Non-financial performance reporting

Engagement and confidence building

• Maintaining – and building on – the core strengths of Learn Local education and training
• Continuing to successfully engage and re-engage adult learners
• Providing supportive, inclusive, flexible learning environments

Skills for further education, training, work, volunteering and life

• Providing access to developing core skills for learners in every local government area
• Offering equitable access for learners, regardless of their location, background or circumstances

Pre-accredited Learner Survey

In 2022, learners in pre-accredited education and training were again included in the vocational education and training (VET) Student Satisfaction Survey.

The 2022 Pre-accredited Learner Survey of 2021 learners in pre-accredited programs had a response rate of 35.2% (5,564 learners).

The 2022 survey results were very positive and indicated that learners were highly satisfied with the teaching and learning experience:

• 83% indicated that they achieved their main reason for training.
• 90% reported satisfaction with course materials and facilities, as well as the support they received from their trainers.
• 86% reported positive perceptions of teaching.
• 99% reported a safe, welcoming and culturally appropriate learning environment that factored in the diversity of learners.
• 91% would recommend their Learn Local provider.
• 89% indicated that they were satisfied with their training.
• 92% were satisfied that their provider had identified their learning needs.
• 85% were satisfied that their pre-accredited course addressed their learning needs.

Employment outcomes for the 2021 cohort of pre-accredited training show several key employment improvements following pre-accredited training, including:

• improved employment (up by 6.5 percentage points)
• decreased unemployment (down by 3.1 percentage points)
• increased volunteering and unpaid work (up by 0.1 percentage points)
• increased workforce participation (up by 3.4 percentage points).

The approximately 30% of learners who undertook pre-accredited training for work-related reasons contributed most to the overall improvements in employment outcomes for learners. They accounted for more than two-thirds of the increase in employment, decline in unemployment and increase in labour force participation.

Meeting learner needs in the COVID-19 environment

Recent challenges have highlighted that there is an even greater role for our sector and a critical need for our learners across all communities to build their core skills, including digital skills, for their lives and futures. Some Learn Locals continued to face difficulties in engaging learners throughout 2021, due to repeated lockdowns and distancing rules in the COVID-19 environment. In response, the Board implemented a range of business supports for Learn Local providers, including AMES Australia and the Centre for Adult Education (CAE), in delivery of Learn Local courses.

This included support and training for Learn Locals to deliver online or remote training, guidance materials, support networks, and webinars on innovative delivery strategies. This supported learners to engage in Learn Local courses during this time, and to realise their personal and career goals. A suite of centralised resources was also developed to assist the sector to deliver training in areas of greatest need, including digital literacy skills.

In the 2021–22 budget, $2.781 million over 2 years has been allocated for 2,400 additional pre‑accredited training places in digital literacy programs and 2,400 additional pre-accredited training places in employability skills programs.

Better engagement

Consultation with learners and research provided insight and evidence to better provide for learner needs, and assist future planning and provision. The Board has focused on work to understand our learners, particularly those who have been impacted by the last 2 years, and those who are hard to reach and would benefit from engaging in Learn Local courses. The work has had a focus on culturally and linguistically diverse and Koorie members of our communities. Participation and inclusion of First Nations peoples remains a key priority of the Board.

Work is also underway to establish sustainable pre-accredited regional provision models through the development of networked and innovative models in the areas of East Gippsland, Swan Hill and South-Western Victoria. These models will address barriers to access and ensure ongoing training for learners, through collaborative and viable delivery approaches by Learn Local providers and partners. The outcomes of this work will inform provision and system-wide approaches.

Stronger by Design and the Pre-accredited Quality Framework

The Board approved a new pre-accredited curriculum model, Stronger by Design, which refocuses pre‑accredited training arrangements to reflect a learner journey perspective. The refocused approach to pre-accredited training during this period has entailed reworking the Pre-accredited Quality Framework (PQF). This framework includes processes, guidelines and tools to assist Learn Local program developers to design Board-funded courses, and ensures quality teaching and learning that meets learner needs.

