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This occasional paper provides the views of 17 "thought leaders" in the Australian vocational education and training (VET) sector. Their insight and opinions were sought to inform a larger research project focused on the student entitlement reforms that were introduced into the national VET system from 2012. These individuals offered a variety of senior-level vantage points on the topics of: (1) Australia's national training system: why it has been developed, what its key elements are, and the aspects where consistency has been sought and the aspects where flexibility has been sought; (2) VET student training entitlements: why this initiative has been introduced and the implications of the agreed flexibility in approach to its implementation by jurisdictions, in terms of maintaining a functional national training system; and (3) the implications of the VET student entitlement initiative for future national VET reform. A particular emphasis has been on the implications of the reforms and the challenges faced in its implementation in the context of achieving a balance between national consistency and jurisdictional flexibility. The interviewees considered key elements of the national training system, namely: standards for VET products (training packages and materials); standards for VET providers; and a flexible training market. The interviewees commented on the consistency and flexibility sought in each of these key elements, highlighting where tensions exist, particularly in student training entitlements. The following are appended: (1) Project statement provided to interviewees about the project and Project protocols; and (2) Interview guide questions. Information about the NVETR Program funding is provided at the end of this paper.

This occasional paper provides an overview of the development of Australia's national training system and is a key knowledge document of a wider research project "Consistency with flexibility in the Australian national training system." This research project investigates the various approaches undertaken by each of the jurisdictions to establish a student entitlement funding model and also examines one of the often overlooked fundamentals of the national training system--the dynamic tension that exists between consistency and flexibility. This paper reflects on the history of vocational education and training (VET) in Australia. A key focus is the development of the national training system, which has emerged over the last two decades. The authors also explore the dynamic tension, built into the system, to achieve both national consistency and sufficient flexibility to ensure that training meets specific local, industry and learner needs. Australia's national training system: goals, objectives and key elements 1992 to 2015 is appended.

This work asks one simple question: "how reliable is the method used by the National Centre for Vocational Education Research (NCVER) to estimate projected rates of VET program completion?" In other words, how well do early projections align with actual completion rates some years later? Completion rates are simple to calculate with a cohort of students who start together in a very short program with a defined end date. The context in vocational education and training (VET) is, however, far more complex. Program lengths vary and may span several years, students commence at different times and many study part-time. Waiting for all students to complete or "drop out" of their training before calculating an actual completion rate gives a reliable answer, but is somewhat impractical. This paper summarises the key findings from a technical review of the validity of the method long used by NCVER in estimating projected completion rates for government-funded VET programs. This analysis required the interrogation of large longitudinal data sets with tens of millions of enrolments over multiple years. The outcomes are revealing because of ever-high interest in completion rates as measures of the efficiency and effectiveness of the VET sector. Key findings include the following: (1) The method long used by NCVER for estimating VET program completion rates using data from the National VET Provider Collection is shown to be reliable and aligns well with actual rates of completion for historical estimates; (2) Given that it takes a number of years for actual rates of completion to stabilise, the method is well suited for inclusion as part of any method of assessing completion rates, where the projected completion rate method is used to estimate rates for the most recent years and actual rates used for prior years; (3) The technical review has also shown that the current predictive method can be improved by defining a program's commencing year as the year it first appears in the National VET Provider Collection rather than using the commencing flag variable; and (4) It is anticipated that the incorporation of unique student identifiers into any preferred methodology, and its extension to total VET activity, can be phased in from the collection of 2017 training activity. "The Current Method for Projecting Rates of Completion: A Working Example" is appended.

