Foundation skills, also known as core skills, generic skills or employability skills, have been a topic of discussion and development in Australia's vocational education and training (VET) system for over three decades. These skills, which underpin successful participation in work and society, have evolved in name and nature since first entering the national consciousness in the early 1990s. This article traces the journey of foundation skills in Australian VET, from the Mayer Key Competencies to the modern Foundation Skills construct, considering the successes and struggles along the way.
The Mayer Key Competencies Era In 1992, the Mayer Committee released a landmark report identifying the generic skills deemed necessary for effective engagement in the future of work. The resulting Mayer Key Competencies spanned seven areas:
- Collecting, analysing and organising information
- Communicating ideas and information
- Planning and organising activities
- Working with others and in teams
- Using mathematical ideas and techniques
- Solving problems
- Using technology
These competencies were integrated into the first Training Packages, with each Unit of Competency mapped to the relevant Mayer skills at one of three levels. However, many trainers found the system difficult to understand and apply in practice. The simple numbering of the seven competencies provided insufficient context to guide teaching and assessment.
Shift to Employability Skills
A decade after the Mayer report, in 2002, the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) released 'Employability skills for the future'. This study presented an updated set of generic skills:
- Communication
- Teamwork
- Problem solving
- Initiative and enterprise
- Planning and organising
- Self-management
- Learning
- Technology
These Employability Skills replaced the Mayer Key Competencies in Training Packages. They were described for each qualification and explicitly embedded in units of competency, with information provided about the context and application of each skill. This approach aimed to make the integration of technical and non-technical skills more transparent and actionable.
Introduction of Foundation Skills
In 2012, a new chapter began with the release of revised Standards for Training Packages, along with the Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW). The ACSF provided a tool to benchmark an individual's performance in learning, reading, writing, oral communication and numeracy. The CSfW outlined a developmental continuum for non-technical skills like navigate the world of work, interact with others and get the work done.
These two frameworks combined to inform the Foundation Skills now embedded in Training Packages. Defined as the combination of language, literacy and numeracy (LLN) skills and employment skills that underpin vocational performance, Foundation Skills aimed to provide a clearer, more holistic picture of the core capabilities learners needed to develop.
Throughout the 2010s, Training Packages were gradually revised to the new standards, with Foundation Skills described for each unit of competency. However, the approach to describing these skills varied across Training Packages, with some providing more comprehensive information than others. A decade on from the initial introduction of Foundation Skills, a small number of qualifications still remain in the old format.
Lessons and Future Directions
The 30-year history of foundation skills in Australian VET offers valuable lessons. Attempts to distil these vital capabilities into standardised frameworks have been well-intentioned and fueled extensive efforts to embed them in training. However, top-down approaches have sometimes led to disconnects between policy and practice.
There is an inherent tension in codifying skills that manifest differently across industries and individuals. Trainers need enough guidance to meaningfully integrate foundation skills, but also flexibility to adapt to each learner's context and needs. Inconsistent implementation of foundation skills across Training Packages remains an issue.
As the world of work continues to evolve, foundation skills must also keep pace. Digital literacy is an increasingly essential component. So too are the personal attributes that support resilience, creativity and lifelong learning. It is perhaps time to revisit foundation skills through a 2020s lens.
However, we must be wary of change for change's sake. 'General capabilities' are the latest buzzword, but risk adding confusion rather than clarity. Rather than reinventing the wheel, the focus should be on realising the full potential of the Foundation Skills construct - ensuring it is comprehensively and consistently embedded across the VET system, with the right supports in place for trainers to bring it to life.
Ultimately, foundation skills are a means to an end - enabling learners to confidently and capably engage in vocational pursuits. As we reflect on the past and imagine the future, this core purpose must remain our guiding light. With commitment and collaboration across the sector, we can equip all learners with the foundation for lifelong success.
