate students from 20% to as high as 62%.

At the senior level completion rates have lifted from 40% up to 72% since 2015.

These figures indicate that it takes several years to build the confidence and overall core skills in these more vulnerable cohorts.
This is not surprising given the majority of VCAL students experience one or more challenges such as poor literacy and numeracy, homelessness, domestic violence, intergenerational poverty, access to transport, and mental health issues.
Despite some really low completion rates the participation rates for these programs typically remain very high (over 95%) and further supports the argument that an extended period © 2021 SWTAFE Page 7 of 15 Adult literacy and its importanceSubmission 96 of time is needed for many people to build their skills, and that they are willing to stay engaged in their learning though they may fail to complete a specific qualification.
SWTAFE operates a Skills and Jobs Centre (SJC) from its main campus, with an outreach service to its regional and rural campuses.

Each year the SJC receives around 1,500 inquiries from people looking for employment, further education and training opportunities, or a combination of those things.

As part of an initial meeting or call with an SJC careers advisors an assessment will be made of the inquirer’s literacy, numeracy and general work readiness.
Following that process there is typically just under 500 people are referred to a pre-employment program to build up their literacy or other core competencies.

These pre-employment programs vary and include resume writing, interview preparation, foundational literacy, numeracy and digital skills, or a combination of those.

They are then supported with job referrals once that training is completed.

Appendix 2 contains some case studies of these job seekers and their underlying issues.
Lessons Learned/Future Considerations Poor literacy and numeracy, and problem-solving skills (and other cores skills identified in the ACSF) are not easily or quickly remedied.

Longer term programs are needed to support people with lower level skills, particularly as they may present with a variety of personal challenges that impact their capacity to study.
These challenges include poverty, mental health issues, transport, childcare, domestic violence, drug and alcohol dependence, or homelessness; with many dealing with more than one issue.

While digital and numeracy issues tend to be less often observed compared to generally language and literacy issues, for those experiencing them these it can have a profound impact on their ability to study and manage their lives in an increasingly digitalised world.
Almost every government agency requires people to access their information via the internet, have or create an email account, create multiple usernames and passwords; all underpinned by the assumption that most households have a computer, smart phone and internet provider.

Digital systems and skills are becoming standard requirements in many industries that once did not require much more than some very basic skills.
For example, transport and logistics, health, aged care/individual support and even cleaning are using sophisticated programs to record information and data.

In industries like agriculture, once a haven for those with limited literacy and computing knowledge is rapidly becoming more digitalised in response to a shrinking workforce (eg GPS operated farm equipment, remote monitoring, and drone operations).
TAFEs, Learn Locals/ACFE providers, neighbourhood houses, other not-for-profit training providers, and libraries play a huge role in supporting people with low LLND skills or capabilities, or with English as a second language.

This is particularly true for regional, rural and remote communities where there are few or no alternatives available for support.
Further consideration for the roles these organisations have in addressing these issues, and the additional support that they may require in the future is needed.

Migrants and visa holders need more options for their study programs, and these programs also need to include access to family members who are currently not able to access funded training.
Broadening the access to EAL programs would benefit families, their local communities, and © 2021 SWTAFE Page 8 of 15 Adult literacy and its importanceSubmission 96 employers as the English skills of all family members can be accelerated when they are able to study together.

Successful outcomes should not just be limited to an improved literacy or numeracy level if the end goal or outcome is being ready for the world of work.
WorkReady, Reconnect and Employment Skills Training programs are essential for linking the educational attainment to a desired result.

Skills and Job Centres in Victorian TAFEs place a critical role in this area, as do State funded foundation programs.

Recognition of the importance of these programs and their ongoing funding is needed.
© 2021 SWTAFE Page 9 of 15 Adult literacy and its importanceSubmission 96 Appendix 1 Learner Support Case Studies Learner Support Plan – Jamie (BSB30115 Cert III in Business) The Learning Support Referral Form from Jamie’s teacher indicated that spelling, grammar and time management support were needed.

Due to COVID restrictions the process of identifying the student support needs was done in consultation with the student and teacher and planning for ongoing support via WebEx and email contact.
The student expressed their appreciation of the regular assistance provided by the Learning Support Unit with reviewing and editing suggestions as the student’s literacy level was low.

