The report used “the unique student identifier to track learners\u2019 pathways through VET based on the learner\u2019s enrolment status in a defined list of LLND and employment skills programs between 2016 and 2019.” It identified \u201cfour distinct groups of foundation skills learners, with each having varying student, program and provider characteristics.\u201d These were:<\/p>\n

First, \u2018foundation skills only\u2019 learners, who enrolled in an LLND or employment skills program in 2016 and only enrolled in LLND or employment skills programs subsequently. This group represented about 41% of students in 2016.<\/p>\n

Second, there were \u2018foundation skills followed by other VET\u2019 learners, who enrolled in an LLND or employment skills program in 2016 and enrolled in other VET programs in subsequent years. This group represented about 13 to 14% of students in 2016.<\/p>\n

The third group, making up around 27% of the total, were \u2018foundation skills and other VET concurrently\u2019 learners, who enrolled in an LLND or employment skills program and another VET program concurrently in 2016.<\/p>\n

The final group, around 18% of the total, were \u2018other VET followed by foundation skills\u2019 learners, who enrolled in a VET program in 2016 (not LLND or employment skills) and then subsequently enrolled in an LLND or employment skills program.<\/p>\n

Characteristics of foundational skills students and providers<\/h2>\n

The report found that \u201cjust over half of the students enrolled in LLND programs were born in countries other than Australia (52.4%), with similar proportions of students indicating English either was (45.8%) or was not (46.7%) the main language spoken at home.\u201d In addition, and in relation to employment skills programs, higher proportions of those enrolled were Indigenous students, had a disability or lived in regional or remote areas in comparison with those enrolled in LLND programs.<\/p>\n

In terms of key program and provider characteristics, \u201cthe majority of enrolments in employment skills programs were government-funded, certificate I, accredited qualifications and undertaken with a TAFE institute.\u201d For LLND program enrolments, the pattern was not as distinct, likely reflecting the broader range of programs captured under this category. In addition,<\/p>\n

\u201ctwo-thirds of LLND program enrolments were with TAFE and were either at the certificate I or certificate II level. Almost 60% of LLND program enrolments were accredited qualifications, with approximately one-fifth being in accredited courses and a similar proportion in training package qualifications.\u201d<\/p>\n