Non-financial performance reporting

Table 1: Performance against output performance measures

Performance measure	Unit of measure	2024–25 actual	2024–25 target	Performance variation (%)	Result
Number of government-subsidised pre‑accredited training hours funded through the ACFE Board⁽ⁱ⁾	Number	2,211,013⁽ⁱⁱ⁾	1,966,900	12	✓⁽ⁱⁱⁱ⁾

(i) The new performance measure replaces the 2023–24 measure ‘Number of government-subsidised pre-accredited module enrolments funded through the ACFE Board’ as funding is allocated on the basis of hours, not places.

(ii) The 2024–25 outcome is higher than the target due to additional funding being provided for the extension of the digital skills program.

(iii) Performance target achieved or exceeded.

Participation in board-funded training

In 2024, the board funded the training of 28,200 Victorians through 224 contracted Learn Local providers, including AMES Australia.

This funding provided access to learning opportunities for:

19,278 female learners (68% of all learners)
7,299 regional learners (26% of all learners)
5,894 learners who are early school leavers (21% of all learners)
653 learners who are vulnerable workers (that is, those at risk of retrenchment; 2.3% of all learners)
507 First Nations learners (1.8% of all learners)
8,037 learners unemployed before training (28% of all learners)
5,096 learners with disability (18% of all learners)
9,885 learners not seeking work before training (35% of all learners)
9,813 learners with concession cards (35% of all learners)
14,124 learners from culturally and linguistically diverse backgrounds (50% of all learners).

Note: Learners can be counted in more than one learner group.

Key initiatives and projects

This annual report describes the board’s key initiatives and projects. These are grouped by the Strategy’s 4 strategic priorities:

our learners
our partners
our people
our board.

Strategic priority: Our learners

Engagement and confidence-building

Maintaining – and building on – the core strengths of Learn Local education and training
Continuing to successfully engage and re-engage adult learners
Providing supportive, inclusive, flexible learning environments

Skills for further education, training, work, volunteering and life

Providing access to developing core skills for learners in every local government area
Offering equitable access for learners, regardless of their location, background or circumstances

Throughout 2024–25, the board implemented or further supported key initiatives and projects to ensure learners, and their needs, are at the focus of its work.

Projects include the annual Pre-accredited Learner Survey, which is part of the VET Student Satisfaction Survey. Conducted by the Social Research Centre between March and May, the survey asked learners about their training experiences at Learn Locals and their outcomes. The results inform strategies to enhance the quality of pre-accredited training for learners.

Other programs implemented or further supported by the board through 2024–25 to improve learner participation, experience and outcomes include:

the Supporting Koorie Self-Determination in Pre-accredited Training project
further work on the Stronger by Design initiative and the Pre-accredited Quality Framework+
extension of the Digital Literacy Skills for Adults program
the Family Learning Partnerships program
the Learn Local Learning for Work Initiative and Grant
the Technology and Digital Grant
the Learner and Program Sustainability Grant
accredited courses
sustainable models of provision.

