Sessions

Sessions, speakers and program are subject to change without notice.
This page will be updated if changes are made.

A1 Life, the Universe and Stories: Supporting a love of reading

Christopher Smith, Shared Reading NSW INC

Do you want to do something fun, uplifting, and inspiring for your learners?
Social bibliotherapy is an innovative, evidence-based group activity that uses great stories read aloud. It can help you deliver a host of positive outcomes for your learners. It promotes inclusion, confidence, learning readiness, mental health, and increased engagement. It gently helps learners settle in an educational space, develop trust, share essential aspects of their lives, and support each other. It is a fantastic prebiotic for literacy learning as it helps learners prepare to learn in a safe space. Attend this practical workshop to experience the magic of social bibliotherapy for yourself.

Chris Smith is passionate about Shared Reading and its ability to change people’s lives. Chris has degrees in English Literature, Psychology, Humanities, and Humanistic Studies and a background in Community Development. His research on the efficacy of bibliotherapy and the healing potential of literature led him to train in social bibliotherapy with The Reader Organisation in the UK. In his shared reading practice, he has seen people transform from passive, shy, disempowered, and isolated individuals into active, engaged, confident, and articulate community members. This drives him to bring the power of shared reading to as many people and communities as possible.

A2 The impact of trauma on learning

Karen Dymke, Thoughtful Works

This presentation will cover:

• Describing, defining, and recognising various forms of trauma and the signs of trauma
• Identifying key triggers for trauma
• Outlining responses to calm a person affected by trauma
• Directing students to other services as required
• Self-care strategies

Karen Dymke has spent the last 30 plus years teaching and coaching in a range of contexts including university, TAFEs, RTOs, secondary schools and Learn Locals. Karen has taken a leading role in various curriculum development projects and teacher training initiatives. She has presented at numerous local and national conferences and workshops and collaborated with educators to implement initiatives promoting research-based and high impact strategies.
Karen has a passion for vulnerable and disadvantaged learners. She learnt about trauma when she was doing a hands on learning program and was taught by Emma McCarthy (who started the Berry Street schools which are famous for trauma-informed approaches). Karen has won numerous scholarships and awards, holds a Master’s Degree in Education and Applied Learning from Latrobe University, and is a Fellow with the International Specialized Skills Institute.

A3 Bridging the gap: Empowering adult learners through AI literacy education

Dr Katrina Tour, Dr Edwin Creely and Dr Peter Waterhouse, Monash University and Mary Wallace, LWA

In recent years, there has been an increase in the adoption of generative artificial intelligence (AI) both in everyday life, education and industry. Learning programs for adults, including those from diverse backgrounds, need to help these learners to develop relevant skills, knowledge, and understandings about generative AI to enhance future successes in work and further education, breaking down barriers of disadvantage and promoting social mobility. This potential can only be realised through understanding learners’ needs.
This presentation reports selected findings from a large mixed-method study which explored the uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups, representing participants across Australia. The research found that while the majority of the learner-participants have not heard about nor used generative AI, there was a small number of learners who used it to support their learning, everyday activities, recreational pursuits and employment experiences. This allowed them to develop some useful though fragmented AI capabilities. Importantly, there was a significant interest in learning about generative AI amongst the participants. These findings point to a new ‘AI divide’, suggesting the need for AI literacy education for adult learners from diverse backgrounds.

Dr Katrina Tour Senior Lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of children and adults from refugee and migrant backgrounds. It investigates the ways in which these groups use digital technologies in English as an Additional Language (EAL) for life, learning and employment, and how these experiences can be used to enhance educational policies and pedagogies for digital literacies in EAL/TESOL settings. Katrina recently co-authored Enhancing Digital Literacies with Adult English Language Learners (Routledge, 2022) and Digital Empowerment for Refugee and Migrant Learners: Applying Strengths-Based Practice to Adult Education (Routledge, 2025).

Dr Edwin Creely is a senior lecturer in the Faculty of Education at Monash University, specialising in digital literacy and adult education with a particular focus on migrant and refugee learning experiences. His research examines how generative AI and digital technologies can enhance adult learning opportunities and support educational access for culturally diverse communities. His current work concerns the intersection of AI-enabled learning technologies with English language acquisition and digital literacy development for adult learners from migrant and refugee backgrounds. His projects explore how generative AI can transform adult learning spaces while supporting inclusive educational practices that acknowledge diversity.

Dr Peter Waterhouse is a lecturer, researcher and teacher educator in the School of Education Culture and Society, Faculty of Education, Monash University.
There he continues a lifetime interest in and exploration of literacy/ies, especially critical literacy/ies, for/with adult learners across a range of contexts, from Adult Community Education, to workplaces and Institutional learning environments. He sees the rise of digital literacy/ies and more recently, generative artificial intelligence, as new ‘waves’ in literacy development. They might be perceived as threatening on the one hand; or as opportunities to be ‘surfed’ on the other.

Mary Wallace, Director of LWA, works to support best practice in adult English language education. To underpin this mission, LWA conducts research at a national level, designs and facilitates professional learning nationwide, and develops resources for publication. LWA is the Commonwealth Quality Assurance Service Provider for the AMEP and SEE Program.
Mary has a background managing the quality assurance aspects of adult English education programs, including strategic planning, business development, financial oversight and communications and relationship management. In her role, she draws on her extensive teaching experience in Australia and overseas, having taught in community, workplace and tertiary settings.

