Functional literacy development in the adult population: experience of Australia

Based on the study of authentic sources, comparative-pedagogical works and normative documents, the article analyzes the state policy and main content and procedural features of functional literacy development in different categories of adult Australian within life-long learning. An analysis of government documents shows that contemporary Australian educational policy for the adult literacy development is based on a transformation of the phenomenon understanding: from the perception of it as a social and civic benefit to as a means of employment. This is evidenced, in particular, by the classification of "basic / fundamental skills", as outlined in the document "Core Skills for Work Developmental Framework – CSWDF ", in particular: 1) orientation in the field of professional activity / employment; 2) interaction with others; 3) getting a job / employment. Most Australian government initiatives to develop functional literacy (English (listening, communication, reading, and writing); arithmetic literacy; digital literacy; job skills) have the ultimate goal of increasing participants' access to employment rather than enhancing community participation or participation in itself. Leading Australian adult education organizations are: Adult Education and Community Education and the Australian Adult Education Association, which through involvement in government strategic initiatives (National Adult Skills Development Strategy, English Adult Learning Program, Adult Learning Program, Learning and employment skills; the Australian Apprenticeship Access Program) implement approaches to the functional literacy development in various categories of adult population, including Aboriginal people and Torres Strait Islands; young people; persons with disabilities; elderly people; the unemployed; migrants.