In 2025, learners in Learn Local courses were again included in the VET Student Satisfaction Survey program.
The 2025 Pre-accredited Learner Survey collected data from learners who participated in Learn Local courses in 2024. It had a response rate of 39% (9,110 learners of those that were surveyed).
The survey results were very positive and indicated that in 2024 pre-accredited learners were highly satisfied with the teaching and learning provided in Learn Local courses.
Among respondents:
- 86% reported positive perceptions of the teaching
- 91% felt their trainers taught clearly and were knowledgeable about the topic
- 90% were satisfied with the course materials and facilities, as well as with the support they received from their trainers
- 95% felt the community-based location was convenient
- 95% reported a safe, welcoming and culturally appropriate learning environment that factored in the diversity of learners
- 90% were satisfied that their provider had identified their learning needs
- 78% were satisfied that their Learn Local course addressed their learning needs
- 86% had improved their general education or life skills or had improved their confidence
- 83% were satisfied the training could be a pathway to employment and further training
- 83% indicated that, overall, they achieved their main reason for training.
Overall, employment outcomes improved for the pre-accredited learners following a Learn Local course. The survey indicated:
- Participation is improved by training – 21% of learners who were not actively seeking work before training achieved employment or were actively seeking employment after training. This was significantly higher for people who explicitly entered training for work-related reasons (at 66%).
- Employment is improved by training – 28% of learners who were unemployed before training achieved employment after training.
- Community support through volunteer work improved – the number of learners engaged in volunteer work increased by 23% after training.
The principles and protocols resource Koorie Education in Learn Locals: Best Practice and Protocols, developed in partnership with VAEAI, was launched by the Minister for Skills and TAFE on 17 April 2024. The resource was distributed to all Learn Local providers and made available on the Learn Local Secure Portal and Resources Hub.
In May 2025, VAEAI presented professional development information sessions to Learn Locals across Victoria, and to staff from the Department of Jobs, Skills, Industry and Regions (the department), to help embed the protocols into Learn Local practice. The sessions were well attended.
ACFE regional teams will continue to work with VAEAI and Local Aboriginal Education Consultative Groups on promoting and implementing the protocols in the sector and facilitating connections between Learn Locals and Aboriginal community organisations and learners.
In October 2021, the board approved an updated pre-accredited quality framework, Stronger by Design, which reflected a perspective of the learner journey. Since then, the model and its resources, such as templates and guides, have been refined. During 2024–25, this work has included a strong focus on professional development for Learn Local staff. A further review is planned to ensure fundamental objectives are met.
In 2024–25, over 340 Learn Local trainers and practitioners engaged Stronger by Design professional learning at events across Victoria and online. About half of participants went on to complete related online self-paced learning, with access to online support from Stronger by Design peer mentors.
The Victorian Budget 2023–24 allocated funding over 2 years to the Digital Literacy Skills for Adults program, to be delivered in 2024 and 2025. This program aims to equip pre-accredited learners with digital literacy and related employability skills to enhance their employment prospects. This funding was an extension of the initiative funded through the 2021–22 State Budget. The program uses curriculum developed both centrally and by Learn Locals.
The Family Learning Partnerships (FLP) program assists families to overcome barriers to participation in education and training. It supports participants to progress to further education, such as pre-accredited or accredited programs, or to gain employment.
Some adult learners face complex challenges that preclude them from participating in education, including emotional, financial, health and skills-related barriers. In addition, they may experience disproportionate barriers to accessing education due to factors such as lack of childcare or disruptive family relationships.
The board approved a round of 35 FLP projects, commencing in 2024, for a 2-year period. Each Learn Local receives $35,000 per annum, on the condition that they meet a series of milestones each year. Projects are underway across Victoria, in metropolitan, regional and rural districts, each aiming to address diverse needs. They include literacy and social inclusion initiatives, multicultural social enterprises and learning engagement programs for young mothers and women from culturally and linguistically diverse backgrounds.
The projects, running until 2026, have also afforded opportunities for participating Learn Locals to share their experiences and insights through communities of practice and forums supported by the department.
The world of work is rapidly evolving, and our economy is shifting and adapting accordingly. As such, the board remains committed to ensuring that learners facing barriers to entering the labour market gain appropriate educational capacity and capabilities for further study, work or life. This includes through offering learners appropriate immersive work experiences.
In May 2025, the refreshed Learn Local Learning for Work Guidelines were released. These replaced the 2017 Pre accredited Work Experience Guidelines and will better support Learn Locals to offer adult learners safe and authentic workplace activities as part of their Learn Local course. The guidelines are in accordance with the National Foundation Skills Strategy 2025–35 commitment to build foundation skill levels among Australian adults, and with reform goals relating to work experience in the Ministerial Statement.
Through meaningful work activities, adult learners apply their skills and understanding in real-world contexts in their chosen industry. The objective is to improve pathways into jobs and/or further accredited training.
The refreshed guidelines include revised insurance guidance for activities at worksites and Learn Local sites, enabling Learn Locals to effectively implement work experience and manage insurance or legal risks. Learn Locals can apply for a grant, available to the end of 2025, to help them foster new relationships with employers and industry partners, and secure authentic work experience activities for their learners.
The Technology and Digital Grant provides funds to help meet technology-related challenges faced by Learn Local providers in 2025. The purpose of the grant is to better utilise technology for the development, delivery and administration of pre-accredited training programs. The grant also aims to support learners who may experience barriers, by using specialised technologies and digital tools to improve their learning outcomes.
Additionally, the grant can provide technical assistance and activities to enhance how trainers, staff and learners use technology.
The board sponsors nationally recognised accredited curricula that support adult learners to improve their basic literacy, numeracy and general education skills, so they are better prepared to pursue further study, qualifications and work.
The curricula includes:
- Course in Initial General Education for Adults
- Certificate I in General Education for Adults (Introductory)
- Certificate I in General Education for Adults
- Certificate II in General Education for Adults
- Certificate III in General Education for Adults.
Training organisations in Victoria are the primary users of these courses, but other jurisdictions also offer the curricula. Accreditation of these courses has been renewed to 30 June 2030.
The board also manages the Certificate IV in Tertiary Preparation, which is accredited to 30 June 2026.
In 2024–25, Victoria University, the board-appointed curriculum maintenance manager, continued to provide core services for these courses along with teacher professional development sessions.
Since 2022, the board has invested in projects to develop sustainable pre-accredited provision and service models.
In 2024–25, further work was undertaken to improve the sustainability of training delivery in ‘thin’ markets (those with low enrolments or low demand generally). The department worked with Learn Local providers on pilot approaches, leading to the development of case studies.
The board will continue to invest in similar projects aimed at establishing sustainable provision models that respond to the needs of participating communities and that produce additional collateral. This could include case studies that highlight issues faced by learners in small and isolated areas.
The outcomes of such projects, alongside other board-funded initiatives, such as Stronger by Design, contribute to the board’s strategy to improve learners’ access to quality training and education and expand provision in all local government areas.