B1 What dualism does for VET: To which tribe do you belong?

Dr Don Zoellner, Charles Darwin University

In 1992 Kaye Schofield assigned the multiple protagonists contesting the TAFE to VET national training reform to one of two cliques – those who believed in developing the whole individual (the education tribe) or those committed to utilitarian skills acquisition (the training tribe). This distinction, particularly in adult education, pre-dates Australian federation. It also exemplifies dualistic thinking – organising thought into all-encompassing, mutually exclusive categories with fixed meanings. Dualism supports neo-classical economics and marketisation which was inserted into the genetics of contemporary VET, e.g., competent/not competent. Most of sector’s contentious issues are similarly reduced: private/public, market/state, knowledge/skills accredited/nonaccredited, high/low status, head/hands, teachers/trainers.
This presentation explores how dualistic thinking influences practitioners’ understanding of SEE and AMEP as they navigate government funding and act professionally. It is argued that those from the education tribe are aligned with the AMEP and its project of making Australian citizens. This application of lifelong learning is rooted in Faure’s Report (Learning to be) which prompted Kangan’s purposes of TAFE. Alternatively, the training tribe understand SEE as increasing human capital exemplified by Jobs and Skills Australia’s enthusiasm for VET and higher education harmonisation. Is your reality aligned with one of these tribes?

Dr Don Zoellner has held senior leadership roles in the school, vocational and higher education sectors in the Northern Territory since 1973 including at Centralian College and Charles Darwin University. He was a panel member of the Shergold Review of Senior Secondary Pathways.
Dr Zoellner has served on numerous advisory committees, reviews and evaluations of education and training at NT and national levels. He was the board chair of Group Training NT and is the independent chair of the Industry Skills Advisory Council NT board. He was the NT representative on the Australian Industry and Skills Committee and is a member of the National VET Regulator Advisory Council. Dr Zoellner independently researches, presents and publishes on VET policy development and implementation.

B2 Missing the mark – how can LND programs identify their market?

Gemma Beall, TAFE NSW

Literacy, numeracy and digital literacy (LND) programs are intended for those who have gaps in their foundation skills which affect their personal, education and/or work lives. However, often these programs become largely English-language acquisition focused due to the cohort who attend, with pedagogy to match. How does this affect those from an English-speaking background who want to attend? Are these programs meeting their needs?
This workshop will practically explore: How program promotion affects student uptake and how content and pedagogy differs when in an English-language program to in an LND program. Attendees will come away with new approaches to classroom prep and delivery, along with further confidence to identify and attract new markets.

Gemma Beall has worked in the LND space for 18 years, starting as a part-time teacher at TAFE NSW; she is currently a Team Leader. In this time, she has worked in face-to-face delivery, digital delivery and in workplaces and schools. She has a keen interest in individual programs developed with a student to meet their personal LND goals.
Gemma is the current president of the NSWALNC, a state representative on the Reading Writing Hotline Steering Committee and was the recipient of the 2024 Australian Training Award for Excellence in Language, Literacy and Numeracy Practice.

B3 Unlocking potential: VET success through rural and remote study hubs

Leonie Webster and Leonie Keating, Central Queensland University

Empowering rural and remote VET students to unlock their potential, qualified staff from the Academic Learning Centre VET at Central Queensland University (CQU) offer high quality face-to-face LLND support to students during their course of study. They operate through rural and remote study hubs located in Woorabinda, Emerald, Biloela and Longreach in Queensland.
This practical workshop will profile the establishment and success of local study hubs, staffed by a team of motivated LLND teachers who travel to community and the proactive teaching strategies used to engage student learning and boost retention and completion rates for VET students in their chosen course of study. Study hubs provide an in-person opportunity for eligible students, including First Nations and EAL learners, to improve foundation skills while undertaking locally delivered training and assessment in priority qualifications to improve the employability or career progression of students who reside in remote and rural communities. This presentation details how the LLND support service works within a virtual classroom environment, assisting both students and staff from Health Services to enhance the overall student experience. Cross-team department collaboration is an essential strategy for this remote project to be successful.

Leonie Webster is a dedicated LLND specialist with over 10 years of experience working in the LLND sector at CQU. Leonie leads a team of 10 highly skilled, qualified, and dedicated LLND specialists, with experience in designing and delivering training programs aimed at improving the language, literacy, and numeracy skills of diverse learners.
Her expertise includes conducting assessments to identify learning needs, developing personalised learning strategies, and providing one-on-one support to help learners overcome barriers, build confidence, and enhance their potential in both academic and workplace settings. Leonie is passionate about creating inclusive, engaging learning environments and collaborating with educators to integrate LLND principles across various subjects, maximising student potential.

Leonie Keating is a leading vocational teacher in the Academic Learning Centre (TAFE) with over 25 years of experience in LLN education, including extensive work in the EAL sector at both Charles Darwin University and Central Queensland University.
Leonie currently supports TAFE students from Certificate I to IV, working closely with individual learners, young people, and vocational educators to enhance student confidence and competency across all core foundation skills. She is dedicated to fostering inclusive and engaging learning environments and collaborates with educators to embed LLN principles across disciplines. Passionate about student success, Leonie strives to empower individuals to overcome learning barriers, build confidence, and develop the skills necessary to thrive in both academic and workplace settings.