The revised pre-accredited model and PQF will reflect the Board’s focus on supplying adult learners with access to the language, literacy and numeracy knowledge, and the employability and digital skills necessary, to progress in further study and improve employment opportunities. The updated model and tools will also better reflect the contemporary teaching, learning and employment environment.

Digital Literacy Skills

The Board approved the Digital Literacy Skills for Adults program, which aims to establish a suite of digital literacy skills for adults modules and programs. Digital Essentials, the first stage of the program, was completed in 2021. It is designed to equip learners with the preparatory digital skills to engage in accredited training.

The program consists of two 30-hour modules designed to help learners understand the digital basics of various areas of technology, including different digital devices and how they function, and the ways people can use these devices to connect with others and access services over the internet.

The second stage of the program, delivered in 2022, comprises focused short modules for learners who are seeking a job or need to upskill or reskill. These short modules can be incorporated into existing longer pre-accredited courses. They are aimed at supporting learners to understand the digital basics of various areas of technology, and the ways people can use these devices to connect with others and access services over the internet.

Work has also commenced on a pilot in libraries in the eastern region of Melbourne to build learner digital skills, and improve access to digital equipment and tools. The purpose of this project is to develop a partnership model between the Your Library Network and Learn Local providers across Maroondah, Knox, Yarra Ranges and Manningham local government areas. This will improve the opportunity for adult learners who are enrolled in pre-accredited training to access digital technologies and resources that are available to members of public libraries. It is hoped the initiative will provide a blueprint for similar partnerships with libraries and Learn Local providers across the state.

Family Learning Partnerships

The Family Learning Partnerships (FLP) program supports families experiencing education disadvantage to access adult education through:

• collaborative relationships between Learn Local providers and other service providers, such as schools, early learning centres and other community services, to address barriers to learning
• communities of practice that bring program providers together to share knowledge, skills and experience
• flexible program funds that cover childcare costs for participating parents.

The FLP program delivers on the Ministerial Statement’s priority focus on inclusion and universal access to core education and training. It is aligned with the Strategy 2020–25 by continuing to successfully engage adult learners and striving to offer them equitable access, regardless of their location, background or circumstances.

Despite the difficulties of operating in a COVID-19 environment, delivery of the FLP program continued in 2021–22. Adjustments were made to enable providers to continue delivery of the programs throughout COVID‑19 restrictions.

Learner Engagement A-frame

To engage hard-to-reach learners who may find participation in shorter programs easier, the Board allocated $500,000 in 2021–22 to the Learner Engagement A-frame program.

The program targets adults experiencing barriers to training, including:

• disadvantaged or hard-to-reach learners
• learners with complex or multiple needs
• learners in thin markets or remote locations
• unemployed and vulnerable workers.

The program assists Learn Local providers to deliver short programs that:

• offer Learn Local providers the flexibility to improve the participation of adults who experience barriers to training in pre-accredited programs
• provide engagement activities that are linked to pathways to further training or employment
• improve pathway outcomes for learners experiencing barriers to training by building the skills they need to participate in further pre-accredited training programs, accredited education or employment.

Certificates in General Education for Adults

The Board is a sponsor of some nationally recognised accredited curricula. There are 5 Certificates in General Education for Adults (CGEAs) that aim to assist educationally disadvantaged adult learners to improve their literacy, basic numeracy and general education skills, so they are better prepared to pursue further study, qualifications and work outcomes.

Training organisations in Victoria are the chief users of the CGEA curriculum. However, other states also make ongoing use of the certificates.

In 2021–22, Victoria University, the Board’s appointed curriculum maintenance manager, continued to provide core services for the CGEA and teacher professional development sessions. Teachers were provided with examples of quality practice in the design, delivery and assessment for these certificates, and in various education contexts.

Accreditation of the certificates has been renewed to 30 June 2024.

Certificate IV in Tertiary Preparation

The Board sponsors and funds an accredited curriculum focused on supporting educationally disadvantaged Victorians to prepare for tertiary study. The Certificate IV in Tertiary Preparation was reaccredited on 30 June 2021 for a further 5 years to 30 June 2026. The scope of the certificate is sufficiently broad to support transition to a range of tertiary subject disciplines.