The literacy support provided a safety net for the student and helped them manage the content and submit work of a suitable standard.

The student’s ability to self-reflect and independently edit their own work has shown a marked improvement with the student requiring less support as the year progressed.
Learner Support Plan – Sandra (HLT51612 Diploma of Nursing) Sandra made an appointment for tutoring in the areas of numeracy support.

Calculating dosages and measurement were skills that needed refinement.

Three tutoring sessions were initially planned to develop her numeracy skills in the areas of calculations, conversions and measurement.

Prior to the tutoring sessions the student struggled to understand millilitres, micrometres and the process of converting measurements.
Tutoring sessions gave the student confidence in their own ability and also a basic understanding of measurement concepts.

Sandra was able to use her new knowledge to successfully handle measurement conversions on their own and review and build upon her numeracy skills.

Learner Support Plan – Hodari (Certificate IV in Disability) Hodari is a 35 Kenyan born male that is having difficulties with English as a Second Language as he undertook the Certificate IV in Disability.
He required 1:1 sessions to assist with workbook tasks and assessments; and with English as his second language he required support to fully understand tasks set and edit his written work.

Hodari had enrolled at SWTAFE wanting to gain skills and improve his employability; but had found that his lack of conversational English and depth of understanding of complex terms was restricting his ability to complete the course.

Hodari was assisted his comprehension of a topic and its specific questions and tasks.
He needed consistent encouragement when interpreting questions and researching answers.

Hodari has said that the support and encouragement received enabled him to successfully complete his Certificate IV in Disability Studies and now has a much better chance of gaining employment in the Disability Sector.

Hodari has continued to complete further study without any additional help and we believe that the supports provided by TAFE have ensured that Hodari did not disengage from his studies.
© 2021 SWTAFE Page 10 of 15 Adult literacy and its importanceSubmission 96 Learner Support Plan – Alex (Cert III in Individual Support) Alex is a mature-age student who is returning to learning.

Her pre-training review showed that she needed ICT, literacy and numeracy support to successfully complete the Certificate III in Individual Support.

With the support of a Learning Support Facilitator Alex developed the learning and digital literacy skills needed to return to study independently.
Weekly support sessions based in the library with a dedicated Facilitator worked with the student to improve their computer skills and assist with assignment preparation, researching and study skills.

This service was offered in the TAFE library where students could call in at any of the service hours for individual literacy and numeracy support.

Alex regarded the support as a crucial aspect in helping his progress at the required level and he has continued to develop his learning skills.
(NOTE: Names have been changed to protect the privacy of each person) © 2021 SWTAFE Page 11 of 15 Adult literacy and its importanceSubmission 96 Appendix 2 Skills and Jobs Centre Case Studies “Keeping at it..” Rosalie was a job seeker that had financial hardship, she was an early school leaver with poor literacy and numeracy (LLN), and wanted to be employed.

Her interest was in Hairdressing.


Mid last year she applied for the Hairdressing program mid-year intake and was unsuccessful due to not meeting the Literacy and Numeracy requirements to complete the course.

Rosalie visited the Skills and Jobs Centre and was guided into the WorkReady program that focused on improving her LLN and communication skills.

In a supported environment she was able to reconnect with the community and completed the course at the end that year.
Early the next year Rosalie came back into SJC to continue her discussion on wanting to be a hairdresser.

She successfully completed her LLN test and has been accepted into Hairdressing.

She was also granted an Access and Equity scholarship to help her achieve her dream of being employed.

It’s important to make sure clients are not set up to fail.
Through having a central point of contact (SJC) for her to refer back to, and the support for different parts of her journey was critical in helping Rosalie achieve her end goal.

It’s important to provide the ‘how’ to getting what they want, and explaining the ‘why’ along the way.

“CALD student furthers her studies” A Taiwanese mother, who first moved to Warrnambool five years ago, successfully completed her AMEP program through English as a second language.
Unsure of what to do next and what career to explore, she entered the Skills and Jobs Centre.

The student was provided with career planning assistance and course advice.

The student enrolled in the successful WorkReady program, to help her take the next step to a successful career and to employment.
In addition to this, and with the confidence she gained in the AMEP program and through her journey with Skills and Jobs Centre, she has worked with the Multicultural Support Group, and has accepted a new role through the Villa Maria Catholic Homes.