C1 “It’s not just you”: Why are we all finding it hard to reach the literacy learners we know are out there?

Vanessa Iles, Reading Writing Hotline

With recent positive developments around LND funding and policy in Australia, it should be possible for most adults to find the literacy support they need. Yet many providers and teachers are saying they know they’re not reaching the disadvantaged English speaking (ESB) learners in their communities who most need their support. The Reading Writing Hotline hears constantly from adults schooled in Australia who can’t get the education they need. We hear regularly from teachers and LND providers at a loss about how to connect with the people who aren’t knocking on their doors.
What’s going wrong? Are systemic barriers getting in the way? Are some adults forgotten or ignored? What actions could make things better? What works to engage the most disadvantaged learners? RWH has a unique overview of the national literacy landscape, and a direct connection with the voices of both LND learners and LND providers. This session will explore issues around so-called “hard-to-reach learners”, factors contributing to our systemic disconnects, and research into strategies that could address this.

Vanessa Iles is manager of the national Reading Writing Hotline, and an experienced language, literacy and numeracy teacher. She coordinates a database of LLN providers and a team of teachers who field enquiries from individuals, organisations, government and industry.
Vanessa holds a Bachelor of Business and Graduate Diploma of Adult LLN Teaching. She is an executive member of ACAL, the NSW Adult Literacy Numeracy Council, and is a member of DEWR’s Foundation Skills Advisory Committee. Vanessa is committed to optimising opportunities for adult learners by improving connections between learners, training providers and employers, and highlighting gaps in available provision.

C2 LLND skills training to support local voices and leadership with Aboriginal rangers in the NT

Jaemie Page, Batchelor Institute and Bidwern Butj Uni

Indigenous Ranger work is increasingly being recognised as a great success story bridging traditional land management knowledges and practices with western environmental and biosecurity goals. Ranger work provides people with training, vehicles and equipment to get out on land and sea country to reduce wildfires, weeds and feral animals, to access cultural sites, and more. The work, and income producing activities such as fire/carbon projects, are helping build livelihoods and economies in remote communities. With success and growth comes challenges of more training, paperwork, reporting, budgets, finances and business. This all creates a propensity for more and more external managers and administrators, and with this a drift to western values and priorities, a potential loss of local voices.
To maintain control and direction and engage in management decisions, rangers want support with English language, literacy, numeracy and digital skills in understanding western perspectives, practices and technology so they can decide when and how these are used to support traditional governance, knowledge and practices. This presentation reviews ways we are supporting rangers to gain these skills and confidence to engage more deeply and lead ranger work with two NT organisations, Batchelor Institute and Bidwern Butj Uni.

Jaemie Page has been working with, mentoring, training and supporting land managers across the NT for over 30 years, particularly Aboriginal rangers in remote communities from Arnhem Land in the East to Wadeye in the west, Mutitjulu down south and everywhere in between.
For training to be successful and to get rangers to engage, they need to feel that training and ranger work is supporting their community values and aspirations, not being imposed on them by western models and assumptions of what ranger work and land management is all about. In light of this, Jaemie has been developing and delivering successful LLND programs using the Foundation Skills training package alongside Conservation and Ecosystem Management units contextualised to support local projects and build leadership skills.

C3 DIVR Champions Project – Diving into virtual reality for the adult LLN classroom (peer to peer professional development project)

Kathrin Colgan, Head of English Language Centre, Holmesglen

This workshop will provide an overview of how to leverage virtual reality (VR), artificial intelligence (AI) and digital technology in adult LLN classrooms. Holmesglen English Language Centre received a VET Development Centre Grant through the Victorian Skills Authority to support the uptake from teachers to use VR, AI and digital technology in adult LLN classrooms and explored using peer-to-peer support and mentoring between teachers as well as the research and trial of virtual reality technology and other applications.
As part of the workshop presentation, participants will experience some software options for VR and how it applies to LLN settings as well as learn about the trials and experiences the teachers went through. The presentation will include both the best way to approach this kind of project and also the delivery and use of VR in language and literacy learning itself. The final part of the workshop will allow participants to view the draft implementation guide overview for the project and reflect on any learning.

Kathrin Colgan has spent over 25 years in Foundation Education, starting in EAL and across the CGEA by working in TAFE, community and in Industry settings in the Workplace English Language Program and other diverse programs. This culminated in being awarded the Australian Training Award in Excellence in LLN Practice in 2017.
Kathrin has also managed the Victorian Certificate of Education and the Vocation Major in a TAFE setting focusing on introducing an EAL focused delivery for adults before moving into Education Management in social inclusion and work education programs. Kathrin is currently the Head of English Language Centre, Holmesglen.

P1 Introduction to ProLiteracy’s free resources

Michelle Smith, ProLiteracy

Are you interested in free resources for adult literacy, EAL and basic education? In this session, ProLiteracy will introduce you to their learning management platform and show you how to create your free account so you can access the numerous tools, resources, and courses available. ProLiteracy is a US organisation that provides funding, comprehensive training and professional learning opportunities, approachable research, and leading-edge digital and print learning resources through New Readers Press to adult literacy programs throughout the US and the world. ProLiteracy believes adult literacy transforms lives and communities.
Adult education opens doors to careers, health care access, and participation in our democracy. Literacy leads to equal opportunities, liberties, and protection under the law, helps create financial stability for individuals and their communities, and inspires the next generation to learn and grow. ACAL and ProLiteracy have been in conversation for a number of years now, learning about the similarities and differences of adult literacy in our two countries.

