Victoria government logo
  • With a focus on adult literacy, numeracy, employability and digital skills training, the Ministerial Statement sets out the agenda for adult education in Victoria from 2020-25.

    Adult community education plays an important role in Victoria’s broader education sector. Victoria leads Australia in providing accessible and tailored lifelong learning opportunities for adult learners seeking to develop the skills they need for work, further study, and to participate fully in the Victorian community.

    This Ministerial Statement aims to fulfil the Victorian Government’s commitment to uniting the adult community education sector with a focus on learners, and to build recognition of the distinct and invaluable role the sector plays.

    It establishes a reform agenda for the 6 years (2020-25), focusing the Adult, Community and Further Education Board and the adult community education sector on:

    • adult literacy
    • numeracy
    • employability
    • digital skills training.

    It also identifies a strengthened role for the sector in:

    • supporting students to enter and successfully complete TAFE and university courses
    • upskilling and reskilling low-skilled workers who may be vulnerable to becoming unemployed as work changes.

    The Ministerial Statement on the Future of Adult Community Education in Victoria 2020–25 is the first Victorian Government statement on adult community education since that made by the Hon Lynne Kosky as Minister for Education and Training in 2004.

    Download the Ministerial Statement on the The Future of Adult Community Education in Victoria 2020-25:

  • The Adult, Community and Further Education Board leads the adult community and further education in Victoria and oversees Victorian Government funding to the Learn Local sector. This strategy establishes a blueprint for the Board and the Learn Local sector for the 6 years from 2020 to 2025.

    It has been developed based on extensive stakeholder consultation, a scan of the operating environment (including Victorian Government policy directions), and a review of relevant research literature and the Adult, Community and Further Education Board Strategy 2016–19.

    The strategy is a primary means to implement the Ministerial Statement on the Future of Adult Community Education in Victoria 2020-25. The Ministerial Statement establishes priority directions for policy, and this strategy aligns closely with those directions

    To fulfil the Board’s statutory roles and functions under the Education and Training Reform Act 2006, the strategy responds to trends and challenges in the Learn Local sector. This includes changing:

    • learner needs
    • modes of skills acquisition
    • place-based models
    • industry and the nature of work
    • policy and regulatory at the State and Commonwealth Government levels
    • society.

    Above all, it reflects the right of people to access core education and training.

  • Our Learners

    Strategic Focus for 2022:

    • Accessing and engaging hard to reach and disengaged learners with a focus on Koorie and CALD learners.
    • Quality core skills training through a range of formalised, responsive delivery models across all LGAs.
    Priorities Scope of work
    1. Tools and materials for our providers (underpinned by our evidence) to enable the promotion of adult community education to reach and recruit hard to reach and disengaged learners, in particular, Koorie and CALD learners, as well as support their successful engagement in learning. 1.1 Building on the evidence base (Our Board, priority 1) develop approaches and share findings with the sector on how to better engage prospective learners, including case studies from providers that have been able to maintain and engage learners well during COVID and the strategies they have used.
    1.2 Through research, consultation and funding of ACFE project work develop approaches to engage and sustain Koorie participation in core skills training based on the principles and practice of self-determination.
    1.3 Explore opportunities for engagement and expanding our reach through local councils, for example, a trial working with libraries in 2022 to assist in addressing the issues with access to digital technology and to build a model that could be rolled out in 2023. Consider a pilot with the eastern region library network.

    2. A tested, flexible, and adaptable pre-accredited product that successfully engages and supports learners in literacy, numeracy, employability and digital skills within a strong and aligned quality framework.

