Year in review

Our vision

The vision of the Adult, Community and Further Education Board (the board) is that adult, community and further education (ACFE) develops the core skills Victorian adults need for study, work and life.

Our mission

The mission of the board is to lead literacy, numeracy, English language, employability and digital skills education and training for adult learners in Victoria.

Our values

In accordance with the Public Administration Act 2004, the board upholds the 7 core Victorian public sector values of:

• responsiveness
• integrity
• impartiality
• accountability
• respect
• leadership
• human rights.

Chairperson’s report

The year has been very busy, as this annual report attests. As always, the board has demonstrated unshakeable commitment to enacting the board’s vision and values for the Learn Local sector for the benefit of all Victorians.

The ACFE Board was established after the proclamation of the Adult, Community and Further Education Act 1991 in Victoria. Since then, each iteration of the board has had the privilege of witnessing the impact of ACFE programs on learners.

I can speak confidently that our board is delighted to see how the sector has evolved so that ACFE programs continue to support learner aspirations for study, work and life. It has been such a privilege to see how Learn Locals carefully develop relevant programs to meet a person’s initial learning needs – guiding learners through a range of educational experiences on a very special journey towards aspiration and achievement.

Our learners gain a suite of core skills and capabilities that allow them to move steadily towards both improving their vocational and study skills and transforming their lives through community participation.

We know our sector is unique, not just nationally but internationally. Learn Local programs are delivered across Victoria and provide a nurturing environment that ‘wraps around’ the whole student, ensuring strong learning outcomes.

One of the most profound benefits of Learn Local programs is that they often break the cycle of disadvantage, supporting learners to reach their potential, regardless of their background or circumstances.

The board has the important role of planning, promoting and providing for the delivery of adult community education in Victoria. Through the work of the board, the Victorian Government provides funding to the Learn Local sector for the delivery of education and training programs to a broad range of Victorians who are older than compulsory school age.

Learn Locals are an essential part of the education system

The Learn Local sector helps the broadest section of the community. Its focus is adults wanting to develop skills and confidence to pursue further education and employment goals. The Learn Local sector offers place-based programs that respond to learners’ needs.

Of course, these programs also support civic participation – benefiting the learner and their community. Where adults may have had interrupted schooling through displacement, poverty or other challenges, Learn Local programs offer a chance to start again. Where adults may have faced marginalisation due to disability, health conditions, discrimination or other barriers, Learn Local programs change the narrative. The learning is transformative and empowering so that learners can aspire to and reach their full potential.

Learn Locals are an essential part of the skills and training system, and they connect adults and communities to vocational education and training (VET) and the broader education system. They support social cohesion, facilitate connections and offer adults skills and learning opportunities, so these learners can increase their social and economic participation in society.

Learn Locals also support job outcomes by supporting learners to build their core skills for work – including language, literacy, numeracy, digital and employability skills. They also provide authentic experiences of work to help learners get a job or progress to further education.

Flexible and adaptable, the Learn Local sector can reach into communities and integrate with people’s lives in ways that other parts of the skills and training system cannot.

The board understands that among the reasons learners choose Learn Locals is that programs are delivered nearby in their communities, tailored to their needs. The programs may also offer opportunities in the community through partnerships with employers. Further, the courses are comparatively short and low-cost.

Throughout the year, the board and I have had the great privilege of visiting several Learn Locals – visits that have been inspiring and informative. We have heard first-hand about the transformative impact of pre-accredited training programs. We have also enhanced our understanding of the opportunities and challenges for the sector, informing our planning and priorities for 2024–25 and beyond.

Learn Locals contribute to a strong and growing economy

Through Victoria’s Economic Growth Statement, the Victorian Government provides a strong vision for a prosperous Victoria. That is, that Victoria is home to a skilled and talented workforce, dynamic and experienced businesses and industries, a jam-packed calendar of events, and a strong and growing economy. It is a state of ideas, innovation and ambition.

Learn Locals are integral to this vision, supporting learners to move between community settings, TAFE and further education, and employment pathways and outcomes. This interconnectedness is core to delivering a system that is inclusive, flexible and responsive.

The third and current Victorian Skills Plan is a call to action for everyone in the skills system to work together to meet Victoria’s workforce needs.

Growing Victoria’s labour market relies on a strong Learn Local sector working closely with other parts of the skills and training system. For example, delivering on Victoria’s Housing Statement and Big Build agenda demands a willing and skilled workforce. Learn Locals, particularly those in regional and rural Victoria, have another vital role to play in the skills and training system: creating better connections for secondary skill cohorts, especially early school-leavers.