Michelle Smith is an experienced non-profit leader who is currently responsible for maintaining and growing ProLiteracy’s membership program. ProLiteracy’s membership includes 1,000+ adult literacy programs and organizations and 500+ individuals.
She enjoys sharing information on ProLiteracy’s many member benefits and numerous free resources. Michelle has been with ProLiteracy since February 2017.

P2 Literacy and voice: Understanding political participation in a First Nations community-led adult literacy campaign

Andoni Laguna Alberdi, The University of Melbourne

Since 2012, a First Nations organisation, The Literacy for Life Foundation, has run a non-formal community-led adult literacy campaign called ‘Yes, I Can!’ in 15 communities across Australia. The campaign teaches English literacy using a model originally from Cuba that has been adapted to 14 languages in 30 countries.
This paper presents my doctoral research, which explores the links between adult literacy campaigns and civic and political participation. This is done in the context of one case study, the ‘Yes, I Can!’ campaign in Tennant Creek, a remote community in the Northern Territory. My research is informed by a year of ethnographic fieldwork in Tennant Creek, where I observed the campaign in practice and interviewed learners, facilitators and community stakeholders.

Andoni Laguna Alberdi is a PhD candidate in the School of Languages and Linguistics at the University of Melbourne. His research explores the connections between adult education, empowerment, and social change. Andoni has worked for several years in the adult and community education sector and is passionate about the transformative potential of literacy. His interest in adult literacy stems from his experiences growing up in a culturally and linguistically diverse household, where he supported family members with low literacy.

P3 Supporting digital literacy in vocational education

Koula Lykourinos and Chris Tully, Melbourne Polytechnic

The digital literacy demands of vocational education and training can be a barrier to student engagement, retention, and success. This session will outline one vocational provider’s experience of working towards addressing this need via an institute-wide digital skills support strategy.
The session will touch on determining the digital literacy students require, leveraging on existing support services to meet the need and simplifying navigation of these supports. The session will ask participants to consider the digital skills students need up-front to engage in a vocational course, developing inclusive teaching and learning strategies and a toolkit for digital literacy development.

Koula Lykourinos has worked in adult education for 30 years in a range of education development and teaching roles focusing on language, literacy, and more recently digital skills of learners in vocational training. Over the last 12 years Koula has overseen the LND assessment of vocational learners at Melbourne Polytechnic; implementing a range of strategies to follow up and support learners. She is also interested in identifying learner needs and professional development of the VET workforce to empower teachers to meet learner LND needs.

Chris Tully has worked in the adult education field for 33 years across a range of areas, teaching numeracy. Prior to this, she worked as a mathematics teacher in the secondary system. Over the last 12 years she has worked in the literacy and numeracy support area, coordinating literacy and numeracy support to a variety of VET programs. She also has contributed to the Australian Core Skills Framework as an expert commentator. She has been involved in the accreditation and re-accreditation of various curriculum and training packages including the Certificates in General Education for Adults.

Q1 Lessons learned from the establishment and development of Here 2 Help Literacy and Numeracy Hub

Carol Holden, Here 2 Help (TAFE NSW)

Here 2 Help, a drop-in literacy and numeracy hub offering one-on-one tuition with volunteer tutors, was established in May 2023. We now operate in two locations, one centre specifically catering for the needs of migrant women and their children, and another centre open to anyone. Since establishing Here 2 Help I have had enormous interest from around the state from people interested in doing something similar in their own community.
This presentation charts the birth and growing pains of Here 2 Help, giving a warts and all look at what has worked and what hasn’t. It documents the decisions and processes we used and progress made in an attempt to help others who may learn from our experience, and equally to invite suggestions so that we may learn from others. Although about a volunteer program, the lessons learned here can help all of us understand the challenges involved in reaching reluctant learners and those facing other barriers.

Carol Holden is a teacher of language, literacy and numeracy at TAFE NSW in Bega and Moruya and previously taught English at high school and reading to struggling primary school students. The experience of having a severely dyslexic child prompted her to undertake post-graduate qualifications in special education with a focus on learning difficulties, in addition to her qualifications in teaching English and teaching English as an alternative language.
In 2023 she founded Here 2 Help which is a literacy and numeracy hub for adults that aims to reduce the barriers to education. It is a free drop-in centre with no enrolments or assessments, using volunteer tutors to help participants achieve their self-identified goals.

