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Encouraging older workers to stay in the workforce has become a policy priority. At the same time, the life expectancy of Australians has increased dramatically over the past several decades, effectively inserting a new stage in the life course, often called the 'third age'. This report explores the possibility of using that third age to embark on an encore career, a concept originating in the US. The author describes the encore career concept and why it might be an attractive alternative to retirement or to continuing in the same job past the traditional age of retirement. Then, drawing on interviews with TAFE institutes and other registered training organisations (RTOs), she discusses how the encore career concept might be enacted in Australia. The author focuses on the role the vocational education and training (VET) sector might play in developing encore careers in Australia, suggesting that, while the VET sector might have a role to play in providing training for encore careers, such training will be difficult to accommodate within the current funding arrangements.

The present study explored the work experiences, job satisfaction, and work behaviors of Latina/o restaurant workers. A total of 10 semi-structured focus group (N = 75) interviews were conducted in the Midwest and Southwest [of the US]. Data were analyzed using a combination of Consensual Qualitative Research (CQR; Hill et al., 2005; Hill, Thompson, and Williams, 1997) and phenomenology approaches. Five themes emerged across the data: work-related barriers (i.e., time, language, negative perceptions of training, and managers and coworkers), work facilitators (i.e., formal training and informal training), motivation for performing tasks (i.e., recognition, concern for others, concern for job security, personal values, and tangible rewards), cultural context (i.e., perceptions of Latina/o workers), and training preferences (i.e., practice, audiovisual, comfort/discomfort with computers, and language preferences). Some of these themes have traditionally been considered industrial/organizational concerns, but they are becoming increasingly relevant for career counseling practice. Findings suggest that Latina/o workers face considerable barriers in implementing requisite work behaviors, which may impact the maintenance of employment. Recommendations for career counseling practice and research with Latina/o workers are provided.

The purpose of this study was to clarify core concepts and components in the affective domain, review current affective taxonomies or typologies for a consistent and comparable evaluation framework, and sythesize existing affective intervention areas that are important in vocational education and organizational contexts. Through the integrative literature review, 86 affective intervention areas were identified and categorized into six groups: (a) emotions; (b) motivation; (c) self development; (d) value; (e) affective team development; and (f) organizational behavior, and outcomes commonly measured were identified. Implications for practices and future research are also discussed.

This report analyzes key drivers that will reshape the landscape of work and identifies key work skills needed in the next 10 years. It does not consider what will be the jobs of the future. Many studies have tried to predict specific job categories and labor requirements. Consistently over the years, however, it has been shown that such predictions are difficult and many of the past predictions have been proven wrong. Rather than focusing on future jobs, this report looks at future work skills-proficiencies and abilities required across different jobs and work settings.

This guide presents ideas for increasing the quality of Apprenticeship programmes by enhancing the learning potential of the environments in which they take place. It introduces the 'Expansive - Restrictive Framework'. This has been designed to help employers, colleges of further education and training providers analyse the way they currently organise Apprenticeships to see if they can make improvements that will benefit everyone involved: employers, vocational teachers and trainers, apprentices, government, and society as a whole.