Abstract
Those working in the field of adult literacy and numeracy are currently anticipating changes in the near future as the federal government has flagged the development of a National Foundation Skills Strategy (Australian Government 2010). ‘Foundation skills’ is a term that has recently been suggested as a way of simplifying discussions about literacy and numeracy (Perkins 2009:8), and it has gained traction in various Australian national policy environments (e.g. Gillard 2009, Council of Australian Governments [COAG] Reform Council 2009, Australian Government 2010). Foundation skills appears to encapsulate adult language, literacy and numeracy, and more broadly, it may also include so-called employability skills such as communication and teamwork (Roberts and Wignall 2010:1). In this paper, our main focus is on the adult literacy and numeracy dimensions of what is needed in the policy renewal.
Highlights
Those working in the field of adult literacy and numeracy are currently anticipating changes in the near future as the federal government has flagged the development of a National Foundation Skills Strategy (Australian Government 2010)
In addition to literacy and numeracy programs conducted in workplaces (i.e. WELL – Workplace English Language and Literacy programs) and those that target the unemployed, a further program area in need of federal government funding is one which involves the integration of literacy and numeracy in the delivery of the full range of vocational education and training (VET) courses
The field of adult literacy and numeracy in Australia stands at the cross roads
Summary
Those working in the field of adult literacy and numeracy are currently anticipating changes in the near future as the federal government has flagged the development of a National Foundation Skills Strategy (Australian Government 2010). The federal government in its recent 2010 budget has allocated significantly increased funding for workplace and jobseeker literacy and numeracy programs which are designed primarily to contribute to economic skills development (Australian Government 2010). These initiatives are in line with a commissioned publication designed to inform national directions for adult literacy and numeracy which suggests that ‘work-based and workfocused programs should feature strongly in future strategies’ (Perkins 2009:31). We consider professional learning and partnerships with universities in adult literacy and numeracy, and how the field can be revitalised
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