The report provides a detailed snapshot of foundation skills proficiency among Australian adults who engage with government-funded programs and vocational education and training, with a particular focus on four priority groups: women, First Nations people, people from culturally and linguistically diverse (CALD) backgrounds, and people living with disability.

Foundation skills, like strong literacy, numeracy and digital skills, are essential for workforce participation, lifelong learning and social inclusion. As Australia adapts to rapid economic and technological change, ensuring equitable access to these foundation skills has never been more critical.

The report offers:

• early insights into the foundation skills of the key priority groups
• evidence-based analysis drawn from a wide range of government and education administrative data sources
• a call to action for improved data collection and inclusive policy development
• an evidence base to help inform future investment and program design to support diverse communities.

Key findings

• Women tend to demonstrate stronger literacy and oral communication skills, though numeracy remains a common area of lower proficiency.
• First Nations participants are actively engaged across a range of foundation skills programs. They tend to show stronger oral communication skills, while writing proficiency is often lower.
• CALD participants are highly engaged in foundation skills programs, often at rates exceeding their representation in the broader population. However, recent migrants within this group tend to have lower proficiency.
• People living with disability show comparable completion and pass rates in VET programs, indicating strong engagement and outcomes.