Partnering and collaboration

• Developing partnerships between Learn Local providers, TAFEs, universities and other parts of the post-compulsory education system
• Developing partnerships between Learn Local providers and employers
• Developing arrangements for non-educational supports for learners from health and community services partners

A priority provider of solutions

• Delivering practical solutions aligned with employers’ needs and Victorian Government priorities

Learn Local–industry partnerships

Partnerships with industry are a way that Learn Local providers can tailor training solutions to employers’ workforce skills needs, and to support workers who are vulnerable to unemployment and/or vulnerable adults seeking employment.

In 2021, a Just in Time Industry Partnership initiative was launched by the Board, with a focus on supporting emerging partnerships between Learn Locals and business, where there is an evidenced business core skills training need that can be matched by a co-designed, pre-accredited training solution.

Thirteen Learn Local–employer partnerships were funded in late 2021 in a range of industry areas facing key skill shortages, including construction, hospitality, health care and support, cleaning, agriculture and horticulture, food processing and manufacturing.

The number of partnerships continues to grow as industry becomes aware of the flexibility and responsiveness of pre-accredited programs. Learners benefit through the development of core skills they need to improve their job prospects and capacity to undertake further training. Employers have, through a customised program to fit their particular needs, potential employees who are job ready for their business.

The pre-accredited program resources developed as part of the partnerships undergo a final quality assurance review. They are then shared across the Learn Local sector to encourage more Learn Local partnerships with industry that lead to learning and employment outcomes for learners.

Lessons learned from the Just in Time initiative will inform the development of good practice guidelines for the facilitation of effective and sustainable Learn Local–industry partnerships for the benefit of learners. The good practice guidelines will also be informed by 4 Learn Local at Work with Industry case studies.

The Learn Local at Work with Industry initiative was launched in 2022 with a focus on established Learn Local–industry partnerships.

Four successful partnerships have been selected for showcasing as case studies. They have demonstrated good practice and provide strong lessons for the wider Learn Local provider community across Victoria, by working well with industry partners for the benefit of their learners to obtain or retain work. They include a mix of metropolitan, regional and rural-based Learn Local–industry partnerships.

All 4 Learn Local at Work with Industry case studies are in production. They cover the why, how, what, when and where of the Learn Local–industry partnerships, and the impacts and key lessons learned. They include the perspective of the Learn Local provider, the industry partner and the learners involved, and will be available later in 2022 in print and online formats, with a short video highlighting key aspects.

The tailored pre-accredited training programs used by the 4 case study partnerships, which enabled vulnerable adults to upskill to enter the workforce, are being prepared for sharing across the Learn Local sector.

TAFE and pathways

The Board continues to work with the ACFE Division in the department via the Office for TAFE Coordination and Delivery, and with TAFE institutes to strengthen relationships for the benefit of learners. The Board has focused on exploring ways to enhance pathway solutions for learners, through partnership arrangements and the development of courses to support learner transitions.

Investing in the Learn Local workforce

• Investing in the professional development of Learn Local leaders and educators

Investing in improved products and tools

• Investing in high-quality learning resources

Professional development

The Board invests in professional development for the Learn Local workforce for the benefit of adult learners undertaking pre-accredited training programs.

There has been strong ongoing investment in professional development through activities offered in a variety of learning modes based on sector input that leverage the learnings gained during COVID-19 disruptions. The investment aims to help build Learn Local sector resilience to future external impacts, as well as to consider new and emerging practices that further build on the skills of the sector to meet learner need, and to work with partners and communities. There continues to be a focus on building the skills of the sector to deliver the language, literacy, numeracy, digital and employability skills needed by our learners for their lives, for study and for work. There is also a focus on supporting innovation in practice and delivery though a variety of modes.