Quality outcomes from vocational education and training (VET) are fundamental to ensuring a skilled workforce and supporting a productive economy. In a competency-based training system, assessment is the gatekeeper for quality. Audits undertaken by the Australian Skills and Quality Authority (ASQA) have identified concerns with compliance against the assessment requirements of the Standards for Registered Training Organizations (RTOs) 2015 (Standards for RTOs). ASQA strategic reviews, including into aged and community care, early childhood education and care, equine programs and security training industries, highlighted assessment as an area requiring more attention if the quality of training is to improve. In response to concerns about assessment, and to ensure high-quality within the system, the Council of Australian Governments (COAG) Industry and Skills Council agreed that further reform options be developed to improve the quality of assessment of student training outcomes and enhance confidence in the VET sector. Specifically, the Industry and Skills Council agreed to explore reform options to support the following principles: (1) Graduates have the required competencies for the job role and there is consistency across RTOs in the quality of assessment; (2) Trainers and assessors have the capability to assess appropriately; (3) Assessment meets the standard set by industry; and (4) The regulator has the capacity to effectively regulate assessment practices and outcomes and take appropriate action. The discussion paper sought stakeholder views on further specific reforms that may ensure the existing reforms that could generate the intended impact and are not held back by ongoing concerns over RTO compliance with assessment requirements. The appendices are included.

This research report is intended to provide the National Languages Institute of Australia (NLIA) with an overview of the issues demanding attention in the fields of interpreting and translating. While interpreting and translating have received attention in major language policy reports, subsequent language policy implementation has rarely encompassed these issues. This report argues that the NLIA could have a significant policy and practical role in evaluating present needs related to interpreting and translating and addressing problems in the field. The project described reviews major policy documents on language service organization and review; outlines institutional development in the interpreting and translating field in terms of language services, courses, professional issues, and the private market; and identifies some major policy issues. Recommendations to the NLIA based on these analyses are included. The paper is organized into several topics: interpreting and translating in the context of the NLIA and the National Policy on Languages; the history and current status of interpreting and translating in Australia; and relevant policy issues. Appended items describe persons consulted for the report, a telephone interpreter service, and a interpreting/translating and language aide course accredited by the National Accreditation Authority for Translators and Interpreters. (Contains 58 references.) (JP)

This study investigated how firms in Germany and Australia compare when dealing with the institutional arrangements for apprenticeship training in their countries, with particular attention given to factors which may impact on their training motivation. Apprenticeships are a well-established pathway to employment across many countries, with a particularly long and enduring history in Germany and Australia. Apprenticeships are characterised by a tripartite relationship between employer, apprentice, and training organisation. The available international literature suggests that the institutional framework for training in a country is an important determinant of a firm's motivation to provide training, and it influences their willingness to bear (at least part) of the training costs. Key messages from this study are: (1) Employers of trades' apprentices in both Germany and Australia appear to bear substantial costs for training their apprentices; (2) Institutional frameworks in Germany foster an investment model, a model which emphasises the benefits of employing apprentices after training, while in Australia some firms adopt more of a production (that is, substitution for "regular" workers) model of apprenticeship training, although there is a relatively strong investment motivation for trade firms in Australia; (3) For firms focused on the short-term costs and benefits of training, the withdrawal of some national government incentive payments in Australia has led to a weaker commitment to training, most evident in non-trade trainee places being offered; and (4) By contrast, firms training in trade occupations appear to be more investment-oriented and are more inclined to continue training, or employ an apprentice after training, even with the withdrawal of incentives. Tables and figures are appended.

This issue explores the nature of childhood by offering selections that re/imagine the idea of the child as art maker; inquire about the relationships between children and adults when they are making art; and investigate how physical space influences approaches to art instruction. Readers are invited to join a dialogue that questions long-standing traditions of early childhood art--traditions grounded in a modernist view of children's art as a romantic expression of inner emotional and/or developmental trajectories. Selected essays create liminal spaces for reflection, dialogue, and critique of the views that have governed understandings of children and their art. Individual essays in this paper include: (1) Entering the Secret Hideout: Fostering Newness and Space for Art and Play (Shana Cinquema); (2) The Affective Flows of Art-Making (Bronwyn Davies); (3) Seeing Meaning (Barry Goldberg); (4) The Existential Territories of Global Childhoods: Resingularizing Subjectivity Through Ecologies of Care and the Art of Ahlam Shibli (Laura Trafí-Prats); (5) Visualizing Spaces of Childhood (Heather G. Kaplan); (6) A "Widespread Atelier" for Exploring Energy (Giulio Ceppi); (7) Art Education at Bank Street College, Then and Now (Edith Gwathmey and Ann-Marie Mott); (8) Theorising through Visual and Verbal Metaphors: Challenging Narrow Depictions of Children and Learning (Sophie Rudolph); and (9) Time for a Paradigm Shift: Recognizing the Critical Role of Pictures Within Literacy Learning (Beth Olshansky). Individual essays contain references and figures.

