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...

This report presents research into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning. The report outlines the findings, context and implications of the research, as well as the data and methods used.

This report presents findings from a comprehensive survey of Australian teachers focused on reading instruction practices in primary education. Overall, teachers report strong confidence in their skills and demonstrate a clear understanding of reading development. However, differentiation remains a significant challenge. The report provides six recommendations aimed at government, schools and systems.

The strategy sets a shared direction for Commonwealth, state and territory governments for adult foundation skills nationally over the next decade. Reflecting a shared commitment to build foundation skills levels among Australian adults, the strategy is designed to enhance the lives of those who face daily struggles in reading, writing, mathematics or computer use.

This guide provides a direct comparison of Easy English and Easy Read, two different accessible text formats both used widely in Australia. There are significant accessibility differences between these two formats. However, there is considerable confusion about them, with many agencies believing the two terms are used interchangeably to describe the same thing.