    2.1 Further refine the pre-accredited product to ensure delivery of core skills to all disadvantaged learner cohorts across the four quadrants by:

    • ensuring the redesigned and repurposed pre-accredited product is fit for purpose in supporting flexible and adaptive delivery models to reach learners across all LGAs, including face to face and online delivery, and
    • mapping the requirements of the Ministerial Statement in the delivery of core skills development, in particular, digital skills through further product refinement.
    3. Quality, responsive products enabled by flexible and adaptive models for the delivery of core skills that support access and delivery across all LGAs. 3.1 Work with the sector through continued testing, evaluation and trialling of models to adapt and strengthen the delivery of core skills across all LGAs, including the use of pilots in areas where there are thin markets and to ensure place-based access and opportunities to pre-accredited training e.g. Loddon Mallee, East Gippsland and South West Victoria (Hamilton, Warrnambool and Portland) with consideration given to both face to face and online delivery opportunities.
    4. LLNED tools, units and programs to build learner core skills for study, work and life. 4.1 Continue to identify resource gaps and respond through the development of high quality and adaptable teaching and learning products that are shorter in duration to enable placed based delivery, with a focus on digital and employability capabilities, including learners who have completed accredited training, and developing the language skills of our learners, and ensuring that all future products should be developed to enable face to face and online delivery.
    4.2 All courses developed by Board funding must embed required LLNED relevant to learner need and be modelled to ensure learner success.
    4.3 Provide advice and be involved in the development of state adult L&N assessment tools to underpin successful learner pathways and build pre-accredited learner capabilities.

    Our Partners

    Strategic Focus for 2022:

    Contributing to the economic recovery agenda and strong communities: by building on our partnerships with the post-secondary sector, industry and government to enable our learners to meet industry workforce needs.

    Priorities Scope of work

    1. Drawing from the Victorian Skills Plan to inform Board product development and funding priorities to support learner needs.

    1.1 Utilise evidence from the Victorian Skills Plan to inform the focus of partnerships with industry, TAFE and agencies.

    2. Support the sector to build place-based relationships with industry to meet its new and existing workforce needs. 2.1 Consider any work emerging from the stock takes and evaluations on existing industry partnerships and existing on-the-job training initiatives for vulnerable workers and develop a partnership model (noting the PAF milestone is to implement a revised partnership model that incorporates the outcomes of this work).
    2.2 Sharing models for successful partnerships for better learner outcomes informed by the Learn Local @ Work project and the Just in Time Learn Local-Industry Initiative.
    2.3 Based on legal advice, explore options leading to implementing an approach to work placements for learners in pre-accredited delivery – including the development of any new PAF milestones.
    3. Continue the ongoing work with the TNLF-ACFEB Partnerships’ Working Group and the new Office of TAFE Co-ordination and Delivery to formalise partnerships that build on 2021. 3.1 State-wide expansion of partnerships with TAFE and dual sectors across 2022 and 2023.
    4. Roll out of products across the state to support learner pathways into and post accredited training with relevant partners. 4.1 Build and consolidate pathways for learners into accredited training areas in skill shortage areas and utilize employability training to support job seekers post accredited training, working with Skills and Jobs Centres and state and federal agencies.
    5. Formalise partnerships with DJPR and DFFH. 5.1 Develop formalised partnerships with DJPR and DFFH to share resources and programs to support our learners to understand industry and community needs – also need to consider re-casting the related PAF milestone, which was to evaluate any government partnerships in 2022.
    6. Strengthen the partnerships with key job and connecting agencies to build sector profiles and referrals.

    6.1 Strengthen relationships with Job actives, JVES and other referral agencies.

    6.2 Develop through our partnerships (Job Actives and JVES) modules that can be delivered to learners to maintain employability.

    Our People

      Strategic Focus for 2022

      Supporting & developing our people for a COVID recovered world, with a focus on further building capability to deliver literacy, numeracy, employability and digital education and training to meet learner needs and aligned to Ministerial Statement goals and Board priorities.

      Priorities Scope of work

      1. Better understand our providers, their people’s development needs and identify barriers to effective provision for learners to inform professional development priorities.

      1.1 Continued engagement with the sector to ensure professional development is accessible and continues to meet sector needs.

