This study explores the scope of non-accredited (where the learners do not receive a formal certificate) community adult language, literacy and numeracy provision in Australia. It looks at the extent of provision, the characteristics and motivations of the students, learning outcomes and pathways to other education and employment, and how providers can best be assisted to maintain and expand their programs.

• Thousands of adults each year receive non-accredited community language, literacy and numeracy assistance in Australia. Many choose this form of assistance because they either do not need or would struggle with accredited courses.
• For learners, development of language, literacy and numeracy skills appears closely linked to the development of self-confidence. Both aspects need time to grow.
• Teachers and tutors have a key role in developing both skills and self-confidence. Therefore greater attention to initial training and professional development is essential, as is a broad approach to assessment.
• Providers believe that non-accredited language, literacy and numeracy teaching makes a valuable contribution to the community and that greater recognition and funding are warranted.