During 2021–22, the Board supported Learn Local providers to improve the quality of their work by funding the following professional learning activities:

• Two further rounds of the Adult Literacy and Numeracy Practitioners Program (ALNPP), developed and piloted in 2020, were provided to enhance the skills and practices of pre-accredited trainers delivering literacy and numeracy training in a vocational context. The program has been undertaken by more than 450 pre-accredited trainers and by at least one trainer in about 80% of all Learn Local providers.
• For ALNPP alumni, a Professional Learning Network was established. This provides continuing learning opportunities for pre-accredited teachers to improve their literacy and numeracy teaching, and their literacy and numeracy leadership professional identity in the Learn Local sector. Members of the ALNPP alumni also tested an additional Koorie literacy and numeracy teaching and learning module, which embeds cultural awareness in teaching and learning strategies for First Nations communities.
• As a result of the COVID-19 pandemic, attention was focused on online teaching and learning. The VET Development Centre provided an intermediate-level online teaching and learning program for teachers who completed the introductory online teaching and learning program. The intermediate program involved mentors drawn from graduates of the previous advanced-level program. A showcase event held in May 2022 demonstrated the success of the programs in supporting teachers to become familiar with the online teaching environment, to learn about new approaches to teaching, and to develop, implement and evaluate online learning resources.
• Professional development was offered to the Learn Local workforce in instructional design. The focus was on supporting Learn Local practitioners and trainers to develop their capacity and capability to produce high-quality curricula that were suitable for pre-accredited adult learners with low literacy, numeracy and employment skills below the Australian Core Skills Framework level 2. There were 124 participants in this professional development.
• Professional development was also provided to support and review the Skills for Work and Study program.
• A one-day ‘good practice’ sharing event called Marketplace was also run online. A variety of topics were determined and delivered by Learn Locals in a total of 25 sessions. Attendees across the sessions totalled more than 500.
• During the COVID-19 period, the Board supported 100 Learn Local managers to complete the Pre‑accredited Business Planning and Marketing course provided by the Small Business Mentoring Service. The professional development included one-on-one mentoring support to Learn Locals.
• The VET Development Centre provided a new 4-part program in blended delivery format for both pre-accredited and accredited VET educators on teaching, supporting and developing pathways for vulnerable learners. Between 20 and 30 participants attended each of the sessions.
• The VET Development Centre provided a new ‘masterclass’ in VET and Learn Local leadership in a blended delivery format.

Pre-accredited workforce Professional Practice and Recognition Framework

In May 2022, the Board commissioned the development of a Professional Practice and Recognition Framework for the adult community education workforce, and a tool to assist in its use. The framework will support the sector to provide advice on its professional needs and build and recognise the skills of educators and leaders. It will also enable the Board to implement an integrated long-term professional development approach for the Learn Local workforce for educators.

This strategic and integrated approach is being developed with significant expert, sector and Board advice. It will provide a holistic approach to workforce development of the sector by developing a tool that allows self-assessment of skills and knowledge, recognises and rewards existing skills, and facilitates dialogue on areas for individuals’ further professional development. It will be a simple tool for the sector to use and engage in through discussion at a local level, to identify individual professional development needs, and recognise and value the skills that individuals bring to the sector. It aims to strengthen professional practice, leadership and the quality of teaching and learning across the sector.

The framework, together with ongoing sector advice and emerging needs, will inform decision-making and professional development investment for Learn Local educators and leaders at various levels of professional practice (or application levels), to provide for career development.

Stewardship and governance

• Meeting the expectations and relevant outcomes set out in Ministerial Statement The Future of Adult Community Education in Victoria 2020–25
• Modelling ethical, values-based stewardship and governance

Communicating value and impact

• Championing and communicating the value that the Learn Local sector creates

Stewardship of the sector

The Board is confident it is making good progress against ministerial expectations in making sure that the Learn Local sector adapts and strengthens its capacity to develop core skills, so that educationally disadvantaged learners can fully participate in study, work and life.