Strategic priority: Our partners

Partnering and collaboration

Developing partnerships between Learn Local providers, TAFEs, universities and other parts of the post-compulsory education system
Developing partnerships between Learn Local providers and employers
Developing arrangements for non-educational supports for learners from health and community services partners

A priority provider of solutions

Delivering practical solutions aligned with employers’ needs and Victorian Government priorities

Throughout 2024–25, the board continued existing programs that support Learn Locals to partner and collaborate with local industry, and to build networks with other Learn Locals.

This saw Learn Locals work with industry and employers to design new Learn Local courses aligned to Stronger by Design principles and for specific industries or workplaces, to meet both employers’ needs and those of the community.

The work included the Just-in-Time Learn Local Industry Partnerships and the Learn Local Industry Practice Networks.

Just-in-Time Learn Local Industry Partnerships connect a local business that has an immediate need for foundation skills and capabilities training with a Learn Local provider. Together they co‑design a pre‑accredited foundation skills solution.
In 2024–25, many such collaborations continued, allowing new learners to benefit from courses designed to develop their core skills and capabilities within the context of a particular industry.
The pre-accredited skills solutions developed through these partnerships have led to jobs and other work opportunities, as well as to further study pathways for learners.
Learn Local Industry Practice Networks extend Learn Local engagement with industry stakeholders statewide, for the benefit of adult learners. The networks comprise Learn Local providers that specialise in partnering with employers in specific industries. One Learn Local provider takes on the role of coordinator. The networks assist and support other Learn Local providers interested in working with local employers.
In 2024–25, Learn Local Industry Practice Networks expanded further across current and new industry fields to build employer engagement and improve workforce readiness in pre-accredited skills and capabilities for adult learners.
Learn Local Industry Practice Networks are in operation for Building, Civil Construction and Landscaping; Care and Support (covering health, disability, aged care support, allied services and early childhood education and care); and Retail, Hospitality and Warehousing.
Case study: Building, Civil Construction and Landscaping Industry Practice Network
The Building, Civil Construction and Landscaping Industry Practice Network matches Learn Locals with large employers, developing learners’ specific core skills and capabilities in chosen industries and improving their employment outcomes.
Important to the network’s success is the way Learn Locals with existing industry partnerships mentor Learn Locals that are new to employer partnering. For example, the Building, Civil Construction and Landscaping network brought together Frasers Construction and Yarraville Community Centre.
The partners completed delivery of their co-designed civil construction labourer course with 5 learners graduating.
Yarraville Community Centre and Frasers Construction have gone on to co-design and deliver other foundation skills courses tailored for the residential building and landscaping industries.

Strategic priority: Our people

Investing in the Learn Local workforce

Investing in the professional development of Learn Local leaders and educators

Investing in improved products and tools

Investing in high-quality learning resources

Throughout 2024–25, the board implemented key initiatives and projects to ensure the Learn Local workforce has the capacity and capability to deliver accessible, flexible and tailored education and training programs to adult learners.

This work included:

professional development of sector trainers and practitioners
Learn Local Conference 2024
new literacy and numeracy curriculum
new centralised language curriculum.