In this role she will offer support for seniors from diverse backgrounds living in the area.

• journey • English as a second language.

• Certificate III program.


At the end of their AMEP program, they are often not ready to enter full –time employment or a CALD students want education and employment, but understand the importance of learning Support to our culturally and linguistic diverse (CALD) students is essential throughout their “Study and Employment Outcomes” Megan is a young lady with an intellectual disability.
She has completed numerous work experiences and a course over the past six years however has been unable to secure any paid employment.

Megan has the ability to work independently, she just needed to be guided into fields of employment that would complement her skill set and ability.

The SJC met with Megan early in the year to discuss course options.

Megan has previously tried child care and some administration work but found both areas challenging and the employment was unsustainable.
Working through a range of ideas involving differing employment fields the common theme of customer service kept coming through, Megan is very friendly, helpful and easy going, she always wants to assist people.

© 2021 SWTAFE Page 12 of 15 Adult literacy and its importanceSubmission 96 We met with hospitality teacher Belinda who explained further the course content and the types of Industries that this skill set would suit.
Megan was enrolled in Certificate III in Hospitality, and with support completed the course with a strong knowledge and understanding of industry expectations.

Megan at the near completion of her course met again with the SJC receiving support and advice about applying for an advertised position in Customer service at a business in her home town.

Support was given and the application sent on through to the employer.

We discussed interview skills, presentation etc.


Megan has gained paid permanent, ongoing and meaningful employment in a role that she is well trained at, comfortable with and looking to secure her working future.

This will be the first job that Megan has had that is the truly right for her.
(NOTE: Names have been changed to protect the privacy of each person) © 2021 SWTAFE Page 13 of 15 Adult literacy and its importanceSubmission 96 Endnote References: iAustralian Bureau of Statistics (2021) https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2033.0.55.001~2016~Main%2 0Features~FAQs%20-%20SEIFA%202016~4; accessed 15/4/2021.

ii Jesuit Social Services (2015), Dropping off the Edge, (viewed 09 March 2018, https://dote.org.au/findings/full-report/; accessed 09/03/2018.
iii Department of Premier & Cabinet (2018) Population Diversity in Victoria: 2016 Census Local Government Areas iv Close the Gap Report (2020); https://ctgreport.niaa.gov.au/; accessed 22/4/2021.

v NCVER (2021) https://www.ncver.edu.au/research-and-statistics/publications/all- publications/vet-student-outcomes-2020; accessed 20/4/2021.

vi Aither (2019) Great South Coast Regional Profile: An analysis of regional strengths and challenges.
https://www.infrastructurevictoria.com.au/document/aither-great-south-coast- regional-profile-march-2019/; accessed 20/04/2021.
viiLabour Market Information Portal (2021) https://lmip.gov.au/default.aspx?LMIP/Downloads/SmallAreaLabourMarketsSALM/Estimates; accessed 21/4/2021 Contributors: Dr John Flett, Director Strategy & Research Susan Pettigrew, Manager Schools & Pathways Janice Gaulke, Head of School of Education Bob Beekhof, LSU Coordinator Alex Mellert, Skills & Job Centre Careers Counsellor The Committee is working on the basis that all submissions received will be published on the Committee’s website.
If you or your organisation seeks confidentiality for any material, you should state the grounds on which you make the claim.

Please refer to the following brochure for information on preparing a submission, including information about parliamentary privilege and requests for confidentiality: www.aph.gov.au/MakeSubmission.
Further information about the inquiry, including published submissions, details of any upcoming public hearings, and hearing transcripts will be available on the inquiry website https://www.aph.gov.au/Adultliteracy.

Submissions can be lodged through the inquiry website or by emailing ee.reps@aph.gov.au.

Submissions should be sent to the Committee by Friday, 23 April 2021.

You are welcome to extend this invitation to anyone that may have an interest in the inquiry.
If you require further information, please contact the secretariat on (02) 6277 4573.

© 2021 SWTAFE Page 14 of 15 Adult literacy and its importanceSubmission 96 © 2021 SWTAFE Page 15 of 15 Adult literacy and its importanceSubmission 96