New research released today by the National Centre for Vocational Education Research (NCVER) highlights the experiences of First Nations peoples and migrants undertaking foundation skills in Australia.
The report, First Nations and migrant learners’ experiences with foundation skills courses, explores why these learners enrol in foundation skills courses, what motivates them, and the barriers that can prevent them from completing their studies. The research also offers practical, learning-informed strategies to improve attendance and completion rates.
NCVER Managing Director John King said, ‘For First Nations learners, foundation skills training is often seen as a pathway – not just to individual success – but also to supporting their communities.
‘Migrant learners, on the other hand, typically pursue foundation skills to gain employment, build personal agency, and better understand Australian culture and language.
‘What sets this research apart is that we heard directly from culturally diverse learners, specifically those who discontinued their studies. These firsthand perspectives offer insights often overlooked in studies focused only on training providers or educators.’
Despite many learners reporting positive experiences, the research found that personal circumstances, particularly transport issues and caring responsibilities, were the most common barriers to regular attendance and completion.
‘By listening to learners’ experiences, we’ve identified ten practical ideas that could make a substantial difference,’ said Mr King.
Recommendations for First Nations learners include:
- improving access to affordable transport in remote communities
- introducing community-specific cultural induction training for trainers
- building culturally appropriate training facilities for First Nations learners to facilitate learning on Country
- improving classroom support.
Recommendations for migrant learners include:
- training teachers in mental health support, mindset and change-management strategies, and trauma-informed care
- consulting with migrant learners before relocating courses
- tailoring course placement by assigning migrant learners to courses based on their goals, education and employment background
- enhancing the relevance of English language courses for migrants
- expanding flexible learning options.
Both learner groups recommended that additional support for those with caring responsibilities would improve outcomes.
Mr King said, ‘By listening to learners, we’ve identified actionable ways to build more inclusive, culturally sensitive and flexible learning environments. Training providers who can apply these insights will improve participation, completions and outcomes.’
The full report and accompanying resources are available on the NCVER website.
Background:
Focusing on First Nations and migrant learners who began a foundation skills course but did not complete it, this research explored their initial intentions and motivations, the factors influencing their decision to cease study, and the support mechanisms that could have helped them continue. It also examines their training experience and recommendations for improving foundation skills courses. It is based on focus groups and interviews held with First Nations learners in three case study locations, and focus groups held with migrant learners in six case study locations.
Foundation skills are essential competencies in language, literacy, numeracy, digital and employability skills that underpin social inclusion, workforce participation, and productivity. Foundation skills have long been a key priority in the Australian Vocational Education and Training (VET) sector to enhance participation and outcomes in VET programs.
Download the report: First Nations and migrant learners’ experiences with foundation skills courses
Enquiries: Chantal Deutrom P: +61 8 8230 8418 E: chantaldeutrom@ncver.edu.au
About NCVER: we are the main provider of research, statistics and data on Australia’s VET sector. Our services help promote better understanding of VET and assist policy makers, practitioners, industry, training providers, and students to make informed decisions.
This work has been produced by NCVER on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Government Department of Employment and Workplace Relations.