The board’s 12-month program of professional development activities is planned and developed according to strategic priorities and demonstrated need in the sector. To deliver this plan, the board accordingly engages various service providers to deliver flexible, high-quality professional learning to the Learn Local sector.
In 2024–25, successful professional development programs were offered to the Learn Local sector to build its capacity to deliver high-quality pre-accredited language, literacy, numeracy employability and digital (LLNED) programs.
The board engaged Adult Learning Australia to provide a professional learning series on industry-specific LLNED pre-accredited training. This series linked with the centralised curricula on the Learn Local Secure Portal and included professional learning on the board’s Employability Skills Initial Check Kit.
Learn Local trainers and practitioners also engaged in board-funded professional development at the VET Development Centre (VDC). The VDC’s professional learning focused strongly on face-to-face LLNED workshops that developed capabilities in the use of technology to develop LLNED skills.
The VDC also delivered professional learning in areas such as engagement, supportive learning environments and effective learning experiences, as well as a leadership series for Learn Locals practitioners that explored professional practice, governance and building organisational capacity.
The board also engaged the Victorian Adult Literacy and Basic Education Council to deliver professional learning to Learn Local practitioners and trainers in teaching and contextualised approaches for adults with low literacy, numeracy and digital skills.
In 2024–25, the Learn Local Secure Portal continued to be used for delivery of online professional learning. The portal is a learning management system and repository for board-funded centralised curricula for the Learn Local sector. The number of users has continued to grow, with over 900 users in the portal at the time of writing. Existing and new professional development assets are readily accessible, along with high-quality and searchable teaching and learning curricula.
The Learn Local Conference with the theme ‘Opening Doors, Shaping the Future’ was held in October 2024 at W Melbourne, hosting more than 200 attendees from across the post-secondary tertiary education sector.
Co-hosted by Masters of Ceremonies, Mamuch Chuol and Sobur Dhieu (both from the Centre for Multicultural Youth), the conference discussed practices in learner engagement, and the future of pre-accredited training and foundation skills and capabilities in a changing world.
It featured presentations from thought leaders, including a keynote from journalist and author George Megalogenis, who spoke about social demographic trends and their implications for pre-accredited training.
Day 1 showcased presentations and panel discussions exploring the current policies related to foundation skills and pre-accredited training. Four breakout sessions focused on different strategies for how Learn Locals can engage and meet the foundation skill needs of different cohorts.
Presentations on day 2 covered best-practice approaches to Koorie education and training in Australia, and adult literacy pedagogy. A facilitated panel session explored the ways the Learn Local sector will change and adapt to future challenges.
To strengthen pre-accredited learner pathways to accredited training courses, the board commissioned the development of literacy and numeracy curricula aligned with the Australian Core Skills Framework (ACSF) and tailored for 5 industries with strong job growth: health services; food processing; factory and warehousing; renewable energy; horticulture and landscaping.
The curricula will equip Learn Local trainers with tools and materials that bridge a gap from existing industry-focused pre-accredited curriculum to the industry-relevant accredited course, as well as to new curricula in new industry areas. The aim is to better prepare learners to move into accredited study and relevant jobs.
The centralised modules will be developed collaboratively with input from the Learn Local sector.
The new courses will be aligned with the updated pre-accredited quality framework. The courses can be adapted and modified to meet the diverse needs of learners.
Embedding transferrable foundation skills in curricula supports employment and completion of vocational accredited qualifications. For example, the literacy and numeracy course tailored for the renewable energy industry will deliver literacy, numeracy and employability skills and incorporate introductory information about the renewable energy sector, exploring relevant technologies, job opportunities, basic safety, systems and tools.
It is anticipated that these new teaching and learning resources and associated professional development will be available to Learn Local providers in 2025–26.
In 2023, the board engaged AMES Australia to investigate pre-accredited English language courses available to adult Victorians. The project developed a bespoke typology to analyse English language courses at levels up to ACSF Level 2. Using this typology, board-funded pre-accredited language courses and other language courses available to adult Victorians were reviewed.
The final report detailed gaps in the availability of language curricula at certain levels. AMES Australia recommended supporting more courses targeting oral skills, such as conversation courses, and general English courses, at Beginner, Intermediate and Advanced levels.
In 2024–25, the board commissioned Learn Local providers to further develop their language courses for wider use across the Learn Local sector.
The language resources can be modified by teachers to suit local circumstances. The resources will be made available on the Learn Local Secure Portal in 2025–26 and will be complemented by new professional development.

Strategic priority: Our board

Stewardship and governance

Meeting the expectations and relevant outcomes set out in the Ministerial Statement The Future of Adult Community Education in Victoria 2020–25
Modelling ethical, values-based stewardship and governance

Communicating value and impact

Championing and communicating the value that the Learn Local sector creates

Throughout 2024–25, the board continued key promotional projects and events, and maintained its governance structures to ensure open, and transparent decision-making processes and improved engagement with the Learn Local sector and broader tertiary education sector.

