Measuring adult English literacy improvements in First Nations communities in Australia

ABSTRACT

The prevalence of low to very low adult English literacy levels in First Nations communities in Australia continues to be an issue, despite ten years of government-supported Foundation Skills training provided through the national vocational education and training system. This study examines an innovative First Nations community-controlled approach to improving adult literacy training, utilising an internationally recognised mass campaign model. Literacy improvements were assessed for 63 participants in 6 communities, using validated pre- and post-tests aligned to the Australian Core Skills Framework (ACSF). Overall, 73% of participants improved their literacy, defined as moving up at least one level on one or more of six ACSF indicators. The number of lessons completed and entry ACSF literacy levels were significantly associated with literacy progression, with previous school education positively associated but not statistically significant. The minimum number of lessons associated with literacy improvement is estimated as 47–49 (80–83% of lessons).

KEYWORDS:

• First Nations adult literacy
• Indigenous adult education and training
• foundation skills
• Australian core skills framework
• vocational education and training policy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Australian Research Council [LP160100257].