This white paper analyzes the potential effects of requiring income-driven repayment for all federal loans as well as relying on paycheck withholding for loan payments, with particular attention to the implications for low-income students and families. The Institute for College Access & Success (TICAS) also examines the relevance and evolution of mandatory IDR ["income-driven repayment"] systems in Australia and the United Kingdom, and the paper includes specific recommendations to streamline and improve student loan repayment options in the United States. Two appendices are included: (1) Citation List of Figure 2: "Key Comparisons of IDR Systems and Context: U.S., U.K., and Australia"; and (2) Borrower Example Details.

At every five-yearly census, the Australian Bureau of Statistics (ABS) recalculates both the SEIFA (Socio-economic Indexes for Areas) indexes and also recalibrates the borders and sizes of the geographic areas from which these SEIFA measurements are derived. Further, over time, the composition of geographic areas may change, due to urban renewal or other factors. The National Centre for Vocational Education Research (NCVER) reports vocational education and training (VET) participation rates at least annually, and the question that arises is how well do the SEIFA indexes perform over the interim years, that is, between the releases of new census data. Of particular interest is the reporting of participation rates for the census years. In reporting the 2011 year, NCVER uses the 2006 census data, as the ABS does not release new SEIFA values until 18 months after each census. The focus of this paper is on VET participation rates; however, the methodology would be equally applicable to higher education or school participation. The approach used in this paper is that the 2006 and 2011 National VET Provider Collections have had the 2006 and 2011 SEIFA measures applied to each of them, along with the Australian populations at each time. Using these data, it was possible to determine VET participation rates (by age) as a proportion of the Australian population, using both the 2006 and 2011 census data. The SEIFA index used in this paper was the Index of Relative Disadvantage (IRSD). [Funding for this document was provided by the Australian Department of Industry.]

The vocational education and training (VET) system can provide an entry point to the education sector for people who have experienced disadvantage in their lives. Participation in VET can provide personal benefits as well as lead to further study and/or employment. How disadvantaged learners participate in vocational education and training is an important consideration. Further study and employment outcomes are more likely to stem from completing a higher-level VET qualification, but disadvantaged learners tend to enrol in lower-level qualifications. Hence, whether or not disadvantaged learners are transitioning from lower-level VET qualifications to higher-level vocational education and training and into higher education is of interest. Based on a review of the literature, this paper synthesises what is currently known about these transitions for disadvantaged learners. Disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. There is little in the literature that provides student perspectives on transitions from lower-level to higher-level vocational education and training and from VET into higher education. The literature shows that transition from VET to higher education is a viable pathway for some disadvantaged learners, although it is not used as widely as it could be. There are a number of factors that act as barriers: (1) Transition from vocational education and training to higher education is more likely to occur from higher-level VET qualifications. However, disadvantaged learners re-engaging with the education sector are more likely to enrol in lower-level qualifications. (2) Transition from VET to higher education can be complicated, even for students who are not disadvantaged. This is despite the array of formal arrangements, such as credit transfer, and supports that are in place. (3) Support services can make a difference, but there is a tension between providing individually tailored support and system-wide support. Limited resources are an issue, and priority should be given to supports most likely to lead to positive outcomes. This paper shows that disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. Transition from VET to higher education is a viable pathway for some disadvantaged learners, but this pathway is not used as widely as it could be.