This work included:

the Brand and Value Proposition project
governance activities related to board committees
Learn Local Awards
sponsoring the Victorian Community Training Provider of the Year Award at the Victorian Training Awards.

The Learn Local ‘Your Goals, Your Way’ campaign was launched in mid-February 2024, with its first phase running until 30 June 2024. The multiyear campaign focused on increasing brand awareness and engagement across diverse audiences, including people from culturally and linguistically diverse backgrounds, regional communities and First Nations communities.
Audio advertisements were aimed at commuters, while outdoor and transit advertising sought to engage those in key regional areas. Overall, the campaign built a solid foundation for Learn Local’s brand presence and demonstrated the effectiveness of tailored media strategies in reaching priority learners.
The second phase of this large-scale marketing campaign went live in May 2025 and ran until the end of September 2025, further increasing awareness about Learn Local among potential learners in Victoria. This second phase incorporated digital platforms, strengthened audio placements and refined indoor advertising. Advertising was supported by a unified brand presence and a consistent ‘low-cost’ messaging strategy aimed at broadening the reach and impact of Learn Local.
During 2024–25, the board and its Audit and Risk Committee continued to fulfil their legislated functions. Achievements included refreshing the board’s risk register and aligning risk management policy, strategy and processes with those of the department.
The committee again reviewed the board’s annual financial statements and the board’s annual report, providing recommendations to the board for approval. The committee also maintained engagement with the department’s internal audit function, oversaw the board’s compliance with various legislative requirements and monitored provision risk in the sector.
The board’s Finance Committee continued to fulfil its role to advise the board on matters relating to funding allocations to the sector, debt recovery and budget allocations and expenditure, and lead any improvements to the board’s financial efficiency and sustainability.
The board’s Planning, Prioritisation and Performance Committee continued to oversee implementation of the Ministerial Statement and the Strategy as they relate to initiatives and projects in the board’s annual implementation plan.
In early 2025, membership to all 3 committees was reviewed and confirmed by the board.
All 3 committees report regularly to the board to support the board’s discussions and decisions.
The Victorian Learn Local Awards promote the Learn Local sector by recognising the outstanding achievements of learners, practitioners, trainers and Learn Local providers. They encourage and reward best practice, innovation and high standards. In their 18th year, the 2024 awards celebrated individual success stories, leadership, programs, innovation and collaboration in the Learn Local sector.
Presentations were made to the 2024 award-winners at an in-person gala on Saturday 25 October 2024. The gala was hosted by Master of Ceremonies Shane Jacobson. Prize money totalling $82,000 was awarded to recipients in the following categories:
- The Ro Allen Award – Learn Local Pre-accredited Learner (Skills for study and life) Award
  Paw Say Paw, Centre for Participation
- Victorian Learn Local Pre-accredited Learner (Skills for work) Award
  Amanda Gorman, WCIG
- Victorian Learn Local Pre-accredited Trainer Award
  Sonia Nayyar, Cultura – Multicultural Community Services Geelong
- Victorian Learn Local Leadership Award
  Gina Dougall, Banksia Gardens Community Services
- Victorian Learn Local Pre-accredited Program Award (for small providers)
  Work for Yourself in the Care and Support Sector, Manna Gum Community House
- Victorian Learn Local Pre-accredited Program Award (for large providers)
  EmpowerU: Bridging Futures Endeavour Program, Cultura
- Victorian Learn Local Innovation Award
  Bass Coast Adult Learning, Coldon Homes and Capeview Building Products
- Victorian Learn Local Partnership Award
  Debney Meadows Community Hub, Kensington Neighbourhood House, Debney Meadows Primary School, Farnham Street Neighbourhood Learning Centre, Cultivating Community, Moonee Valley City Council and The Community Grocer.
The board was proud to again sponsor the Victorian Community Training Provider of the Year Award at the annual Victorian Training Awards. The award was open to all Learn Local providers, for an organisation demonstrating innovation and excellence in improving skills in the local community or workplace.
Foundation Learning Centre, a Learn Local, was named the 2024 Community Training Provider of the Year. Foundation Learning Centre is a community-based education organisation that works to create accessible education, especially for vulnerable and marginalised young people who struggle to feel understood or listened to.
Foundation Learning Centre provides a supportive, flexible learning environment, where each student – whether they face disadvantage due to learning disabilities, mental health issues, financial hardship or young parenthood – is respected, engaged and inspired to reach their potential. Classes in English as an additional language and Learn Local courses are provided as wrap-around supports and individualised plans that re-engage learners in the classroom.

Updated 6 November 2025