First Nations and migrant learners’ experiences with foundation skills courses

Oct 15, 2026

First Nations peoples and migrants in Australia undertake foundation skills courses in language, literacy, numeracy, digital skills (LLND), and employment skills, with attention on learners who do not complete training. The research captures student intentions and motivations, examines why study is ceased, and identifies support mechanisms that could have enabled continuation. Focus groups and interviews across remote far-northern sites and Melbourne/Sydney inner-city suburbs inform recommendations to improve attendance and completion.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

HIGHLIGHTS

ABOUT THIS RESEARCH

THE LEARNER PROFILE

First Nations and migrant learner cohorts

Participant overview and case study context

First Nations and migrant learners’experiences with foundation skills courses Bridget Wibrow, Maree Ackehurst & Daniella Trimboli, NCVER HIGHLIGHTS 􀂃 First Nations learners reported that they enrol in foundation skills training to gain new skills and that they intend to complete their course. Migrants, on the other hand, enrol primarily to find employment. While some migrants enrol with a firm intention to complete the course, others cease once they achieve their personal goals. 􀂃 Both First Nations and migrant learners who do not complete their foundation skills courses still report positive experiences. 􀂃 Many from both groups face personal challenges, such as health issues and caring responsibilities, or issues with transport, scheduling and work commitments, which make it difficult to attend training. 􀂃 Based on learners’ suggestions, attendance and completion rates could be improved by adopting the following: — supporting those with caring responsibilities by providing onsite childcare or creches or allowing young children in the class — training teachers to deal with issues relating to mental health, trauma, mindset and change management to enable better support of learners, especially those dealing with homesickness, culture shock or past trauma — reducing public transport costs in remote communities or organising minibus services for First Nations learners — introducing community-specific cultural induction training to help trainers to understand the local culture, preferred terminology and the community factors affecting attendance of First Nations learners — building culturally appropriate training facilities for First Nations learners to facilitate learning on Country — providing classroom support through a community support person or a First Nations translator or trainer for First Nations learners — consulting with migrant learners before relocating a course to take their capacity to attend into account — tailoring course placement by assigning migrant learners to courses based on their goals, education and employment background, enabling training to be pitched appropriately — enhancing English language courses for migrants by including Australian slang, history and traditions; expanding conversation practice; integrating digital skills; accommodating student-led topics; and organising more excursions — expanding flexible learning options with part-time, online, evening or weekend classes to assist migrants to better balance study with work and family commitments. ABOUT THIS RESEARCH This research examines the experiences of First Nations peoples and migrants in Australia undertaking foundation skills courses—which include language, literacy, numeracy, digital skills (LLND), and employment skills—with a particular focus on those who do not complete their training. It explores their initial intentions and motivations, the factors influencing their decision to cease study, and the support mechanisms that could have helped them to continue. It also examines their training experience and their recommendations for improving foundation skills courses. A key focus of this research is the student perspective. By giving voice to learners who have disengaged from their studies, this project offers unique insights. To achieve this, focus groups and interviews were conducted with First Nations learners across remote sites in far northern Australia and with migrant learners1 in inner-city suburbs in Melbourne and Sydney. The First Nations participants primarily studied employment skills, including digital skills, while the migrants undertook both English language and employment skills courses, typically through the Adult Migrant English Program (AMEP) and the Skills for Education and Employment (SEE) Program. Three support documents accompany this publication, providing the key research questions, links to previous research, details of the methodology, and further information on both le

FAQs

What are the main intentions reported by First Nations learners and migrant learners?

First Nations learners enroll to gain new skills and intend to complete their course. Migrants enroll primarily to find employment, and while some plan to complete, others stop after reaching their personal goals.

What challenges make it difficult for learners to attend foundation skills training?

Personal challenges such as health issues and caring responsibilities, as well as transport, scheduling, and work commitments, can interfere with attendance.

What recommendations could improve attendance and completion rates?

The report suggests onsite childcare and teacher training for mental health and trauma support, reducing transport costs or organizing minibus services, culturally tailored induction and facilities for First Nations learners, additional classroom support, consulting migrants before relocating courses, and expanding flexible or enhanced learning options for migrants.

Oct 15, 2026

Uploaded by Taylor Morgan