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Foundation Skills in the
manufacturing industry
March 2015
Contents
Foundation Skills in the manufacturing industry ................................................................................ 1
Foundation skills ............................................................................................................................ 1
Language, literacy and numeracy ............................................................................................... 2
Employment skills ...................................................................................................................... 2
Core Skills for Work Developmental Framework ............................................................................ 4
Skill Areas .................................................................................................................................. 4
Influencing Factors .................................................................................................................... 4
The National Foundation Skills Strategy for Adults ......................................................................... 5
PIAAC ............................................................................................................................................ 5
The impact of low language, literacy and numeracy skills in the workplace .................................... 7
Impact on the worker ................................................................................................................ 8
Impact on the enterprise ........................................................................................................... 8
Return on investment on foundation skills ................................................................................. 9
Foundation skills in the manufacturing industry ........................................................................... 10
Factors that impact on language, literacy and numeracy .......................................................... 12
Government initiatives ................................................................................................................ 17
Australian Government initiatives ............................................................................................ 17
State and territory programs ................................................................................................... 17
Research and resources ............................................................................................................... 20
Australian research .................................................................................................................. 20
International research ............................................................................................................. 22
Resources ................................................................................................................................ 24
MSA’s strategies and activities ..................................................................................................... 26
MSA is funded by the Australian Government through the Department of Education and Training.
Foundation Skills in the manufacturing industry
On 13 April 2012, the Council of Australian Governments (COAG) agreed to a revised National
Agreement for Skills and Workforce Development. The Agreement identifies the long-term
objectives of the Commonwealth and the States in the areas of skills and workforce development,
and recognises the interest of all Governments in ensuring the skills of the Australian people are
developed and utilised in the economy.
The Agreement seeks to deliver a vocational education and training (VET) system with improved
quality and greater transparency for students, employers and governments; greater access to
training opportunities and improved outcomes for disadvantaged students; and greater efficiency.
The reforms needed to achieve the objectives and outcomes of this Agreement include reforming
training to achieve a more demand-driven and client-focused system, and to help drive the next
wave of innovation and productivity.
While the Agreement does not contain outcomes directly related to addressing gaps in foundation
skills levels so as to enable effective educational, labour market and social participation, the
importance of the National Foundation Skills Strategy for Adults is identified as one of the
underpinning documents of the Agreement:
In addition, the Parties acknowledge the role of the National Foundation Skills Strategy for
Adults in assisting people to attain the foundations skills needed to participate in a modern
economy and to progress to higher level qualifications.
To support the Strategy, the Australian Government has included funding for foundation skills in the
Industry Skills Fund.
Foundation skills
Foundation skills are required at all stages of a person’s working life. Basic foundation skills are
necessary when a person first enters the workforce or undertakes a qualification that leads to
employment. They are also required as the person’s job becomes more complex and/or when
upskilling or reskilling. The foundation skills required over a person’s career will be broader and
deeper than the basic skills required at the beginning of that person’s working life.
Public awareness and attitudes towards the importance of foundation skills is an area where further
attention is required. In its submission to the National Foundation Skills Strategy, the Australian
Industry Group pointed out that “[t]here are significant sections of the Australian population who
are not fully aware of the extent of the national problem regarding foundation skills”1. This lack of
awareness also influences how individuals perceive their own foundation skills gaps. The Industry
Skills Council (ISC) 2011 report, No More Excuses, discusses this theme by pointing out that people
can often develop personal strategies to overcome their individual LLN barriers. The ISC report also
1
Australian Industry Group Submission National Foundation Skills Strategy for Adults Consultation Paper
May 2011 p.4
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points out that the use of these coping strategies in the workplace can mask LLN problems until a
change in workplace requirements or job role makes the strategies ineffective.
Language, literacy and numeracy
The main tool used in Australia to measure an individual’s language, literacy and numeracy levels is
the Australian Core Skills Framework (ACSF). The tool assists both specialist LLN specialists and nonspecialists describe a person’s LLN levels across five domains – learning, reading, writing, oral
communication and numeracy.
It provides a consistent national approach to identifying and developing the core skills in three
diverse contexts; personal and community; workplace and employment; and education and training.
In particular, it offers:


shared concepts and language for identifying, describing and discussing the core skills
a systematic approach to benchmarking, monitoring and reporting on core skills
performance
The framework has broad application and can be used to:





assess and benchmark an individual’s core skills performance
describe core skills relevant to the workplace and employment
map curricula
tailor approaches to teaching and learning
inform decisions regarding funding and referrals
Employment skills
Language, literacy and numeracy (LLN) comprise only part of foundation skills. Employability Skills
are also an integral part of Foundation Skills. Employability Skills describe the non-technical skills
that a person needs to have to be able to undertake productive employment. They are also referred
to as ‘generic skills; enabling skills; or key skills’. Employability Skills are embedded within
qualifications in Training Packages.
Employability Skills focus on eight skill domains:

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





2
communication skills that contribute to productive and harmonious relations between
employees and customers
teamwork skills that contribute to productive working relationships and outcomes
problem-solving skills that contribute to productive outcomes
initiative and enterprise skills that contribute to innovative outcomes
planning and organising skills that contribute to long-term and short-term strategic planning
self-management skills that contribute to employee satisfaction and growth
learning skills that contribute to ongoing improvement and expansion in employee and
company operations and outcomes
technology skills that contribute to effective execution of tasks 2
Australian Chamber of Commerce and Industry 2002 Employability Skills – An Employer’s Perspective
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These skills do not stand in isolation, they very often overlap. For example, communication is very
important in teamwork – without good communication a team may not work together well and
therefore when problems arise, will be unable to problem solve. Language, literacy and numeracy
also play an integral part in the development of Employability Skills at all levels of the workforce.
Employability Skills are embedded within Training Package qualifications, and are assessed with the
technical components of vocational skills.
In 2011, the Department of Education, Employment and Workplace Relations (DEEWR) funded a
project to review the Employability Skills. The result is the Core Skills for Work Framework (CSfW).
The CSfW describes performance in ten Skill Areas, grouped under three Skill Clusters.
It is important to note that CSfW is a framework for thinking about and discussing the skills,
knowledge and understandings that underpin work performance over time. Unlike the Employability
Skills which do not recognise that a person’s skills, knowledge and understandings change over time
and according to the environment and role the person is in, CSfW provides a framework in which to
take account of worklife changes. A brief overview of the CsFW can be found on the next page.
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Core Skills for Work Developmental Framework
The Core Skills for Work Developmental Framework (CSfW) describes a set of non-technical skills, knowledge
and understandings that underpin successful participation in work. Participation in work could be as an
employee, as someone who is self-employed, or as a volunteer.
Skill Areas
Cluster 1 - Navigate the world of work
a. Manage career and work life
b. Work with roles, rights and protocols
Cluster 2 - Interact with others
a. Communicate for work
b. Connect and work with others
c. Recognise and utilise diverse perspectives
Cluster 3 - Get the work done
a. Plan and organise
b. Make decisions
c. Identify and solve problems
d. Create and innovate
e. Work in a digital world
Each Skill Area describes a combination of knowledge, skills and understandings and their application to
work.
The CSfW recognises that these Skill Areas are relevant to all those undertaking work, not just those entering
the workforce for the first time, and that they can continue to be developed across the span of an individual’s
working life. The CSfW describes performance in each of the Skill Areas across five stages (see page 9). It also
recognises that:
■ the particular skills and stages of performance required by individuals will vary according to the context in
which they are operating
■ there is no expectation that individuals will necessarily need all of these skills, or will need to develop them
to the expert stage of performance
■ an individual is likely to be operating at different stages of performance across different Skill Areas
■ an individual’s ability to demonstrate and develop these skills will be influenced by the context in which
they are operating.
Influencing Factors
Performance in a work situation is not only dependent on the skills and knowledge that an individual brings
to it, but on a range of factors that may affect how well they can apply these to different tasks. Contextual
factors also affect an individual’s capacity to demonstrate certain skills or to develop them further. For
example, someone may have highly developed decision-making skills, but if they are not given the autonomy
or their job role does not require them to exercise these skills, their demonstrable performance in this Skill
Area may reflect a lower stage performance.
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The National Foundation Skills Strategy for Adults
The National Foundation Skills Strategy for Adult (the National Strategy) was launched in September
2012. It provides a definition of foundation skills.
Foundation skills are defined as a combination of:


English language, literacy and numeracy (LLN) – listening, speaking, reading, writing, digital
literacy and use of mathematical ideas; and
employability skills, such as collaboration, problem solving, self-management, learning and
information and communication technology (ICT) skills required for participation in modern
workplaces and contemporary life. (page 2)
The National Strategy is focused on improving outcomes for working aged Australians (aged 15-64) so
that, by 2022, two thirds of working aged Australians will have literacy and numeracy skills at Level 3
or above. The results from the Programme for International Assessment of Adult Competencies
(PIAAC), released late 2013, are to be the benchmark for this target.
Four priority action areas have been identified –




Raising awareness and commitment to action
Adult learners have high quality learning opportunities and outcomes
Strengthening foundation skills in the workplace
Building the capacity of the education and training workforces to deliver foundation skills
PIAAC
As part of its Programme for the International Assessment of Adult Competencies (PIAAC), the OECD
(Organisation for Economic Co-operation and Development) collects and analyses data that assist
governments in assessing, monitoring and analysing the level and distribution of skills among their
adult populations as well as the utilisation of skills in different contexts.
The Survey of Adult Skills (PIAAC) provides a picture of adults’ proficiency in three key informationprocessing skills:



literacy – the ability to understand and respond appropriately to written texts;
numeracy – the ability to use numerical and mathematical concepts; and
problem solving in technology-rich environments – the capacity to access, interpret and
analyse information found, transformed and communicated in digital environments.
Results are released for each participating country in the form of a “country note”.
In literacy and PSITRE, Australian adults scored above average (fifth highest in literacy and sixth
highest in PSITRE. However in numeracy, Australian adults scored at below average, coming in 19th
among the countries undertaking the assessment. In all domains, Australia consistently had a high
proportion of people who could not participate (“missing” category) because they “were not able to
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provide enough background information to impute proficiency scores because of language difficulties,
or learning or mental disabilities”.
PIAAC assessed people in three domains – literacy, numeracy and problem-solving in a technology-rich
environment (PSITRE). The last domain was new and was conducted using a notebook computer.
Problem solving in technology-rich environments is defined as using digital technology,
communication tools and networks to acquire and evaluate information, communicate with
others and perform practical tasks. PIAAC focuses on abilities to solve problems for personal,
work and civic purposes by setting up appropriate goals and plans, accessing and making use
of information through computers and computer networks. (Australian Bureau of Statistics,
2013)
25% of working aged Australians did not take the assessment in this domain either because they
lacked the digital literacy skills to do so or opted out of computer based assessment.
Literacy and numeracy proficiency was grouped into six skill levels with Below Level 1 being the lowest
level and Level 5 the highest. For PSTRE scores have been grouped into four skill levels with Below
Level 1 being the lowest level and Level 3 the highest.
For literacy and numeracy, Level 3 is regarded as the ‘functional level’ for effective participation in
work, education and social participation. PIAAC found that almost 44% of working aged Australians
had literacy levels below Level 3. This was a slight improvement from the Adult Literacy and Life Skills
survey (ALLS, 2006) results which found that approximately 46% of adult Australians had literacy levels
below Level 3.
However the results for numeracy showed that Australia’s numeracy levels had decreased with more
than 53% of adult Australians having numeracy levels below Level 3 in the PIAAC, an increase of 1% on
the ALLS.
In the new domain of “Problem solving in a technology-rich world”, only about 28% of the working
aged population were at Level 2 or 3. This has many implications for Australia as we move into a
knowledge-based society and operate as part of the global economy. The specific implications for
manufacturing which is transitioning to a technology-rich, value add, specialist industry are
concerning. Modern manufacturing in Australia is in need of skilled workers who are able to problemsolve in an increasingly technology embedded industry.
On all domains, employed people were more likely to score more highly. In 2011, only 38.3% of
employed Australians were below Level 3 for literacy, 48.4% for numeracy and in the domain of
PSITRE, 48% of employed Australians were below Level2/3.
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The impact of low language, literacy and numeracy skills in the workplace
…21st century literacy is about reading to learn and developing the capacity and motivation to
identify, understand, interpret, create and communicate knowledge. (Andreas Schleincher,
OECD Education Directorate)3
In 2008, the National Skills Policy Collaboration released a short paper which examined the need for
increased quality of skills and increased number of skilled workers. It found that “Currently 87 percent
of available jobs require post-school qualifications, but 50 percent of the workforce lacks these
qualifications.”4
In Australia, our manufacturing industry is transforming itself from a low skills, mass production model
to a high skilled, advanced manufacturing industry with a focus on high technology driven, customer
orientation and product innovation. As such it is demanding a high skilled, adaptable workforce that
produces high quality products and services with minimal wastage. According to the Australian
Industry Group, “…the opportunity for potential productivity improvement by boosting foundation
skills is probably greater in the manufacturing sector than any other sector”.
Research undertaken by the Australian Industry Group in 2013 found that 93% of employers identified
that low levels of literacy and numeracy had some impact on their business. The most common report
impacts were:

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


poor completion of workplace documents
time wasting through reworks
ineffective work teams
materials wastage, and
ineffective training outcomes
When faced with LLN issues, only 8 % of employers indicated that they had the resources to lift the
LLN levels of their workers.
Foundation skills issues are not confined to low-skilled sections of the workforce. Foundation skills are
required though out a person’s working life and at all levels of manufacturing. One area of significant
concern expressed by manufacturers in MSA’s Environmental Scans over several years has been in the
area of upskilling and reskilling of existing workers. Manufacturers have told MSA that when workers
are promoted or required to upskill for higher level roles, many lack the required foundation skills to
successfully undertake the transition. As a result they may be reluctant to undertake the new role,
learn the skills required to use new technology or fail within the new role. This is impacting on
enterprises in many ways, including the loss of good employees, costing the enterprise significantly
through wasted training outputs and productivity and impacting on the sustainability of the
enterprise.
3
OECD, n.d. The case for 21st- century learning, http://www.oecd.org/general/thecasefor21st-centurylearning.htm accessed
February 2015
4 National Skills Policy Collaboration, 2008, Facing up to Australia’s Skills Challenge: Setting Priorities and Delivering Results,
pg 1
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Impact on the worker
The Australian Industry Group in 2010 identified a number of impacts on workers as a result of
inadequate foundation skills. These include issues such as:
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

inability to
o read Standard Operating Procedures
o perform manual calculations
o select correct parts
mistakes in ordering
using inappropriate email language with external customers
using inappropriate language in written material for websites and publications
using inappropriate communication methods for team based approaches to problem solving
difficulty translating technical documentation into commercial language consistent with
business needs
One area of particular concern is apprentices. Approximately 25% of employers reported that
apprentices were affected by low levels of literacy and numeracy especially in the engineering
industry. Numeracy is reported as being the main area of difficulty with employers reporting that
apprentices and other school leavers struggle with the numeracy requirements of both training and
the workplace and display a very limited ability to problem- solve without the aid of a calculator 5.
Anecdotal feedback gather by MSA as part of its consultations into support resources for the
Foundation Skills Training Package supported these findings.
There is no statistical data available from the National Centre for Vocational Education Research
(NCVER) on the literacy and numeracy skill level of apprentices and trainees. Information is available
on the participation in vocational education and training (VET) of various equity groups, such as
Indigenous Australians, students from non-English speaking backgrounds and students with
disabilities. While these groups are under-represented in VET, there may be factors other than LLN
which impacts on their participation.
Impact on the enterprise
According to the Australian Industry Group’s research, the impact of low level literacy skills on
enterprises can be seen in a variety of ways. Some of the impacts reported were:

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






5
poor completion rates of workplace documents
time wasting through work needing to be repeated
materials wastage due to incorrect calculations or misinterpreted instructions
recruitment difficulties
injuries
poor workplace relationships due to poor communication skills
reluctance to undertake training
resistance to workplace change
inability to benefit from workforce development opportunities
Australian Industry Group 2010 National Workforce Literacy Project p.8
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
inability to participate in quality circles or team-type approaches used in lean manufacturing
One example cited in the report reflects the impact that low language, literacy and numeracy skills
have in the manufacturing industry –
“We ran a competitive manufacturing course for eight people where they had to come up with
solutions to present to the GM but there was too much fear of presenting due to their
communication skills. The whole task was seen as too big and overwhelming for them – it was
abandoned and so was the idea of introducing competitive manufacturing principles into that
part of the workplace.”
Source: Ai Group 2010 National Workforce Literacy Project p.10
Return on investment on foundation skills
According to the Productivity Commission, higher foundation skills in the workforce are associated
with higher levels of employment and wages. Their modelling showed that:




an increase in literacy and numeracy by one skill level is associated with an increased
likelihood of employment of 2.4 percentage points for men
for women, this was an increased likelihood of employment of 4.3 percentage points
an increase in literacy and numeracy by one skill level is associated with about a 10 percent
increase in wages for both men and women
up to 40 per cent of the association between education and employment is attributable to
literacy and numeracy skills
The Productivity Commission estimated that by improving literacy and numeracy skills from level 1 to
level 3, there would be a corresponding increase in workforce participation and hourly wage rates. For
women, this would result in a 15% increase in participation and 25% increase in hourly wages, while
for men, there would be a 5% increase in participation and a 30% increase in wages.
In its 2011 report, Skills for Prosperity – a roadmap for vocational education and training, Skills
Australia argued that foundation skills need to be developed in conjunction with work-based
experience, not just at preparatory levels of learning. Skills Australia commented that:
As people move through their working lives they may experience varying and challenging
communication pressures. They will need the adaptability to deal with changing workplaces,
new technology, environmental sustainability and career transitions. (Skills Australia, 2011 p.
25)
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Foundation skills in the manufacturing industry
Like many other developed countries, Australia is facing a shortage of skilled labour.
While literacy represents only a part of an individual’s overall skills and abilities, the
growing share of skilled and knowledge-based jobs in the economy has increased
the importance. (Australian Bureau of Statistics, 2008 Australian Social Trends)6
Skills in English language, literacy and numeracy are vital for the ongoing economic growth of
Australia. The 2006 ALLS Survey7 found that many Australians (over 40%) had language, literacy and
numeracy skills at a level lower than the level required to effectively function in today’s society. In the
2011 PIAAC results the situation remained largely unchanged.
Functional literacy is defined as
...the ability to understand and employ printed information in daily activities, at home, at work
and in the community – to achieve one’s goals, and to develop one’s knowledge and potential.
(OECD 2000, in Productivity Commission 2010 p.9)
Furthermore, in a 2010 survey of Australian employers, 75% believed that their businesses were
affected by low levels of numeracy and literacy. Issues cited were poor completion of workplace
documents and time lost due to the need to repeat work.
For employers, having the confidence that their staff have the necessary English language, literacy and
numeracy (LLN) skills to carry out their duties is highly important. Quite often employers have to bear
the costs of providing additional training and assistance to employees who do not meet basic
workplace standards in English language, literacy and numeracy. Poor language, literacy and numeracy
skills may contribute to the devaluing of an employee’s qualifications8.
Information relating to the language, literacy and numeracy skills of workers, apprentices and trainees
in the manufacturing industry is not readily available. The 2011 PIAAC provides the most up-to-date
information regarding the skill levels of workers in the manufacturing industry.
Data from the PIAAC showed that in 2011-12 over 50% of the manufacturing workforce had literacy
skills at a level that was below the level required to function effectively (i.e. skill level 3). In the area of
numeracy skills, almost 60% of workers in manufacturing had inadequate numeracy skills. These
results are significantly worse than from the ALLS in 2006 where the percentage of manufacturing
workers with below level 3 literacy skills was under 45%. The percentage of workers with low
numeracy levels has jumped by nearly 10 percentage points since 2006. These results may reflect the
demographics of the manufacturing workforce, which has one of the oldest median age and is largely
male.
In the domain of PSITRE, nearly 55% of the manufacturing workforce at or below Level 1 and a further
23.5% of the manufacturing workforce either chose not take the assessment or did not have the skills
to undertake the assessment. This is particularly concerning for manufacturing enterprises as they
transform their business models to a high technology, high value-add, service focussed model.
6
Australian Bureau of Statistics, 2008, Australian Social Trends, p.1
Australian Bureau of Statistics, 2006, Adult Literacy and Life Skills Survey, Summary Results, p.5
8 Australian Chamber of Commerce and Industry, 2008, Policy Review no.9, p. 4
7
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According to MSA’s annual survey of enterprises, manufacturers need a flexible and highly skilled
workforce. The three major skill needs areas identified were:



