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As education moves towards a consumer oriented market, the power is shifting into the hands of the student and the experience offered by an institution will play a pivotal role in engaging students. Organisations today need to focus on selecting the best set of strategies which will allow them to meet the needs of their customers effectively. A total of 418 respondents from Northern Sydney Institute (NSI) completed the COMPLETIONCAT (CAT) survey to measure capability in managing the student journey from first interest to completion. In the new funding paradigm in [New South Wales] NSW, completions are a critical imperative. The challenge for training providers spans the entire student experience, from interest in a course to completion of studies. The need for connections between students' aptitude, instructional experience, the workplace and relevant assessment leading to completion requires further research. Other challenges presented by the results included: staff engagement in a time of organisational change, the culture shift to thinking of students as customers as the purchasing power is in their hands and improved delivery modes incorporating digitisation and connectivity.

Leadership emerged as the most critical challenge. Training for the future for jobs that are yet to be clearly defined requires an adaptive and collaborative leadership style which is able to respond to a shifting and transforming market place. This is a considerable change from the current top down style that drives performance within clear parameters. The capabilities demonstrated by the COMPLETIONCAT results have been incorporated into a leadership development program at NSI to prepare managers for a transformed educational environment. This includes, targeted training using the CAT results to guide the inputs, the development of a mentoring program using identified change agents within the organisation, formal and informal professional development using the 70:20:10 model of organisational capability building and the provision of opportunities to gain qualifications in leadership and management. This program enables on-going development of staff at various levels of the organisation over time. Measurement of achievement will be through the use 360 degree feedback, staff surveys, evaluations of the program, improvements in digital skills, performance interviews, staff enrolments in professional development online and completion of formal education opportunities. The type and focus of professional development to prepare leaders for this change has become a critical key performance indicator for the organisation.

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Skills and knowledge in the disciplines science, technology, engineering and mathematics (STEM) are often portrayed as requirements to educational and professional success but even more so to a nation's prosperity and competitiveness. However, without a reference to a definition or a consistent definition of what STEM skills are - statistics, policy development, career advice and funding support run the risk of being disjointed and may not address the problem of mismatched skills.

Currently we see headlines of a STEM crisis or STEM myth, and that STEM skills are in shortage or oversupply. Confusion arises from applying the definition of STEM too broadly and thus attempting to be generic and specific at the same time. [The presenters] suggest using the acronym STEM in its original conception in the education sector as an interdisciplinary approach to learning and thinking that dismantles the traditional barriers separating the four disciplines, and integrates them into real-world, rigorous, and relevant learning experiences. At the same time [the presenters] discourage the use of the acronym as an umbrella term for qualifications and occupations in scientific and technical fields, disregarding the subtleties and differences within the field. While investigating workforce and skills in demand it may [be] easier to think of a desired STEM product or output such as improved technology or scientific discoveries rather than distinct STEM qualifications occupations. This approach will subsequently consider a variety of skills and occupations from all disciplines, including the arts and humanities, under a combined direction.

The emphasis in the current STEM debate is placed on secondary schooling and higher education. This emphasis fails to recognise the major contribution of the [vocational education and training] VET sector to STEM products and services providing a skilled workforce. It not only provides the majority of qualifications and occupations in the engineering and technology workforce but its learning model teaches the application of skills in real or simulated workplace requirements in close collaboration with industry and employers. This model combined with the ability of agile training product responses and tailored short courses makes the VET sector an ideal environment for skill development.

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This presentation shares the findings of a joint research project with the [Commonwealth Scientific and Industrial Research Organisation] CSIRO on evolving [vocational education and training] VET to embed skill needs emerging from digital and technological disruption and other future trends. This applied research project is directly related to the future role of innovation in VET and staying ahead of the curve in meeting client and industry expectations. VET is fundamental to the Australian economy and delivering the skills needed for the future world of work as well as to drive and respond to productivity growth. Knowing what those skills are and preparing the sector to deliver in a way which resonates with the clients of tomorrow are fundamental to the future survival of training providers.