Core skills and capabilities developed through Learn Local programs address inequalities, build resilience and ensure social cohesion

‘Core’ or ‘foundation’ skills and capabilities are vital for social participation and economic success – and in turn for addressing inequality, building resilience and supporting cohesion across all communities.

Responding to the Commonwealth Government’s 2021 inquiry into adult literacy and its importance, the Australian Council for Educational Research (ACER) cited strong evidence that investing in improving adults’ literacy, numeracy and digital skills has economic benefits for the entire nation – including for GDP and productivity.

ACER concluded unequivocally that a significant number of people in Australia aged 15 to 74 do not have sufficient foundation skills to be able to cope equitably with life and work in the 21st century.

We know from the OECD’s assessment and analysis of adult skills (particularly through its Programme for the International Assessment of Adult Competencies), and also through Skills for Australia reports, that digital literacy is not a luxury – it’s an essential foundation skill. Whether in navigating Centrelink, applying for jobs, banking or taking part in modern workplaces, digital skills underpin participation across all aspects of life.

The board is keen to better understand the impact of digitalisation, including artificial intelligence (AI), on industries and jobs. As AI becomes increasingly prevalent across all facets of life, it will be important to consider how the Learn Local sector can better support communities to adapt and to develop new life skills.

Advancing self-determination for First Peoples through Learn Locals

The Productivity Commission found governments have not fully understood the scale of change needed to meet their Closing the Gap commitments. It urged shared decision-making with First Peoples – and praised Victoria’s Treaty process as a leading example.

The Treaty and Truth Telling processes is a transformative time for government in Victoria, and the ACFE Board is privileged to fulfil its responsibility in these processes.

The Victorian Government and the First Peoples’ Assembly recognise the delivery and tabling of the Yoorrook Justice Commission’s final interim report, Yoorrook for Transformation, and final report, Truth Be Told.

The work of the commission will have a significant impact on Victoria, helping all Victorians to understand our history by bringing to light the truth of First Peoples since the beginning of colonisation.

Through the ongoing partnership between Victorian Aboriginal Education Association Inc. (VAEAI) and ACFE and new supports for Koorie learners, ACFE is playing its part in the Victorian Government’s work to advance self-determination for First Peoples and prepare for Treaty.

The board has continued to work with VAEAI in a self-determined process to design and deliver the Koorie Education in Learn Locals: Best Practice and Protocols resource. Continuing to improve Koorie participation and outcomes in pre-accredited training and advancing self-determination will continue to be key priorities of the board through 2025–26.

The Victorian Government is further investing in foundation skills and capabilities through Learn Locals

I had the great privilege of accompanying the Hon Gayle Tierney, Minister for Skills and TAFE, to Cultura Northern Community Hub in Geelong on Friday 23 May 2025.

At Cultura, the minister announced significant Victorian Government initiatives and investments, acknowledging the critical role of the Learn Local sector in delivering stronger foundation skills and capabilities for the state.

The event saw the launch of the board’s new Learn Local Learning for Work initiative, which gives pre-accredited learners the chance to build confidence and gain valuable industry insights through immersive work experiences – helping to bridge the gap between learning and employment.

The minister advised that the Victorian Government had secured additional funding for the sector under the National Skills Agreement and that Learn Locals would receive a $5.9 million investment over 4 years to continue to deliver pre-accredited digital skills training to Victorians.

In addition, the minister announced an investment of $4.5 million would provide scholarships and professional development opportunities for prospective and current ACFE teachers to support workforce development. This initiative recognises that ACFE trainers are the backbone of communities – vital in educating and inspiring learners, and fostering critical skills for study, work or life. The impact of Learn Local training extends beyond the individual learner and into the community. This investment will develop, attract and retain skilled trainers in the Learn Local workforce.

Board and governance

During 2024–25, the board bid farewell to 2 members: Deborah Samson and Ekrem Ozyurek. On behalf of the board, I would like to acknowledge their considered and impactful contributions to the board and its committees, and their involvement in ACFE Regional Councils and special advisory groups. I wish them well in their future endeavours.

We were happy to welcome 4 new members to the board: Dr Anne Astin AM PSM, Dr Colleen Pearce AM, Kathryn Munro and David Wild.

Dr Astin brings to the board extensive experience in public service and public sector governance, policy development, executive leadership, operations and issues management.

Dr Pearce is a proud Yuin woman and an experienced strategic leader in the government, health and charitable sectors.

Kathryn Munro has significant experience in finance, accounting, business partnering, building robust governance structures and overseeing business transformations.

David Wild has organisational leadership and board directorship experience, and expertise in the refugee/migrant, youth mental health and community vocational training sectors.