Q2 Upskilling educators, empowering learners: Strengthening adult literacy through dyslexia-friendly and values-based approaches

Annette Tofaeono, Ako Aotearoa – The National Centre for Tertiary Teaching Excellence (Aotearoa, New Zealand)

In both Australia and Aotearoa, New Zealand, literacy challenges continue to disproportionately affect adult learners, particularly indigenous, Pasifika, neurodivergent, and those in culturally diverse communities. The need for inclusive and transformative educational frameworks has never been greater. In Aotearoa, two key initiatives – the New Zealand Dyslexia-Friendly Quality Mark (DFQM) and the Tapatoru Ako Professional Practice Award are shifting how educators work with learners by embedding inclusive, culturally responsive, and values-based teaching practices. Now in their fourth year, both programs have demonstrated measurable success and positively impacted organisations, educators, and learners.
This session will showcase how the DFQM and Tapatoru upskill tertiary educators and learning support practitioners, equipping them with practical, learner-centred strategies that promote success, confidence, and employability. Through real-world examples and data, this session will highlight the power of values-driven professional development. It will explore how these approaches create safe, empowering, and strengths-based learning environments that support diverse learner needs and contribute to more equitable educational experiences. This presentation invites attendees to explore how these approaches can inform everyday practice, shape and influence policy, and drive systemic change, ensuring adult education is not only accessible but also transformative for all learners.

Annette Tofaeono is a descendant of Ngā Puhi, an indigenous Māori tribe in Aotearoa, New Zealand. Annette is passionate about inclusive education and has expertise in literacy and dyslexia. As a Senior Advisor at Ako Aotearoa, she supports the tertiary sector in building educator capability to improve learner success.
Annette has conducted research in learning differences, developed a qualification, and champions strengths-based approaches to empower Māori, Pasifika, and neurodivergent learners. With a Master’s degree in education from the University of Waikato, she is committed to shaping equitable, culturally responsive educational experiences.

Q3 Australian Literacy Mediation in Practice: An applied linguistic study

Sebastian Blake, University of South Australia

Informal literacy mediators support people with literacy gaps in navigating a textually dense world that necessitates high levels of multiple literacies. In Australia and internationally, mediators have been found to support people with literacy gaps in accessing important information and navigating high-stakes interactions with institutions such as Centrelink (Thompson, 2015; Blake, 2023). The sites of literacy mediation are also diverse, from community libraries to neighbourhood houses and youth work settings (Papen & Thériault, 2016). Despite the awareness that literacy mediation is widespread and invaluable, there remain gaps in the research.
This research aims to address these gaps by investigating three key aspects of literacy mediation. First, to develop a better understanding of how literacy mediators understand themselves and their professional practice. Second, to better understand how mediators interact with structures and institutions and whether those structures help or hinder their support work. Finally, the research aims to better understand the approaches mediators use in their work on the ground. This presentation will share preliminary findings from an applied linguistic study using narrative analysis to highlight the voices and lived experiences of mediators to address these gaps in the literature, informed by New Literacy Studies (Baynham, 1995).

Sebastian Blake is a Graduate Researcher in Applied Linguistics at the University of South Australia conducting research on informal adult literacy mediation practice in Australia. Informed by their lived experience as a literacy mediator, Sebastian’s previous research has explored the narratives of people with literacy gaps in Australia as well as their supporters (literacy mediators).

R1 Profiles, journeys, and outcomes amongst foundation skills learners in the Australian VET system

Dr Angus Hughes, National Centre for Vocational Education Research (NCVER)

Foundation skills (FS) delivery in the vocational education and training (VET) sector helps provide essential adult language and literacy capabilities that can support disadvantaged learners and those of diverse backgrounds. Previous research from the National Centre for Vocational Education Research (NCVER) found that learners who complete FS programs report benefits in terms of improved literacy. Nonetheless, VET qualification completion and employment rates are lower amongst FS students.
To better understand FS students and their outcomes, NCVER undertook a quantitative research project examining the characteristics of hundreds of thousands of FS learners and their journeys over five years. We identify two distinct groups of FS learners, highlighting important distinctions between students who speak English at home, and those who do not. We profile each group and examine differences in the type, timing, and number of VET programs undertaken over time. Student and program characteristics influencing FS program outcomes were analysed to identify predictors of completion or withdrawal. Finally, we examine how FS activity taken alongside other VET programs may contribute to educational success. This presentation will provide an overview of the research with a focus on literacy and explore in detail what the outcomes mean for industry representatives and educators.

Dr Angus Hughes is a Senior Data Analyst at NCVER. He is currently working on research projects related to outcomes amongst Foundation Skills learners and has previously applied machine learning methods for projecting future VET completion rates. Angus is an experienced research professional, having previously worked as Senior Research Manager at Ipsos Public Affairs (Perth), consultant at Workplace Research Associates, and various teaching roles in Psychology at the University of Western Australia.

R2 Exploring the TAESS00026 Foundation Skills Integration Skill Set – learning from a pilot program with teachers at NMTAFE, Perth, WA

Susan Thompson and Athena Tsonis, NMTAFE, Perth WA

During 2024, Athena Tsonis led a project to explore the TAESS00026 Foundation Skills Integration Skill Set and the potential for its use at NMTAFE as a professional development program for vocational trainers and assessors. The program will enhance LLNDE delivery and assessment knowledge. Most vocational trainers do not have an educational degree, so they haven’t had special focus on literacy (including digital literacy) and numeracy, and they often find the requirement to integrate them into their teaching and assessment very challenging, even daunting.
This is a particular challenge for two of our program areas, Education Support and Early Childhood Education & Care, because both government policy and the Training Package require us to enhance the foundation skills of our students so they can better contribute to the literacy and numeracy skills development of the children in their care. We believe that trainers in other program areas will also need this skills set. We anticipate a much greater focus on foundation skills integration with the revised RTO Standards, so we want to be ready to take on this challenge, including optimal implementation of the new Skills for Study product that was recently launched in Western Australia.