      2. Support the sector workforce to effectively deliver on new initiatives being rolled out (e.g. centralised resources, the new PA product and PQF, TAFE pathways, Koorie engagement, working with industry and learners needs). 2.1 Develop, implement and review a professional development plan in 2022 that aligns the Ministerial Statement and Board priorities with sector needs and supports the development of the professional practice framework (PAF milestone).
      2.2 Introduce ongoing professional development on the new pre-accredited product with a suite of modules and activities offered in a variety of modes, including building capability to deliver on LNE&D, capability to deliver pathways and scaffolding courses in partnership with TAFEs and employers and to enable place-based delivery.
      3. Finalise the professional practice and recognition framework – informed by workforce data, the Ministerial Statement and the ACFE Board Strategy – to drive a strategic and integrated approach to professional development, which ensures flexibility and support for Learn Local workforce profile. 3.1 Define key capabilities for the adult community education workforce based on the Ministerial Statement, ACFE Board strategy and workforce data, and develop and implement a workforce professional practice and recognition.
      3.2 Develop a more ‘strategic sector induction’ to ensure the value of pre-accredited training is well understood, support strengthened workforce retention and ensure resources and supports available are understood that will also form part of the PPRF in the future.
      3.3 Strengthen approaches to professional development to support all Learn Local workforce.

      Our Board

        Strategic Focus for 2022:

        • Building the evidence base of learner needs and Learn Local impact.
        • Promoting the value and role of Learn Local in the new skills system architecture to communities and industry.
        • Developing policies to assign Learn Local resources to meet learner needs.
        • Strengthening governance and accountability for Board leadership and Learn Local funding to realise Ministerial Statement goals.
        Priorities Scope of work

        1. A strong evidence-based on ACFE including understanding:

        • our priority learners, including hard to reach and disengaged learners, their barriers and motivations to engagement,
        • our providers, their needs, their capacity to deliver on current and future provision needs, successes that can be shared and identified areas for greater support
        • the value of Learn Locals and their impact and contribution to the industry, the community and the economy
        • to inform our approach to engagement, promotion, communication and provision.

        1.1 Research and analysis of eligible learners not engaged with ACFE, with a focus on hard to reach and disengaged learners, to inform approaches to engagement (Our Learners, priority 1).

        1.2 Reviewed and strengthened definition and reporting of outcomes in the four quadrants, related to learners’ needs, and based on learner survey and other data.
        1.3 Analysis of providers and provision capacity, including understanding providers delivering the bulk of provision and their strengths; understanding providers struggling to engage learners and use their hours and what the barriers are; understanding the barriers in places where provision is inadequate; identifying competition to learn local provision; and identifying any barriers to deliver on future demand as required.
        1.4 A strong business case for ACFE resources built on evidence of needs, achievements, and impact, including measurement and reporting of ACFE social and economic impact based on 2021 research.
        2. Ensure strategic board policies that determine the distribution of ACFE funding are aligned to the goals of the Ministerial Statement. 2.1 Policies aligned for registration, procurement and provision are aligned to the Ministerial Statement and implemented.
        2.2 Additional Board policies, guidelines or contractual arrangements are developed, for example, to address provider performance and delivery.
        2.3 Annual review of Pre-accredited Funding Guidelines, including a review of the contractual rules for pre-accredited training contracts to provide flexibility for Learn Locals to engage learners and meet their changing needs within the current complex operating environment.
        3. Implement and monitor the Brand and Value Proposition two-year plan, revised according to learning and outcomes of other key work. 3.1 Deliver a project to establish baseline brand recognition and annual targets and a mid-point evaluation to assess the performance of the sector communication plan and identify recommendations for improvement.
        3.2 Communication of Learn Local value and impact to key audiences (define priorities for 2022 and build on in 2023) building on Core Skills Campaign evaluation, insights from baseline brand recognition findings, and learning about potential hard to reach learners.
        4. Advocacy and positioning of ACFE in the new skills system architecture and use the Victorian Skills Plan to inform strategic decisions. 4.1 Establish representation and develop a working partnership with the VSA and other parts of the new skills architecture and use the Victorian Skills Plan to inform strategic product development, funding priorities, Board policies and to support learner needs as well as using evidence to update Regional and State profiles.
        5. Active involvement in the implementation of the governance review plan. 5.1 Establish a governance arrangement in collaboration with the Department to effectively implement the Ministerial endorsed good governance plan and report to the Minister.

      Reviewed 01 March 2022

      Email for more information

      Was this page helpful?