The Board’s Strategy 2020–25, Planning and Accountability Framework, and our setting of 2022 priorities, underpinned by the department’s implementation plan, have established a clear program of work that has enabled the Board to reach many milestones in the first half of 2022. This work establishes a basis from which to move towards the achievement of all goals by 2025.

Considered together, sector feedback, the needs of learners, contextual impacts, the goals of the Ministerial Statement and the 4 strategic directions of the Board’s Strategy 2020–25 resulted in finalisation of 3 strategic policies on provision, procurement and Learn Local registration.

The Board has made significant investment in research to inform its strategic planning and decision-making, regarding training provision, investment in resources, sector initiatives and professional development. This work provides a strong evidence base for ACFE and an understanding of learners, including hard-to-reach and disengaged learners, their needs, and barriers and motivations to engagement.

This work also provides insight into our providers, including:

• their needs
• their capacity to deliver on current and future provision needs
• successes that can be shared across the sector
• identification of areas for greater support
• the value of Learn Locals and their impact and contribution to industry, the community and the economy.

The research will also assist Regional Councils in their work, and will provide valuable information for the sector.

In 2021, the Board applied a one-off 30% tolerance on the achievement of training targets for the release of 2021 pre-accredited training delivery payments, and a 30% tolerance for end-of-year recoupment of funds for training non-delivery. Timeframes for delivery of more specialised or newer training programs (Skills for Work and Study pilots and Pathways to TAFE programs) affected by the COVID-19 environment were also extended.

Governance matters

To further progress implementation of the 2020 governance review of ACFE, the Board and the department worked together to develop the ACFE System Governance Guidelines to support effective working relationships and strengthen outcomes. The guidelines provide a comprehensive and shared understanding of the roles and responsibilities of the Board, Regional Councils and the department, and other aspects of governance that underpin the ACFE system to support effective working relationships. Training sessions were delivered to the Board, department staff and Regional Council members.

A new co-designed approach is now in place, with an implementation plan to strengthen the 8 ACFE Regional Councils, in response to the 21 recommendations in the Parliamentary Secretary’s Strengthening Regional Councils Review. A framework has been developed and implemented, where the Board sets a small number of annual priorities for Regional Councils that are aligned with its work and with their roles.

Each Regional Council is required to develop an annual workplan that is reported on and discussed by the Board, to consider immediate needs and as key input into its annual planning. This has strengthened the governance link between Regional Councils and the Board, which was a key desired outcome. It has allowed Regional Councils to fulfil their newly articulated dual roles of advice to the Board and advocacy on behalf for the Learn Local sector in their respective regions. These reforms have been well received by Regional Councils, and they are positive about their future and the contribution they can make.

Collaborative relationships are being fostered by the Board with the Office of TAFE Coordination and Delivery, to build and systemise Learn Local and TAFE two-way pathways, co-designed programs and other collaborative opportunities.

The Board has also commenced working with the Victorian Skills Authority to make sure that pre-accredited training and the Learn Local sector are part of the Victorian Skills Plan and the collaborative model that fosters inclusion to meet the workforce and training needs of Victoria.

This work will provide important evidence that the Board will consider in its annual planning. The exchange of information and involvement in joint work across the state, including working across all areas of the Victorian Skills Authority, such as Skills and Job Centres, remains a focus for the Board into the future.

Brand and Value Proposition project

The Brand and Value Proposition project is a major piece of work that aims to create a meaningful brand and value proposition. This project will champion and promote the value of the Learn Local sector and Learn Local courses to the Victorian community and economy, including learners, community, industry, TAFE institutes, job agencies and other key stakeholders.

As the brand and value proposition underpins all of the Board’s work, this project is closely aligned with, and informs all of, the Board’s major projects and initiatives.

In 2021–22, a Communications Impact Map was developed to report on implementation of the plan. The map provides baseline data that future maps can be compared against, to assess the effectiveness of the implementation.