Sue Thompson has worked in colleges for over thirty years, starting as an English and Communications lecturer at a large further education college in the UK and in more recent years in director roles, including client services and academic teams. Sue has always been passionate about foundation skills – language, literacy, numeracy – and how they are taught, developed and assessed in the context of vocational education and training.
Sue’s Master’s thesis was about the history and development of teacher training for lecturers (as opposed to school teachers) and she continues her commitment to this work in her current role as A/Executive Director Product & Quality at NMTAFE, Perth, Western Australia.

Athena Tsonis has worked as a languages and English language teacher all over the world but returned home to Australia nearly 10 years ago to join TAFE where she currently works as Principal Lecturer in the Science & Environment portfolio at NMTAFE. Athena’s passion for teaching excellence meant that exploring the Foundation Skills Integration Skill Set was a natural fit for her, and something she hopes to continue as part of bigger initiatives at sector level into the future. Athena is especially interested in the implications for foundation skills practice in light of the revised RTO Standards, and in how providers will advise students about the suitability of a given training product for them, taking into account their skills and competencies.

R3 Designing tools to support adult numeracy learners: A practical workshop

Dr Lorraine Gaunt, Charles Sturt University

Numeracy significantly enhances daily life, impacting economic stability, health, and social engagement. However, many adults, especially those struggling with mathematics, face challenges in developing these essential skills. Despite its critical importance, research in numeracy lags behind literacy research, particularly in adult education.
This workshop aims to bridge the gap between theory and practice by exploring innovative approaches to support adult numeracy. Participants will delve into identifying specific numeracy goals and designing effective tools tailored to adult learners’ needs. Through interactive activities and collaborative discussions, educators will gain practical strategies and resources to enhance their teaching practices. By the end of the session, attendees will be equipped with a deeper understanding of how to foster numeracy skills in their students, ultimately contributing to their overall well-being and success. This workshop is an invaluable opportunity for educators to share insights, learn from each other, and develop actionable plans to support adult numeracy education.

Dr Lorraine Gaunt is a Lecturer in Mathematics and Inclusive Education in the School of Education at Charles Sturt University, and is also a course director for the Master of Teaching (Secondary) course. Lorraine completed her PhD at the University of Queensland in 2020 on the topic of supporting numeracy for adults with an intellectual disability.
Lorraine has over 25 year’s experience as a Secondary Mathematics, and Special Education teacher and Head of Special Education Services at a range of Queensland secondary schools. She has 15 year’s experience working in the tertiary education sector. Lorraine’s research interests include supporting numeracy development and promoting inclusive mathematics, supporting the professional learning of teachers and pre service teachers, and promoting inclusive communities. Lorraine was awarded the Early Career Award for her research paper and presentation at the 2022 Mathematics Education Research Group of Australasia (MERGA) conference in Tasmania.

S1 Adult literacy outreach: An Australian broadcast media outreach case study

Dr Don Perlgut, Perlgut Consulting and Australian Institute of Business & Management

This presentation highlights a successful Australian adult literacy outreach case study: the use of broadcast television and radio by ABC TV in the lead-up and during International Literacy Year (ILY) 1990, and then subsequently in 1992-1994 with the production and broadcast of The Reading Writing Roadshow. The ABC undertook both projects with TAFE NSW, surely Australia’s most successful broadcaster–educational institution collaboration, with substantial funding from the Australian Government. Previous adult literacy campaigns of overseas broadcasters – the United Kingdom (On the Move) and the USA (Project PLUS) – had shown television and radio have important roles in raising awareness about literacy problems and reaching people with low literacy.
During ILY, the ABC promoted the hotline run by the Adult Literacy Information Office (ALIO); it then subsequently assisted the new government-funded, TAFE-run Reading Writing Hotline from early 1994 – surely the only 30-year-old Australian organisation named after an educational television series. The Hotline’s broadcast partnership success continued in 2021-2022, supporting SBS TV broadcasts of two Lost for Words reality documentary adult literacy TV series. What have we learned from these broadcast literacy media projects? How effective have they been, and should we be developing new projects with the ABC and SBS to continue adult literacy outreach?

Dr Don Perlgut was the CEO of Community Colleges Australia (CCA) until 2023. He was previously CEO of Rural Health Education Foundation and an Outreach Manager with ASIC.
He is a former lecturer in urban planning (University of New England) and communications (UNSW), and was the ABC Project Manager for Adult Literacy during ILY. He holds a PhD in communications from Macquarie University and a Master of City Planning from University of California, Berkeley. He sits on the Board of ISV (Inner Sydney Voice, Waterloo) and the Academic Board of the Australian Institute of Business & Management.

S2 We, Work, World – Embedding sustainability within our curriculum

John Blake, Eastern College Australia

Sustainable development lays foundations to preserve our world for future generations. Conceptually, connecting our learners with the term sustainability helps them to think of long-term goals and to achieve long-term sustainability. Embedding focused themes within the curriculum is a natural progression of connecting language as it incorporates holistic thinking.
This session explores tested models, links, ideas, and examples of resources to not only scaffold literacy and numeracy, but to inadvertently apply social responsibility for learners to consider the people and the planet around them. On the shoulders of some of the great educationalists (Montessori, Halliday, Freire, Bandura, Vygotsky, to name a few) we can incorporate social learning with a sustainability mindset.