A common complaint from business and industry is that employees entering the workforce are not "job ready." They often lack the practical skills, maturity, and workplace experience to perform well in their roles, leaving employers to fill the gap by providing training either at their own expense or with public funding. In contrast, a new employee with previous experience as a volunteer in an emergency services organisation comes into the workplace with an understanding of teamwork, a demonstrated sense of community and responsibility, and an appreciation of the role of organisational culture, thus accelerating their emergence as an asset to their employer. This case study of the South Australia Country Fire Service (SA CFS) examined key factors in the resourcing and efficacy of training for volunteers. It was undertaken as a joint initiative of Government Skills Australia (GSA), the SA CFS and the National Centre for Vocational Education Research (NCVER). The SA CFS delivers nationally endorsed and non-endorsed training to their volunteers, all funded from the annual operational budget it receives from the South Australian Government. It maintains a training centre at Brukunga in the Adelaide Hills and several regional training resources across the state. The SA CFS is a registered training organisation. The research sought views through qualitative and quantitative sources, interviewing brigades, employers and key industry stakeholders--242 volunteers responded to the quantitative survey. The core hypothesis for this research was that SA CFS volunteers who trained under the Australian Qualifications Framework's (AQF) Public Safety Training Package are taking skills and knowledge gained in roles as firefighters, trainers and incident managers into their paid employment. Formal transferrable skills revealed in the case study included safety and first aid, truck driving, equipment use (e.g. using a chainsaw), training and assessment. Such skills have valuable alignment with jobs in Agriculture; Food and Forestry; Mining; Public Administration and Safety; and Health Care and Social Assistance industry areas. Other generic skills acquired informally are in management, leadership, communication and logistics. The SA CFS training model is not funded to recognise these latter skills. The data gathered also show that the SA CFS provides pathways for young people through its programs for cadets; the inclusion of SA CFS volunteering in the South Australian Certificate of Education for Years 11 and 12; and the provision of nationally accredited units in operational training. This is important given the need to recruit and retain new, younger volunteers in the emergency service sector. The findings indicate that volunteers are more strongly aware of the benefits of SA CFS training to the workplace than their employers. Their skills acquisition and transfer have multifaceted, multi-directional benefits: volunteers who are drawn from a broad range of industries bring professional skills to the brigade and transfer knowledge among the volunteer cohort; they also take skills imparted during their volunteer experience back to the workplace and to their communities. Greater recognition of this process is warranted, especially in order to elucidate the overall gains for both employers and the community from the activities of the SA CFS as a learning organisation. Appended are: (1) Survey Questions; and (2) Employer Telephone Interview Survey Script.

Recent research in the vocational education and training (VET) sector shows that students are gaining a range of benefits from their studies, beyond expected course outcomes. Students are developing new networks, and gaining confidence and self esteem through the respect received from their teachers and classmates. For some students, these advantages help them to find work and interact more easily with those around them. The networks and trust developed by students can also be referred to as "social capital." While many students are gaining social capital outcomes incidentally, these outcomes can also be actively developed. This paper, presented to Australian Learning Communities Network discusses the concept of social capital and examines the link between social capital and VET. The paper also outlines ways in which social capital can be developed through VET courses and partnerships. The research shows developing social capital can be particularly helpful for marginalised young people. [This work has been produced on behalf of the Australian Government and state and territory governments.]

Berwyn Clayton has been involved in the VET (vocational education and training) sector for over 25 years. After beginning her career as a teacher, Berwyn became a pioneer in promoting the value of research. With a record of over 30 publications and 25 conference papers or journal articles, Berwyn has created an impressive body of knowledge, particularly in areas such as assessment and the capability of the VET workforce. Berwyn is also dedicated to supporting and mentoring new researchers, in particular those who were formerly VET practitioners, as she was. Berwyn is currently the Director of the Work-based Education Research Centre (WERC) at Victoria University. It was these attributes that saw Berwyn named VET Researcher of the Year, and give a keynote speech at the National Centre for Vocational Education Research's 2011 National VET Research Conference (No Frills). This speech provides an insight into Berwyn's journey into VET research and demonstrates her hallmark presentation style using pictures (chosen for their amusing as well as didactic impact) to guide readers through the story. Her messages are directed at practitioner researchers. In her speech, she notes that researchers need consciously to go beyond their comfort zone and look impartially at issues from a different perspective, including that of their potential audiences. Practitioner researchers need to seek out mentors and they need to ensure they find the time to write up their work, so that it has a chance to influence practice beyond their immediate circle. Practitioner researchers should be prepared to cope with adverse reactions to--and sometimes misuse of--research findings. (Contains 1 footnote.)

