| ACE | Adult Community Education |
| AI | Artificial Intelligence |
| AGI | Artificial General Intelligence |
| AMES | Adult Migrant Education Service |
| AMEP | Adult Migrant English Program |
| ASQA | Australian Skills Quality Authority |
| DEET | Department of Education Employment and Training |
| DEETYA | Department of Education Employment Training and Youth Affairs |
| DIIRD | Department of Industry Innovation Regional Development |
| EU | European Union |
| Language | English as an additional language |
| LANT Program | Literacy and Numeracy Training Program |
| LLM | Large Language Models |
| Literacy | Native English |
| LLN | Language Literacy and Numeracy |
| LLNP | Language Literacy and Numeracy Program |
| National Strategy | National Foundation Skills Strategy for Adults |
| NCVER | National Centre for Vocational Education Research |
| NPM | New Public Management |
| OECD | Organisation for Economic Co-operation and Development |
| PIAAC | Program for the International Assessment of Adult Competencies |
| PWC | Pricewaterhouse Coopers |
| RTO | Registered Training Organisations |
| SCOTESE | Standing Council for Tertiary Education Skills and Employment |
| SDG s | Sustainable Development Goals |
| SEE Program | Skills for Education and Employment Program |
| TAFE | Technical and Further Education |
| TVET | Technical and Vocational Education and Training |
| VET | Vocational Education and Training |
| UNESCO | United Nations Educational Scientific and Cultural Organization |
in On the Problem of Foundation Skills and the Futures of Work
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Garry Argent
Garry Argent
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Peter Kelly
Peter Kelly
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