John Blake has 21+ years of industry experience teaching sustainability, EAL, foundation skills, hospitality, and training & education. Having designed learning programs and resources for use in more than a dozen countries, John is passionate about the opportunity to inspire teachers and trainers to excel and encourage learners in shaping the future workforce.
Working for industry stakeholders, schools, TAFEs, private RTOs, and universities across 20 countries, John enjoys re-inventing vocational education and brings theory alive through creative delivery approaches and contextualised assessments to support, engage and enable learners from all walks of life.

S3 Why context is the critical starting point in numeracy (& maths)

Dave Tout, ACER, University of Melbourne and Multifangled P/L

Real-world contexts are critical for engaging learners and providing the purpose for learning about how to use and apply maths in the real world (numeracy). Starting with the real-world in teaching maths and numeracy provides numerous benefits in enhancing our learner’s successful learning and understanding of numeracy and maths skills and can not only help overcome our learner’s anxiety to the world of mathematics, but also support their conceptual understanding.
This session will look at why and how this can work in practice, both in your planning and in your teaching.

Dave Tout is an adult and youth numeracy educator and researcher who is particularly interested in making mathematics relevant, interesting and fun for all students, and he is recognised as one of Australia’s leading numeracy personnel with over 50 years’ experience working across schools, TAFEs, community providers, universities, national education bodies and workplaces.
He has worked at a state, national and international level in research, curriculum, assessment and professional development. Dave has written many numeracy and maths curriculum, teaching and PD resources, and is an author of the ACSF. Dave has been involved in international numeracy assessments including the OECD’s PIAAC and PISA assessment programs.

T1 Pathways program supporting complex and diverse needs: A pilot 2024-2025

Cassandra Pattison and Liliana E. Correa, Ace Community Colleges (Lismore)

ACE colleges operate across different geographical areas within the Northern Rivers. This means different ‘countries,’ demographics with their own educational and socio-economic needs, disadvantages, and opportunities. The Lismore campus offers certificate level courses such as Individual Support, and Early Childhood as well as a number of other short courses. One of our very successful programs is the Learner Driver Knowledge program established in 2003 by Elder Uncle Maurice (Bucky) Robinson. The nature of the programs we deliver together with its regional characteristics determine the diversity of our cohorts and presents interesting teaching challenges.
This presentation will discuss the Pathways Program, a pilot that started in 2024 to address the increasing need to support our community of adult learners who present with complex and diverse learning needs. We underpin our practice in lifelong learning, strength-based approach and learner centered focus and critical pedagogy. This presentation will cover:

• How the program came about, its challenges of reaching new and reluctant learners and the rewards.
• Issues with evaluation of LLN and engagement and the different experiences in relation to working in rural vs highly urbanised areas.
• The dynamic nature of collaborative teaching and learning.

Cassandra Pattison, Foundation Skills Trainer, and Assessor for the Learner Driver Knowledge (LDK) program; Cass has worked in Adult and Community Education for over 20 years, including the SEE program and teaching cohorts including adults, Indigenous, migrants, disadvantaged and youth. She is currently studying a Graduate Certificate of TESOL.

Liliana E. Correa, Outreach Support Officer (OSO) and Foundations Skills Trainer and Assessor; Liliana has worked in Adult Community Education and Community Arts for over thirty years developing art based educational programs, teaching adults and English language to migrants and refugees.
She holds a Master in TESOL and a Master of Education in Adult Education, (University of Technology, Sydney).

T2 Building bridges to inclusion and empowerment: Central Regional TAFE’s GATE to lifelong learning

Helen Smith, Central Regional TAFE – Geraldton

Central Regional TAFE delivers innovative educational opportunities tailored to diverse client groups using the flexible WA owned Gaining Access to Training and Employment (GATE) course. This presentation will outline two distinct programs, each designed to meet the unique needs of learners and foster inclusion, empowerment, and pathways to further education and employment. The programs are called EMPOWER and Ready Set Soar. EMPOWER is for enhancing capabilities for disengaged youth to improve literacy and numeracy skills while integrating culturally responsive learning practices.
Ready Set Soar empowers students who have faced significant educational barriers, helping them rebuild foundational skills and confidence. It prepares learners to overcome challenges and transition successfully to further study or training. This session will showcase successful strategies, share learner outcomes, and highlight the impact of tailored pedagogy on different client groups. We will explore how we meet the educational challenges faced by diverse communities.

Helen Smith is a lecturer and coordinator for General Education at Central Regional TAFE, where she plays a pivotal role in establishing and managing innovative educational programs. With a passion for technology, Helen focuses on leveraging digital tools to enhance learning experiences and empower diverse groups of learners. Her leadership ensures that the programs are effectively delivered by a dedicated team, creating pathways to education and employment.
Helen is committed to breaking down barriers to learning and fostering dynamic, inclusive opportunities for all. She is excited to share her insights and successes at the ACAL Conference 2025.