higher level technical skills
innovation/design skills
multi-skilled, broad-based capabilities and IT/digital skills
In particular, enterprises need access to problem solving and ‘boundary-crossing’ skills to give workers
an ability to apply their skill and knowledge to a range of contexts and applications. High technical
skills in robotics, advanced technologies such as additive manufacturing, CAD, CNC machining and
programming are high on the list. All of these areas require workers with high level PSITRE skills.
PIAAC 2011
Comparison of percentage of the manufacturing workforce results with all
industries
45.0
40.0
Percentage
35.0
30.0
25.0
20.0
15.0
10.0
5.0
Domain
Below Level 1 / Level 1
Level 2
Level 3
All industries
Manufacturing
PROBLEM SOLVING IN TECHNOLOGY-RICH
ENVIRONMENTS
All industries
Manufacturing
NUMERACY
All industries
Manufacturing
LITERACY
0.0
Level 4/5
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Factors that impact on language, literacy and numeracy
The PIAAC survey found that there was a strong link between educational attainment and domain
levels achieved. Completing a qualification generally led to a higher score with nearly 65% of people
who had completed a qualification achieving level 3 or higher. By contrast under 45% of people
without a qualification achieved level 3 or higher. It was also found that the greater the number of
years of formal education undertaken (i.e. the higher the qualification), the more likely a person was
to achieve level 4/5. For example nearly 39% of employed people who had completed a postgraduate
degree achieved level 4/5 literacy while less than 7% of people with a Certificate I or II had achieved
the same level.
In 2014, 39% of the manufacturing workforce did not hold a post-school qualification. 27.5% held a
Certificate III or IV, reflecting manufacturing’s strong trade orientation.
Manufacturing 2014
Highest level of non-school qualification
Without non-school qualification
Certificate n.f.d.
Certificate I/II
Certificate III/IV
Advanced Diploma/Diploma
Bachelor Degree
Graduate Diploma/Graduate Certificate
Postgraduate Degree
0
50
100
150
200
250
300
350
400
450
Thousands
Source: Australian Bureau of Statistics, 2014 62270DO001_201405 Education and Work, Australia, May 2014, Table 10
Language, literacy and numeracy levels were found to be lower for people who were not in the
workforce. People who were not in the labour force (that is not working and not looking for work)
were more likely to have low levels of literacy and numeracy with only 40% of people not in the labour
workforce achieving level 3 or higher (compared with 61% of employed people) in literacy. The results
were even lower for numeracy – 29% at level 3 or higher compared with 51% of employed people.
Unemployed people scored higher than those not in the labour force but not as high as employed
people. It has been recognised that low levels of language, literacy and numeracy contribute
significantly to increased risk of non-participation in the labour force and unemployment.
Coming from a non-English speaking background has also been found to impact on a person’s
language, literacy and numeracy skills. For example people whose first language was not English were
twice as likely to be assessed at Level 1 or below compared to native English speakers (25% to 12 %
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respectively). The difference was not as large in relation to numeracy, however a third of people for
whom English was not their first language attained a score of Level 1 or below for numeracy. For
native English speakers, only 20% attained a score of Level 1 or below.
While indigenous Australians were not specifically excluded from the survey, people living in very
remote areas of Australia and people living in Census Collection Districts (CDs) which contained
Discrete Indigenous Communities were not surveyed.
Age and gender are other factors that impact on language, literacy and numeracy skills, with skills
increasing for the population until the late 20s at which they plateau before declining for those aged in
their 40s or older. It is suggested that the age pattern may be influenced by both education and work.
Generally people between the age of 15 and 25 are either still studying or are just entering the
workforce, therefore just gaining education and experience, while people over the age of 65 may have
lower levels of educational attainment.
It is interesting to note that women under the age of about 30 have higher levels of literacy than men
(see diagrams below). However numeracy levels showed a different pattern, with more men
consistently scoring higher than women through the life span. Given that manufacturing requires
workers with high level skills in science, technology, engineering and mathematics (STEM), this makes
attracting women to this industry difficult.
Proportion at literacy Level 3 or above, by sex and age group—2011–12
Age group (years)
Source: Australian Bureau of Statistics, 2013, 4228.0 – Programme for the International Assessment of Adult Competencies,
Australia, 2011-12, Background characteristics
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Proportion at numeracy Level 3 or above, by sex and age group—2011–12
Age group (years)
Source: Australian Bureau of Statistics, 2013, 4228.0 – Programme for the International Assessment of Adult Competencies,
Australia, 2011-12, Background characteristics
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Manufacturing employs a predominately male workforce which is ageing. According to data released
in 2014 by the Department of Employment, men made up over 73% of the manufacturing workforce.
The median age of the industry in 2013 was 42 years with 39.7% of manufacturing workers aged
between 45-64 years.
Male employment share by industry November 2014
Construction
88.7
Mining
85.7
Electricity, Gas, Water and Waste Services
78.9
Transport, Postal and Warehousing
77.3
Manufacturing
73.1
Agriculture, Forestry and Fishing
70.0
Wholesale Trade
67.0
Information Media and Telecommunications
61.7
Other Services
57.1
Professional, Scientific and Technical Services
56.9
ALL INDUSTRIES
54.2
Arts and Recreation Services
53.4
Public Administration and Safety
51.4
Financial and Insurance Services
49.8
Rental, Hiring and Real Estate Services
49.5
Administrative and Support Services
47.5
Accommodation and Food Services
44.5
Retail Trade
44.0
Education and Training
30.2
Health Care and Social Assistance
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
22.3
Employment share (%)
Source: Labour Market Information Portal, Industry Characteristics data tool (accessed March 2015)