Already, our new board members are bringing unique and influential perspectives to board deliberations, drawing on their diverse professional backgrounds.

I would also like to acknowledge the reappointment of Michael Grogan to the board for a further 12 months.

The goals of the Ministerial Statement on The Future of Adult Community Education in Victoria 2020–25

This report provides information about key initiatives and achievements in 2024–25, including progress against the goals and aspirations of the Minister for Skills and TAFE’s Ministerial Statement on The Future of Adult Community Education in Victoria 2020–25.

Working as part of an interconnected skills and training system of Learn Locals, TAFEs, secondary schools and higher education institutions, industries and employers, and with our key stakeholders such as VAEAI, we have together achieved considerable progress.

Conclusion

We would like to thank our much-valued providers for their dedicated work with learners. Your unwavering commitment to learners through innovative educational programs opens doors for learners. We are so pleased to be able to work with you to make an important difference in people’s lives and to strengthen Victoria’s communities. We also thank employers, industry and community groups for their collaboration and commitment to the Learn Local sector.

We extend our gratitude to the Hon Gayle Tierney, Minister for Skills and TAFE. Without the minister’s unfailing support of, and commitment to, the Learn Local sector, we could not continue to achieve lasting and meaningful outcomes for learners.

We look forward to continuing to work closely together on ACFE programs and initiatives, underpinning our shared success in 2025–26 for the benefit of all Victorians.

Dr Teresa De Fazio OAM (GAICD)
Chairperson, ACFE Board

Our purpose and functions

The board was established as an authority under Victorian legislation in 1991. It performs important statutory functions under the Education and Training Reform Act 2006 to support the development of ACFE in Victoria.

The board has 5 broad functions:

• advisory – to advise the Minister for Skills and TAFE on ACFE matters
• developmental – to foster and support research and the development of matters relating to ACFE. The board also evaluates and reports on policies, programs, resources and services developed for the coordination, provision, funding and support of ACFE
• strategic – to establish strategic objectives, priorities and targets of ACFE in relation to its leadership of ACFE and training provided in the post-secondary education system relating to ACFE. The board strategically plans policies, programs, resources and services for the coordination, provision, funding and support of ACFE, having regard to the economic and social benefits of ACFE to the Victorian community and the quality and equity of access to ACFE
• profiling – to advocate for and promote awareness of ACFE in the adult community education sector and the Victorian community
• registration – to register providers of ACFE for the delivery of education and training to the Victorian community and for the development of matters related to ACFE.

In performing these functions, the board pays close attention to providing equitable access to adult community learning opportunities for Victorians who have faced barriers to educational attainment. The board monitors the quality of education so that it remains relevant to specific community needs.

Adult community education in Victoria

The Victorian Government, through the board, registers and funds adult community education providers to deliver pre-accredited training through Learn Local courses. These reach a broad range of adult Victorians, developing their core skills for study, work or life.

Short courses are offered free or at low cost to eligible Victorians, with a focus spanning literacy and numeracy skills to job readiness and digital skills. Courses are delivered by experienced and dedicated trainers.

Learn Local courses contribute to learners’ wellbeing by building self-confidence and increasing their social engagement through positive learning experiences that lead to further study pathways or employment.

They also:

• offer learners more opportunities for economic participation
• support stronger Victorian communities and economies, through greater workforce participation
• increase socioeconomic resilience across communities.

By strengthening the ability of adult Victorians to participate fully in Victorian communities, courses deliver the social and societal benefits of true citizen participation.

Adult community education providers delivering board-funded courses are part of the Learn Local sector, an essential part of Victoria’s post-secondary education and training system. The sector plays a vital role in providing pathways for adult learners to transition to employment and further training. It also supports meaningful social participation.

The Learn Local sector supports adult learners with diverse needs. These learners include adults who are still developing core skills and may not have completed secondary school or may not have been engaged in education for a considerable time. Some learners face other challenges in their lives, such as poor physical or mental health, disability, homelessness, housing instability, violence or discrimination. They may also have experienced long-term unemployment or unemployment across generations of their family.

The sector also supports people in the workforce who are vulnerable to job loss, particularly if their industry is changing or has been ‘disrupted’, such as when new technologies are introduced.

Learn Local providers take an informal, welcoming, flexible approach to learning. They are often the most suitable and accessible education and training option in the local community.

Learn Local providers are community-based, not-for-profit organisations. They range from large, sophisticated organisations with expertise in many areas to smaller organisations with expertise primarily in ACFE. Some Learn Local providers focus solely on delivering board-funded courses. However, the majority have much broader educational and service delivery responsibilities.

In 2025, there are 226 board-registered Learn Local providers, including AMES Australia.