T3 Earth Up Holmesglen horticulture program empowering students and growing literacy and numeracy in young adults

Sophie Kenny, Holmesglen TAFE

The Holmesglen horticulture program engages and envelops a sense of fun and creativity in the garden with a focus on student agency, and the development of literacy and numeracy skills. Students needing literacy and numeracy support study programs through the Certificate in Initial Adult Literacy and Numeracy or other literacy units from Work Education that develop independent living and work education skills. Horticulture is integrated into all these programs and including kitchen gardening, composting, propagation and general horticulture skills.
Students work on literacy and numeracy tasks though a variety of horticultural activities including growing plants, market days, sensory garden development as well as being volunteer native seedling growers for The Tree Project. Through these various programs students develop literacy skills through activities such as recording plant growth, entering plant data into an online data base, individual plant profile project development and developing their own plant labels. Numeracy skills activities can include measuring plant growth and developing a watering schedule. In this workshop participants will learn how to simply apply aspects of the gardening and map to literacy and numeracy outcomes as well as some practical activities.

Sophie Kenny is a qualified teacher, trainer and horticulturist who has worked in nature-based learning for over 25 years. Sophie worked at the Royal Botanic Gardens Melbourne as an educator for over 20 years. Throughout this time, she shared her love of plants and nature with people of all ages from young children to senior citizens.
She recently moved into the TAFE sector where she works as a teacher of horticulture in community and social inclusion. Sophie believes that spending time in nature, in particular gardening is vital for both our physical and mental wellbeing and that gardening is one of life’s pure joys.

U1 From reluctant to relaxed and re-engaged: How LLN service managers and tutors are designing programs to reduce educational fear

Amanda Wilson, Volunteer Adult Literacy Tutor

Fear negatively effects our ability to learn. When we’re in a state of fear, our nervous system focuses our energy and attention on avoiding a perceived threat. Adults with unmet literacy needs and negative education experiences can feel hesitant around educational settings, creating side effects which make learning physically harder. We can purposely create low-fear learning environments by modifying both the tangible (physical) and intangible (emotional) aspects of service delivery.
This presentation shares how LLN service providers are reshaping adult education programs to embed low-fear practices in every learner interaction, while retaining quality instruction and outcomes. The findings result from tutor-learner observations and interviews with 90 LLN service providers conducted last year in New Zealand, Canada, USA, UK, and Ireland as part of a Gallaugher Bequest Churchill Fellowship. You’ll gain practical ideas for training, service delivery models and partnerships, measuring progress, plus examples of teaching methods and resources to break down psychological barriers to learning. From small practice-adaptations to seismic shifts in service culture – there’s something for every LLN stakeholder to consider.

Amanda Wilson is a Volunteer Adult Literacy Tutor and 2023 Churchill Fellow. In mid-2024 she travelled to five countries on the Gallaugher Bequest Churchill Fellowship to research adult literacy service delivery models, teaching methods and resources to reduce educational fear (and unlock joy in learning).
She is a member of Adult Learning Australia, the Australian Council of Adult Literacy, and LLN and Neurodiversity Communities of Practice. When not following her passion for adult literacy, she lives and works on her family farm in lutruwita Tasmania.

U2 Empowering VET students through LLND skills: A comprehensive approach

Shemyla Khan and Nilima Kawser, MTC Australia

Our dual-instructor approach to teaching BSB20120 Certificate II in Workplace Skills to CALD adult learners integrates business workplace skills, English language support, and computer skills training. The VET trainer (Shemyla) delivers unit content, explains assessment tasks, and observes role plays. She guides students in email writing and creating workplace documentation using MS Office Suite, Google Docs, and Google Sheets. Throughout the VET session, the SEE trainer (Nilima) provides personalised support, focusing on English language, computer assistance, and one-on-one help. After the VET session, the LLND session starts, tailored to meet the specific needs of students based on ACSF guidelines. This ensures that students have the language, literacy, and numeracy skills necessary to excel in their VET training. By combining these teaching methods, both trainers work in tandem to address technical skills, knowledge, and language barriers.
This co-teaching model helps reduce student anxiety and improve learning outcomes. It fosters a supportive, inclusive environment where students build confidence, enhance their communication abilities, and develop problem-solving skills. They also gain a better understanding of transferable skills, crucial for future employment. Our collaborative approach has proven effective in the classroom, and we look forward to sharing our methodology and best practices at this conference.

Shemyla Khan is a dedicated vocational trainer with over 7 years of teaching experience, specialising in business workplace skills for adult learners from CALD backgrounds. She has worked at MTC Australia for over 5 years and is a part owner of a small telecommunications business, bringing practical industry experience to her teaching.
Shemyla has also worked in the banking and travel industries and holds a Master of Business Administration. She believes in a student-centred approach, empowering learners to achieve their full potential and succeed in their chosen careers.

Nilima Kawser is an experienced educator and trainer, currently serving as a SEE Trainer and Assessor at MTC Australia. She has also served as an AMEP Trainer at Navitas and an ELICOS Teacher at Lonsdale Institute. Nilima has a strong background in customer service, having held supervisory roles at organizations such as Flick Anticimex Group, Termguard Sydney, Westpac Bank, and Faber-Castell. She holds a Master of Business Administration and a Master of Applied Linguistics and TESOL, combining business acumen with a passion for language education and training. Nilima is dedicated to empowering learners with practical skills for success.