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Examination of the gender profile for manufacturing shows that the highest proportion of women are
employed in the textiles, clothing and footwear industries (61.2%) in roles that are considered
‘unskilled’.
Female employment share by sector - Manufacturing November 2014
Textile, Leather, Clothing and Footwear…
Basic Chemical and Chemical Product Manufacturing
Food Product Manufacturing
Beverage and Tobacco Product Manufacturing
Pulp, Paper and Converted Paper Product…
Manufacturing, nfd
Printing (including the Reproduction of Recorded…
Manufacturing
Polymer Product and Rubber Product Manufacturing
Machinery and Equipment Manufacturing
Petroleum and Coal Product Manufacturing
Furniture and Other Manufacturing
Non-Metallic Mineral Product Manufacturing
Fabricated Metal Product Manufacturing
Wood Product Manufacturing
Primary Metal and Metal Product Manufacturing
Transport Equipment Manufacturing
61.2
41.4
40.8
36.7
30.3
28.3
28.0
26.9
23.4
22.8
20.4
17.7
16.3
14.5
13.7
12.5
12.4
0.0
20.0
40.0
60.0
Employment share (%)
80.0
Source: Labour Market Information Portal, Industry Characteristics data tool (accessed March 2015)
They are less likely to have a post-school qualification than their male counterparts, and are also more
likely to come from a non-English speaking background.
Below year 10
Years 10 and 11
Year 12
Certificate I and II
Certificate III and IV
Advanced Diploma and
Diploma
Bahelor degree
40
35
30
25
20
15
10
5
0
Post-graduate
Percentage
Survey of Education and Work 2013 - Level of Educational Attainment by
Industry of Employment
Educational level
Textiles, Clothing and Footwear Indsutry
All industries
Source: Labour Market Information Portal, Industry Characteristics data tool (accessed March 2015)
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Government initiatives
Australian Government initiatives
Australian Government programs targeting literacy and numeracy:
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The National Foundation Skills Strategy for Adults - The Strategy has a target to increase the
foundation skills (defined in the Strategy as language, literacy and numeracy and employability
skills) of persons aged 15–64. The initial emphasis of the Strategy is on people with lower level
skills, as the greatest economic impact on labour productivity can be gained from improving
skills at lower levels.
The Skills for Education and Employment Program - This program ‘provides language, literacy
and numeracy training to eligible job seekers, with the expectation that such improvements
will enable them to participate more effectively in training or in the labour force’.
Closing the Gap — Expansion of intensive literacy and numeracy programs - This initiative
builds upon existing teaching and learning practices of literacy and numeracy for Aboriginal
and Torres Strait Islander students.
Language, Literacy and Numeracy (LLN) Practitioner Scholarships Program - This program
seeks to address skill shortages in the adult LLN field in Australia by providing financial
incentives to increase the number of qualified LLN practitioners, particularly in regional areas.
The National Assessment Program –– Literacy and Numeracy (NAPLAN) - This is an annual
assessment of reading, writing, language and numeracy for students in years 3, 5, 7 and 9.
NAPLAN started in 2008 and tests skills that are essential for children to progress through
school. NAPLAN results are used to determine student and school performance.
(Source: Productivity Commission, 2014, Literacy and Numeracy Skills and Labour Market Outcomes in
Australia, p. 3)
The $476 million Industry Skills Fund is a key element in the Australian Government’s National
Industry Innovation and Competitiveness Agenda and will provide up to 200,000 training places and
support services over four years. Eligible enterprises are able to apply for funding for training that is
accredited through state and territory systems, including language, literacy and numeracy training.
Another Commonwealth funded program is the Adult Migrant English Program (AMEP). This program
provides up 510 hours of free English language training for migrants with English language skills below
the functional level. It is administered by the Department of Industry and Science. In 2008-09, AMEP
provided English language tuition to 52,720 clients.
The Reading Writing Hotline is another Commonwealth funded resource available to assist workers
with foundation skills requirements. It provides English language, literacy and numeracy information,
advice and support.
State and territory programs
Each state and territory in Australia has developed strategies to improve the skills of both existing
workers and people not currently in the workforce. These strategies address a number of issues such
as pre-apprenticeship training, up-skilling existing workers and addressing language, literacy and
numeracy deficits. Within each state and territory’s strategic plans are identified “priority groups”.
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These groups vary for each state and territory and reflect the perceived needs of the government of
the respective state or territory.
New South Wales
Information relating to priority skill areas in New South Wales can be found on the Smart and Skilled
website under NSW Skills List. This list is updated annually and also as needed to reflect the changing
economy. Further information about the funded courses can be found on the 2015 NSW Skills List
Entitlements and targeted priorities fact sheet.
TAFE NSW and the New South Wales Adult and Community Education (ACE) colleges are the largest
suppliers of language, literacy and numeracy training in the state.
Victoria
In 2013, the Victorian government released ‘Refocusing Vocational Training in Victoria’ which set out
the priorities for vocational education and training, including foundation skills in that state. The
Victorian Training Entitlement has been expanded to include the provision of subsidised training to
people ‘undertaking a Foundation Skills course’ (p. 5).
Queensland
On June 8 2013, the Queensland government released a five year action plan to reform the state's
further education and training sector. Great skills. Real opportunities outlines an ambitious program of
reform that will support Queenslanders to access and complete the skills training they need to get a
job.
To ensure training funding yields the most effective return on investment, Government will create a
new era for training characterised by:
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