The National Centre for Vocational Education Research (NCVER) was asked by Technical and Further Education (TAFE) Directors Australia to consider, in a discussion paper for their conference held on the Gold Coast in September 2009, how a "tertiary education" sector impacts on the way people think about research and statistics. While a tertiary education focus would be a forward-looking step, it is important that both vocational education and training (VET) and higher education issues receive due attention. Individuals need to build on the good work done for the VET sector rather than subsume it in any sense. What is needed to make sense of the education, participation and achievement of individual students is an integrated tertiary education statistical system. This would require a common core set of standards. It would be relatively straightforward to populate a tertiary education student database from different collections. This database would then be a resource for policymakers and researchers. An integrated approach is required, not an approach which appends higher education statistics to the VET statistics or vice versa.

The governments of India and Australia are working to enhance cooperation on training, at both official and industry level. As part of the exchange of ideas, Francesca Beddie, General Manager, Research, National Centre for Vocational Education Research, visited India in August 2009 at the invitation of the Australia-India Council. This paper explores some of the common challenges the countries face in reforming their vocational training systems. (Contains 1 box and 1 footnote.) [Support for this report was provided by the Australia-India Council.]

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.

The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]

This literature review examines the available research on skill sets. It provides background for a larger research project "Workforce skills development and engagement in training through skill sets," the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between skill sets developed by national vocational education and training (VET) industry bodies for training packages and those developed by registered training organisations (RTOs) for particular clients. The researchers consider the rationale for skill sets and explain their role in the national training system. The review identifies a number of perspectives on skill sets and their contribution to the VET system: (1) Some research suggests that skill sets are a valuable VET solution because of their flexibility and capacity to be responsive to changing labour market needs; (2) Skill sets may also provide a quick and more cost-effective option for learners and may appeal to those who might be daunted by the prospect of having to undertake a full qualification; and (3) Conversely, some suggest that skill sets may confine individuals to narrow job roles and reduce their labour mobility. (Contains 4 tables and 1 footnote.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]

This paper traces the evolution of Australia's apprenticeship and traineeship system since permanent European settlement in 1788. The system was imported from Great Britain; it has evolved and diverged in some areas but retains many of the features of the British model. Most major changes have occurred in the last 25 years. The apprenticeship model--a combination of paid employment, on-the-job and institutional training--has always had particular appeal for meeting intergenerational skills transfer: it provides employers with a source of low-cost labour, the apprentice with paid employment, and an opportunity for government to subsidise employment for those needing help to establish themselves in the labour market. Indeed, the community, employees, unions, employers and government have come to regard apprenticeships as the system for training in the trades and have tolerated few alterations to the system, beyond those resulting from shifts in the occupational and industry mix in the Australian economy and changes in secondary schooling arrangements. The first important reform to apprenticeships occurred in 1985 with the introduction of traineeships, which extended the model to a much wider range of occupations, generally at lower qualification levels. The second was in the mid-1990s when the Australian Government began paying incentives on a large scale to employers to help offset the costs of apprenticeships and traineeships and to encourage more commencements. This had a spectacular impact on traineeship numbers but much less effect on trades apprenticeships. Other significant changes were introduced in 1998; these allowed school students, existing workers and part-time workers to undertake apprenticeships and traineeships. In short, since 1985 the system has moved from one dominated by young males undertaking apprenticeships in the trades to one that provides apprenticeships and traineeships to people of all ages and both sexes, and in a much wider range of occupations. Key messages from this paper include: (1) The apprentice and trainee system needs to address some major issues. Much of the training is at low qualification levels with little or no economic return. And it can be argued that it is neglecting the general education needs of young people; (2) The system needs greater capacity to adapt and respond quickly to changing labour market demands. Australia might look to the experience of countries that use an institutional training model for trade training, which may be much easier to ramp up quickly; and (3) By any standards the cost of Australia's current system places a hefty burden on the public purse, estimated at $2.9 billion in 2008-09. Recorded occupation of a sample of skilled convicts transported to Australia, 1788-1868 is appended. (Contains 4 tables, 2 figures and 1 footnote.)

