This policy brief examines the self-reported English language skills of nearly 2,400 humanitarian migrants in an Australian study over 10 years, from 2013–14 to 2023. The first part of the brief examines trends in four dimensions of English language skills. The second part investigates the understanding of spoken English in greater detail.

This research explored the relationship between foundation skill learners’ characteristics and outcomes, and how foundation skills programs contribute to learners’ vocational education and training (VET) outcomes, employment and further study. It found that students enrolled in foundation skills alongside another VET program were more likely to complete their VET program.

This research amplifies the voices of First Nations and migrant learners who have disengaged from foundation skills courses. By understanding their goals, experiences, and recommendations, ways to better support their completion are identified. It explores how these learners first encountered the courses, their motivations for enrolling, the supports available, and the barriers they continue to...

Educators and providers will have access to a new set of tools and resources to better support students from refugee backgrounds pursue higher education, following this national research project that examined students’ transition experiences.

This report documents research into the experiences of international students studying in Australia. The survey sought responses from international students studying onshore in the higher ducation, vocational education and training (VET) and English Language Intensive Courses for Overseas (ELICOS) Students sectors, using the International Student Barometer (ISB) survey instrument.