The finalised evaluation report indicated a high engagement rate with the Learn Local Skills Campaign and overall positive feedback. The results are informing current work, including Board‑funded multi-faceted promotional work that uses both state and local approaches, based on working with the sector. There is a greater focus on engagement with stakeholders, including culturally and linguistically diverse communities, Koorie communities and other learner groups, and key community groups. It also informed market research and concept testing, and partnering with the Department of Jobs, Precincts and Regions and the Department of Families, Fairness and Housing, through collaborative approaches to maximise impact.

Regional stakeholder profiles were finalised for all ACFE regions. They provide key data and insights to help the Board, Regional Councils and department representatives engage with stakeholders at the regional level. They will enable Board and department representatives to identify priority stakeholder groups and trends across multiple Regional Council areas.

Work also progressed on the Learn Local Brand Recognition and Baseline Measurement project. This multi-year project gathers baseline measures for brand recognition of Learn Local among key stakeholders. It sets annual targets to assist the Board and the department to establish a prompted brand recognition target of adult community education provision and purpose among potential learners, small-to-medium-sized businesses in relevant industries, and TAFE institutes. A secondary objective of the project is to develop an understanding of the ‘most in need’ potential learner cohort. The final report, developed by KPMG, establishes short- and long-term brand recognition targets, and provides a number of recommendations to improve brand recognition awareness.

Other work completed during 2021–22 included a draft Stakeholder Engagement Plan, a range of collateral to promote Learn Local providers and pre-accredited training and updated Learn Local Brand Guidelines. This work will be further developed as part of building the sector's profile and promoting its value and importance.

2021 Learn Local Awards

The Victorian Learn Local Awards promote ACFE by recognising the outstanding achievements of learners, practitioners and Learn Local providers. They reward best practice and innovation, and encourage high standards. The awards in 2021 were an opportunity to celebrate the resilience of the Learn Local sector and the 15th anniversary of the awards.

Presentations were made to the 2021 award winners at an in-person gala on Friday 10 December 2021. The gala was hosted by MC Gorgi Coughlan. Prize money totalling $84,000 was awarded to:

• The Ro Allen Award – Learn Local Pre-accredited Learner (Skills for study and life):
  • Omer Ntunzwenimana, Sunraysia Mallee Ethnic Communities Council
• Victorian Learn Local Young Pre-accredited Learner (Skills for work) Award:
  • Mariam Yacoub Ibrahim, Farnham Street Neighbourhood Learning Centre
• Victorian Learn Local Pre-accredited Trainer Award:
  • Robyn Matthews, Loddon Campaspe Multicultural Services
• Victorian Learn Local Leadership Award:
  • Rana Tbaileh, Banksia Gardens Community Services
• Victorian Learn Local Pre-accredited Program Award (For small providers):
  • Starting Work in Australia – Karen Engineering Studies (Loddon Campaspe Multicultural Services)
• Victorian Learn Local Pre-accredited Program Award (For large providers):
  • Catering for Success, The Basin Community House Inc.
• Victorian Learn Local Innovation Award:
  • Starting Work in Australia, Karen Engineering Studies (Loddon Campaspe Multicultural Services)
• Victorian Learn Local Partnership Award:
  • Starting Work in Australia, Karen Engineering Studies (Loddon Campaspe Multicultural Services)

2021 Victorian Training Awards – Victorian Community Training Provider of the Year

For the 7th time, the Board sponsored the Victorian Community Training Provider of the Year Award at the annual Victorian Training Awards. The award was open to Learn Local providers, and awarded to an organisation demonstrating innovation and excellence in local community education.

The winner was judged on its:

• design and implementation of quality training programs that are highly valued by the local community and responsive to learner needs
• understanding of the local community and how to attract learners facing barriers to participation and attainment in vocational training
• partnerships and participation in broader service delivery in the local community.

Williamstown Community and Education Centre was announced as Community Training Provider of the Year at the 2021 Victorian Training Awards. The centre runs community education and employment programs across 5 sites in Melbourne's western suburbs. The organisation prides itself on having increased the number and range of services on offer to the diverse community within the area in recent years. It provides traditional services, such as digital literacy training and English language programs, for culturally and linguistically diverse learners, while also recently introducing innovative classes in yoga, meditation, acting and music.