This paper investigates the personal and career development needs of TAFE (Technical And Further Education) Queensland's lead vocational teachers through the conceptual framework of Spirituality at Work (SAW), which is a framework for looking at workplace relations. This research was conducted through four focus group meetings held in November 2009, each lasting approximately 90 minutes. A Queensland TAFE-wide notice attracted the lead vocational teachers who volunteered to participate in the focus group discussions. The focus groups reviewed the way in which the lead vocational teacher role is currently being deployed within various TAFE Queensland institutes. The research is limited by the small number of participants. In all, while 80 people responded to the invitation to participate, only 24 were able to take part. This was due mainly to time constraints, work pressures and other commitments. The sample may not be representative of the true demographic of lead vocational teachers in TAFE Queensland. The research is also limited in that the sole method of data-gathering was through the use of focus groups. The paper argues that the Spirituality at Work framework already exists in the teaching profession as a set of humanist values, which, while acknowledged as fluid, changeable and multiple, informs the basis of much teaching work. In particular, the role of teacher leadership in TAFE Queensland resembles a form of servant leadership (Greenleaf 1977), with a strongly affective component. This model of ethics-based behaviour is challenged by the business-based model of education and the proliferation of performance measures. It is argued that this conflict of interest creates an incongruence that is a discouraging factor in staff retention and a source of dissatisfaction among lead vocational teachers. It is revealed that lead vocational teachers view their profession as a "calling" and see serving their students as a priority. With greater emphasis being placed on financial decisions within VET workplaces and the introduction of increased reporting requirements, these teachers feel that they are operating in environments with low levels of trust. Overall, lead vocational teachers consider that their teaching practices were undervalued. Focus group questions are appended.

Social capital refers to the attributes and qualities of family, social and community networks that facilitate cooperation between individuals and communities. The quality of these networks and the extent to which individuals are engaged with them are believed to have an impact on the educational and social development of children and young people. Some evidence suggests that the influence of community networks can even help to offset some of the effects of socioeconomic disadvantage. Its intangible nature makes measuring social capital difficult. Measuring the social capital of young people is even more difficult because people tend to focus on the social capital of their parents and pay less attention to that of young people. This briefing paper discusses how young people's social capital can be examined using the Longitudinal Surveys of Australian Youth (LSAY). The paper is divided into four sections. In the first, the author looks at two social capital frameworks to clarify the various themes and complexities associated with social capital. In the second section he draws on these frameworks to assess the suitability of using data from LSAY to investigate social capital and its relationship to youth transitions. The next section summarises other social capital-related research that has used LSAY data. Finally, he draws some conclusions and makes some recommendations for future directions for LSAY in this area. Appended are: (1) Social Capital Questions, 2004-05; and (2) Social Capital and Social Capital-Related Questions. (Contains 2 figures, 3 tables and 1 footnote.)

Adult language, literacy and numeracy are essential ingredients for greater workforce participation, productivity and social inclusion. Both national and international research demonstrate the relationship between increasing levels of language, literacy and numeracy proficiency and positive outcomes for individuals, as well as for communities and the economy. Yet, even with this knowledge, there is still much that is unknown or requires broader debate. For example, what is the extent of adult language, literacy and numeracy provision in Australia? Whose responsibility is it to provide language, literacy and numeracy training in the workplace? Is there a need for targeted funding? What are the longer-term outcomes of literacy and numeracy programs? What programs work best for different types of learners? How can individuals quantify the civic and social benefits of improved literacy and numeracy? Following on from the May 2010 announcement of a $120 million investment by the Australian Government in adult literacy and numeracy activities, the National Centre for Vocational Education Research (NCVER) hosted a forum on behalf of the Department of Education, Employment and Workplace Relations on 13 September 2010 to explore these questions and to determine what needs to be done to find the answers. This paper presents a summary of those discussions and recommendations for future action. Background papers prepared for the forum are also provided in chapters 1-6. Forum participants emphasised that, while literacy should be everyone's business, for those concerned with public policy the focus should be on: (1) targeting those most in need; (2) finding sustainable funding models; and (3) measuring success. To do this will require further effort to better understand what is currently being done to address literacy and numeracy problems across the country and how to make adult literacy and numeracy a more prominent issue in the community and, in response, to devise sound strategies to implement and measure the impact of new activities. Individual chapters contain footnotes and references. (Contains 1 table and 8 figures.)