contestable training funding
targeted investment based on industry advice
closer alignment between training and the skills required for employment
increased student choice and access to training
greater certainty for training providers.
The Queensland government introduced the Certificate 3 Guarantee which provides a government
subsidy to support eligible individuals to complete their first post-school certificate III qualification.
Foundation skills may also be funded based on the learning needs of the individual.
NB: these three states have either just had or about to have a state election. These policy documents
may change as a result of the election outcomes.
South Australia
In South Australia, Skills for All initiative encourages people to enter training, complete that training
and gain employment. The Funded Training List provided information on what training, including
foundation skills training, is available. This list is updated regularly.
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Western Australia
In Western Australia, the Department of Training and Workforce Development has responsibility for
both training initiatives and workforce development initiatives. As outlined in its Strategic Plan 2014 –
2018, one of the key outcomes is “Language, literacy and numeracy and employability skills training
helps individuals achieve vocational qualifications, participate in the workforce and improve
opportunities”. Further detail on how Western Australia is planning to achieve this is outlined in
Training WA: Planning for the Future 2009-2018. This document sets a target that “33,000 Western
Australians will be enrolled in Certificate I foundation training during 2009 and 2010”.
In 2014, the Department of Training and Workforce Development released the second edition of
Skilling WA- A workforce development plan for Western Australia. Under goal 4 of the report, Area of
strategic focus 4.1 is language, literacy and numeracy.
Tasmania
Tasmania has the highest percentage of people with below functional literacy in Australia at 49%
(compared with 44% for Australia)9. The Tasmanian Skills Strategy outlines the Tasmanian
Government’s strategic direction for public investment in training and workforce development for
2008 - 2015.
Under Priority 6 of the Ministerial Priorities for Training and Workforce Development 2014-15, the
government is undertaking to ‘develop a targeted approach to ‘foundations’ learning that will enable
those who most need support to take valuable vocational steps, including planning for future literacy
and numeracy skills development’. A key component to this approach is the Adult Literacy Plan (20102015) which aims ‘For young people and adults to have the literacy skills they need to fully participate
in their family life, the community, learning and employment’.
Northern Territory
In the Northern Territory, the Department of Business has responsibility for vocational education and
training funding, including for foundation skills. The Learner Support initiative provides specific
information on the support that is available for learners with ‘deficits in underpinning knowledge (in
addition to language, literacy and numeracy shortfalls)’.
Australian Capital Territory
The Australian Capital Territory has the lowest percentage of people with literacy skills below Level 3
(31%)10. The Skilled Capital initiative provides $21 million over three years to improve access to high
quality training in areas of skills need and maximise improved employment outcomes for students.
The initiative also provides a comprehensive range of support services to ensure students accessing
training receive the help they need to successfully complete their chosen qualification. It is
underpinned by a comprehensive research base, including research into foundation skills. In relation
9
Australian Bureau of Statistics, 2013, 4228.0 - Programme for the International Assessment of Adult Competencies,
Australia, 2011-12, Skill levels of persons by state or territory of usual residence, 2011-12
10 Australian Bureau of Statistics, 2013, 4228.0 - Programme for the International Assessment of Adult Competencies,
Australia, 2011-12, Skill levels of persons by state or territory of usual residence, 2011-12
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to foundation skills, the goal of Skilled Capital is to ensure that students have access to foundation
skills and the support needed to complete skills qualifications.
Research and resources
There is quite a significant body of research into adult language, literacy and numeracy and
generic/employability skills both in Australia and overseas. The reports below are a few examples of
the work that has been undertaken and include examples of strategies and best practice in use in
Australia.
Australian research
The Australian Council for Education Research (ACER) conducts research into all aspects of education
including foundation skills. They have been funded by the Australian government to develop the
Foundation Skills Assessment Tool (FSAT). This is a free online tool to identify and assess an
individual’s foundation skill levels. The tool is expected to be delivered to the Department of
Education and Training mid-2015.
Some examples of ACER’s work are listed below:
Horses for courses: Choice in adult LLN assessments (2014) investigated pre-training assessment tools
and how to choose the most appropriate one.
Buried or not? What’s happened to numeracy? (2014) investigated the worrying decline in numeracy
development in the PIAAC.
Don’t subtract numeracy (2014) investigated the delivery of numeracy within the vocational education
and training system.
Adult literacy and numeracy – what’s the story? (2014) looked at the importance of adult literacy and
numeracy to Australia’s economic and social health.
The value of international assessments of adults’ foundation skills (2013) explored what can be
learned from international assessments of adult literacy and numeracy skills.
The National Centre for Vocational Education Research (NCVER) also undertakes extensive research
within the foundation skills area. Recently released reports in the area of language, literacy and
numeracy include:
Older Australians and the take-up of new technologies (2013) which examines the ability of older
Australians to use digital technologies to take advantage of the National Broadband Network (NBN).
Does 1 = 1? Mapping measures of adult literacy and numeracy (2013) which explores the correlation
between the ACSF and the Australian Literacy and Life Skills (ALLS) survey. The research found that,
while it was broadly possible to translate the five ACSF performance levels to the ALLS scales, there is
not an exact match between the two, especially at the higher levels. (The ALLS survey preceded the
PIAAC.)
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The returns to literacy skills in Australia (2013) which investigated the relationship between literacy
skills and the incomes of workers in the Australian labour market and whether this varies with level of
education. The research found that both educational qualifications and literacy skills are positively
associated with income.
Seeking the N in LLN (2013) investigated the qualifications, experience, and numeracy skills of
language, literacy and numeracy specialists and vocational specialists—referred to collectively in this
study as vocational education and training (VET) practitioners—working in the process manufacturing
industry.
Building the foundations: outcomes from the adult language, literacy and numeracy search conference
(2011) presents a summary of discussions and recommendations for future action from an NCVER
hosted forum on behalf of the Department of Education, Employment and Workplace Relations on 13
September 2010 to explore a range of issues relating to LLN in Australia.
Whose responsibility? Employers' views on developing their workers' literacy, numeracy and
employability skills (2008) examined how a group of employers understood the provision of literacy,
numeracy and employability skills and the continuing development of these skills in their workplaces.
In 2014, the Productivity Commission produced ‘Literacy and Numeracy Skills and Labour Market
Outcomes in Australia’ which profiled the literacy and numeracy skills of Australia's adult population
and assesses how important they are for two labour market outcomes – employment and wages. This
research quantified the benefits to the benefits to the Australian Economy from raising the foundation
skills levels of the Australian workforce.
The Australian Industry Group, 2013, produced ‘Getting it Right: Foundation Skills for the Workforce’
which examined the impacts of low foundation skills on Australian enterprises and the Workplace
English Language and Literacy (WELL) program. It was the third and final report of their National
Workforce Literacy Project. The first report was When Words Fail – Report on Employers Views on
Workplace Literacy and Numeracy Skills, 2010. It found that three quarters of enterprises surveyed
were impacted by low LLN levels in their workforces. When Words Fail – National Workforce Literacy
Project 2012 was the second report. it examined ways in which employers addressed LLN issues and
the conditions required for success.
Black, S, Yasukawa, K. (2011) Working Together: Integrated language, literacy and numeracy support
