The literacy programs and policies implemented in Australia over the past decade were reviewed to identify initiatives that have and have not had a positive impact on vocational education and training (VET) and lifelong learning opportunities. Policies and practices in seven other countries were also reviewed. The following themes received particular attention: the impact of national policy through take-up of the National Collaborative Adult English Language and Literacy Strategy; the lack of state-based adult literacy and numeracy program development; informants' knowledge of key policy developments relevant to adult literacy policy and provision; mechanisms other than policy driving practice; predominance of training discourse; competing discourses; state-based initiatives; curriculum development and implementation; and the decline in professional development. The following initiatives were generally acknowledged as working to improve VET and/or lifelong learning outcomes: (1) development of accredited curricula in adult literacy and numeracy and the pathways they create for learners; (2) the various forms of support given to apprentices and trainees in their VET; (3) development and implementation of accredited curricula and various support mechanisms for volunteer tutors; and (4) specific resources delivered through the Australian National Training Authority Adult Literacy Innovative Projects Program. (Thirty-five references and an 85-item bibliography are included. The survey instrument is appended.) (MN)