in vocational education and training investigated language, literacy and numeracy (LLN) teachers and
vocational teachers ‘working together’ to deliver LLN support to students that is ‘integrated’ with the
students’ vocational courses. They found the current picture of integrated LLN in Australian VET to be
inconsistent, patchy and ad hoc.
Let’s get serious about adult literacy and numeracy (2011) was produced as a response to the
outcomes from the ALLS and examined policy and approaches to adult literacy and numeracy in
Australia.
Incorporating LLN into VET practice (2013) is a paper presented at the 2013 Australian Vocational
Education and Training Research Association (AVETRA) Conference. It advances the notion that
incorporating LLN into VET practice is not one single activity, but rather a range of activities. These
range along a continuum commencing with raising awareness, seeking information, increasing
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collaboration between VET educators and LLN specialists, formalising collaboration through team
teaching activities, finally culminating in influencing policy and resource allocation.
Language, literacy and numeracy – the foundations of Australia’s future (2012) investigated to what
extent current pedagogy and teaching practices in the Vocational Education and Training (VET) and
Adult Community Education (ACE) sectors influence the outcomes of language, literacy and numeracy
programs, either as stand-alone or shared delivery.
What’s happening with language, literacy and numeracy in vocational education and training (VET)?
(2011) is a report on the outcomes from symposia held in Queensland in 2010-11. Symposium
participants also spent time discussing ways in which the sector might better address the LLN needs of
learners. These discussions centred on:
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integrating LLN into VET training and resources
practitioner capability and the new TAE qualifications
LLN issues in regional and remote areas
LLN issues for Indigenous Australians
using the Australian Core Skills Framework.
International research
A good source for international research on LLN is the VOCED database. A search of the database
found over 12,000 research articles. A selection are included below.
The impact of adult literacy and numeracy research based on the 1970 British Cohort Study (United
Kingdom. 2014) found that research conducted by the University of London has had a significant
impact on the thinking of UK policy makers, educationalists and health officials.
Why are literacy and numeracy skills in England so unequal?: evidence from the OECD’s Survey of
Adult Skills and other international surveys (United Kingdom, 2014) investigated why numeracy and
literacy skills in England’s adult population are especially widely dispersed.
Literacy matters: unlocking the literacy potential of aboriginal peoples in Canada (Canada, 2013)
explored the literacy outcomes of Aboriginal people.
Literacy matters: dollars and sense: the urgent need for lifelong financial literacy (Canada, 2010)
argued that literacy is a foundational skill set. It is the basis upon which other skills and capabilities are
mastered. This is true of literacy in languages, numeracy, and its other forms. Financial literacy is no
different. It is the basis upon which sound financial decisions are made and then implemented.
The impact of ABS program participation on long-term literacy growth (United States of America,
2014) addresses the following research questions: What is the impact of participating in an ABS
program on subsequent literacy proficiency? What is the temporal course of that impact? To what
extent does [general educational development] GED attainment mediate the impact of participation
on proficiency?
Literacy and numeracy difficulties in the Irish workplace: impact on earnings and training expenditures
(Ireland, 2012) examines the impact that literacy and numeracy skill gaps have on employees’
earnings, along with their effect on firms’ training expenditures.
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New Zealand is one nation that has successfully raised the LLN levels of its people in the last 10 years.
A selection of research papers and articles from New Zealand are below.
Practitioners' perspectives on the value of a national adult literacy and numeracy qualification (2014)
studied 217 enrolees in two national adult literacy and numeracy certificates reviews their experiences
undertaking these qualifications and explores the impact their participation has had on their practice.
Overall, it shows that the respondents rate their involvement in the certificates very positively and
that they believe it has had a beneficial effect on their work.
Adult Literacy and Numeracy: An Overview of the Evidence (2013) draws on adult literacy, language
and numeracy (LLN) research literature from New Zealand, the UK, Ireland, Canada, Australia and the
USA. It looks at policy and practice in these countries, the impact of these and implications for work in
New Zealand.
Going it alone: New Zealand company-sponsored language, literacy and numeracy (LLN) training in an
era of government funding (2013) examines the nature of and reasons for employer-funded literacy,
language and numeracy (LLN) workplace training in New Zealand, during a period where government
funding has been available.
Developing vocational skills with embedded literacy and numeracy in second-chance adult learners
(2013) outlines the experience of an Open Polytechnic team in developing this program as well as
describing the learner support model which offers a blend of self-paced distance learning and
individual coaching.
Raising numeracy and literacy to improve vocational opportunities (2012) examined interviews with
34 stakeholders including tutors, administrators and adult education policy analysts who were working
in the area of adult numeracy and/or literacy education. This provided opportunities to build up a
clearer picture of the current status, plans, benefits and barriers related to improving adult numeracy
and literacy with a particular emphasis on new technologies such as e-learning.
The Transfer of Literacy, Language, and Numeracy Skills from Learning Programmes into the
Workplace (2011) sought to understand more about how literacy, language, and numeracy (LLN) skills
gained in workplace literacy and numeracy courses are developed, utilised, and transferred within
workplaces.
Literacy, Language and Numeracy - Connecting research to practice in the tertiary sector (2011) is a
summary of nine literacy, language and numeracy research reports published by the Ministry of
Education between July 2009 and July 2010.
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Resources
Industry Skills Councils
No More Excuses was developed by the Industry Skills Councils as response to the LLN challenge being
faced by Australia. The Skills Councils believe that responsibility for building the LLN skills of
Australians should be shared by industry and all education sectors.
Five Good Reasons (2010) is another resource developed by the Industry Skills Councils to assist
enterprises to develop a business case for investment in foundation skills training. As the title implies,
it outlines ‘five good reasons’ that would sit behind the business case.
What It Takes (2011) on what can be done in training programs to make sure they help Aboriginal
and/or Torres Strait Islander learners with language, literacy and numeracy issues succeed in their
learning experience and achieve their educational and employment potential. It is based on the advice
of members of the Industry Skills Council Foundation Skills Network and findings from a review of
relevant research literature.
Following the release of the ALLS 2006, the Australian Government funded several projects to develop
resources to support initiatives to improve the foundation skills of Australian adults.
Primary amongst these was the FSK Foundation Skills Training Package. The FSK Foundation Skills
Training Package makes foundation skills units of competency available for vocational training
programs. It is designed to work in combination with other industry training packages to support the
achievement of vocational outcomes. It has 91 units of competency with related Assessment
requirements and three qualifications.
To support the implementation of the FSK Foundation Skills Training Package, industry skills councils
(ISCs) were funded to develop support materials for their industries. MSA developed two resources:
Making the Connections: Integrating foundation skills into vocational training – this resource is
designed to build the capability of vocational practitioners to effectively address the foundation skills
embedded in vocational training. In 2014, MSA updated this resource to incorporate the latest
information on the National Foundation Skills Strategy for Adults, the Core Skills for Work Framework
and the FSK Foundation Skills Training Package.
Putting the Jigsaw together – Numeracy Resources for VET Trainers, Version 2 - are resources that are
designed as a series of tool kits to support VET trainers with practical strategies to assist apprentices to
develop their numeracy skills.
Other resources that are available from the ISCs include:
Building Strong Foundations (Innovation and Business Skills Australia) which provides implementation
guidance for FSK users:




tips, templates and exampled for vocational trainers and assessors
video segments and professional development advice
answers to frequently asked questions
links to related resources
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AgriFood Skills Australia has developed Foundation Skills Guides which cover four job functions shared
by a wide range of roles throughout the agrifood industries. They include activities, resources and
support strategies that can be adapted and customised to suit the context in which training or
assessment occurs. They are accompanied by an Overview Guide containing background information
on foundation skills and how to use the resources.
Autostart Learning Series (Foundation Skills) (Auto Skills Australia) which is designed as an alternative
medium to the traditional instructor-led approach to improve literacy and numeracy, and provides a
suite of online learning and assessment resources to support reading, communicating, using numbers
and solving routine problem skills in the automotive workplace.
Community Services and Health Industry Skills Council developed three Foundation Skills videos
explaining how to find the Foundation Skills in a unit and how to address them. The videos are:



How to locate foundation skills in a unit of competency
Making the link between the foundation skills requirements of a unit and a learner’s skill level
Strategies for trainers to use to develop foundation skills in a vocational training program
Construction and Property Services Industry Skills Council has developed Foundation Skills Resources
for CPC08 & CPP07 which give trainers and assessors in the construction and property services
industries access to a range of implementation resources which focus on key vocational areas or ‘skills
clusters’. For each cluster, there are three main resources plus attachments:
Delivery & Assessment Guide (resource for trainers and assessors which gives a suggested delivery
strategy and assessment instrument for the units)
Case Study (resource for trainers and assessors which demonstrates a simple way to identify
foundation skill development needs)
Participant Guide (resource for learners and workers which covers basic knowledge requirements for
the units).
They also have developed Trash Talk! which is for teachers, trainers and assessors who deliver core
units from the CPP30711 Certificate III in Waste Management, from the CPP07 Construction and
Property Services Training Package.
Government Skills Australia developed a series of industry brochures and a suite of videos to support
the foundation skills of workers in industries under their coverage.
Services Skills Australia has a dedicated Foundation Skills resources page which provides access to a
range of free downloadable resources.
The Transport & Logistics Industry Skills Council also has a Foundation Skills page which provides
access to free downloadable resources including a transport and logistics industry contextualised
version of Making the Connections.
ISCs were also funded by the Australian government to map units of competency from their Training
Packages to the ACSF. MSA mapped the units of competency in the high use qualifications, resulting in
the mapping of approximately 430 units from 18 qualifications from MSA’s suite of Training Packages
and four Skill Sets from the MEA11 Aerospace Training Package. The products from the project as
available for download from the MSA online store.
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Other resources
National Foundation Skills Strategy Project is a joint initiative by Australian governments to support
priority action areas from the National Foundation Skills Strategy for Adults. MSA has been involved
with this project, successfully nominating a Foundation Skills Champion for the manufacturing
industry. This person has been an active participant in the Foundation Skills Community of Practice
and in 2014 obtained funding through the Project to develop and facilitate a Professional development
workshop for members of the Hydrocarbons Assessors Network (HAN).
The Australian Workplace Practitioners Network (AWPN) has an extensive database of foundation
skills resources (including many of the ones already listed above). It also is responsible for the
development of several excellent resources, especially in relation to numeracy in the workplace.
Adult and Community Education (ACE) NSW (2010) produced a good practice guide which provides
advice on the management and delivery of LLN programs and links to professional reading on LLN
issues. It also has a very good bibliography.
Safework.com.au provides a free online language, literacy and numeracy indicator tool. This tool is an
evaluation test that has been developed in line with the Australian Core Skills Framework (ACSF). The
purpose of the tool is to provide an indication of the level of a learner across the five core skills as a
starting point for training.
Precision Consultancy has produced a bank of validated assessment tasks that align to various
industries. These tasks are designed to be used by assessors who are experienced LLN practitioners
with a sound working knowledge of the ACSF. Workplace trainers who are not experienced LLN
practitioners may use the tasks, but should seek advice about their judgements from an experienced
practitioner.
This bank of assessment tasks offers assessors a range of tasks that have been validated by both ACSF
and industry experts. The tasks are also regularly moderated by experienced assessors.
MSA’s strategies and activities
MSA continues to be active in promoting and supporting our stakeholders to address the foundation
skills issues confronting the manufacturing industry.
In 2012 we released MSA’s Foundation Skills Strategic Framework. The Framework has been
developed to provide a focus for our efforts around language, literacy and numeracy improvement for
the manufacturing workforce.
In line with the priorities set out in the framework, MSA continues to provide advice and guidance for
all our stakeholders on the foundation skills issues within the manufacturing issues. This research
paper forms part of our work in this area. We are working with industry associations and individual
enterprises to support the identification of the foundation skills needs within current and emerging
industries. This includes developing manufacturing specific foundation skills support resources such as
Making the Connections and Putting the Jigsaw Together as well as supporting research projects such
as the Australian Industry Group’s ‘Getting it Right: Foundation Skills for the Workforce’. MSA has also
supported targeted projects such as the National Foundation Skills Strategy project by successfully
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nominating a Foundation Skills Champion for manufacturing and involvement through the HAN
project.
We have also been proactive in championing foundation skills for the manufacturing industry through
the Workplace English Language and Literacy (WELL) program (now discontinued). MSA is a member
of the reference group for the House With No Steps (HWNS) innovative National Workforce
Development Fund/WELL project. MSA staff have and continue to present on foundation skills in the
manufacturing industry at national conferences such as the Australian Workplace Practitioners
Network (AWPN) and the Australian Council for Adult Literacy (ACAL).
MSA has also partnered with Federation University, Service Skills Australia and United Voice in an
Australian Research Council funded linkage project investigating the skills in occupational roles
traditionally considered ‘unskilled’11. The research found that the roles examined required high levels
of skills, including foundation skills such as language, literacy and numeracy and skills in areas such as
problem solving, critical thinking, and interpersonal skills.
-END-
11
RAVE, Recognising the skill in jobs traditionally considered unskilled, http://federation.edu.au/faculties-andschools/faculty-of-education-and-arts/research/fea-research-groups/rave-researching-adult-and-vocationaleducation/folder2/recognising-skills (accessed March 2015)
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