To that end, TAFE Queensland and the CSIRO have entered a partnership to investigate what technological and digital disruption mean for the workforce of the future and how VET will need to evolve to meet these needs. This applied research project will examine the future skilling needs of the nation and the adjustments that the VET sector need to make to accommodate this future demand. The project will consider two key points: future demand for skills and occupations in the Australian economy; and how the VET sector needs to adapt its course content and delivery to prepare workers for the future economy.

The project will draw on CSIRO's foresighting and megatrends methodologies and TAFE Queensland's experience in training delivery and strong links to industry to identify trends in the demand for skills in the Australian economy. The focus will be on 10 years from now. The research will take account of technological changes, globalisation, industry structure, demographics, working patterns and other key trends. These trends will be overlayed with the training demand that will be required to support these changes and to drive future productivity growth.

Recent reports into the future of work illustrate a dramatic shift in the skills that Australians will require to continue to be engaged within the future labour market. These reports specifically identified current skills being delivered within the VET sector as being impacted by future changes in the workforce, including digital disruption and automation. A key component of the discussion now needs to be how the education and training sector will respond to, and to an extent, drive these changes. In response, this research project will identify the key groups that are most likely to be at the greatest risk of economic marginalisation. In addition to individuals the research will also examine the impact on enterprises that are currently major employers of VET graduates. The project will leverage existing research by the CSIRO on the future of work and utilise additional data inputs, including [National Centre for Vocational Education Research] NCVER, [Australian Bureau of Statistics] ABS and other relevant data sources.

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Victoria has a number of competitive advantages that create a diverse, flexible and resilient economy. Despite these advantages, the Victorian economy has underperformed in recent years. The Victorian Government has identified the construction materials and technologies industries as one of a number of sectors strategically important for the state. This sector has the potential for strong growth and jobs. The construction industry is a major sector in the Victorian economy contributing $21.6 billion or around 6.7 per cent of the State's gross value added in 2014. Construction is undertaken within a complex system that coordinates the activities of many actors in order to design, build and complete projects within regulatory and institutional frameworks. The construction sector accounts for 238,000 jobs (December 2014) or 8.2 per cent of the workforce, placing it as Victoria's fifth largest industry sector. Productivity improvement in the construction section is key concern for the overall economic well-being and prosperity of Victoria/Australia. The Productivity Commission's 2014 Inquiry into public infrastructure found some evidence that Australian productivity and efficiency in construction industries lagged behind some comparator countries. The construction workforce is dominated by the technician and trade group, followed by labourers, managers and clerical and administrative workers. The workforce needs to be trained according to the emerging skills requirement of the industry.

This research aims to explore the unique industry needs assessment technique ([Developing a curriculum] DACUM job analysis) for the identification of skills required for building and construction industry. Industry training is accomplished by using training packages. Training packages are developed by Industry Skills Councils on behalf of industry. They are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills. A training package describes what sort of skills and knowledge a person needs in the workplace. Training packages need to be continuously improved and nationally endorsed to ensure they continue to meet the needs of industry, training participants, and the community. DACUM job analysis can provide a significant input in the continuous improvement process of training packages. In the DACUM process, a qualified facilitator works with a panel of experts who collectively and cooperatively describe the occupation in the language of the occupation by developing a job profile chart. The chart contains a list of general areas of competence called duties and several tasks for each duty. Brainstorming techniques are used to obtain the collective expertise and consensus of the panel. The completed chart represents a graphic profile of the duties and tasks performed by successful workers in the occupation. The panel identifies the general and emerging knowledge/skills, tools, equipment, supplies, and materials required for successful workers. In addition, the list includes the important worker behaviours essential for success, and the future trends and concerns likely to cause job changes. With the support of the relevant industry bodies, the knowledge and insight gained from DACUM job analysis can be applied to develop strategies for conducting industry needs assessment and improving curriculum and training components in building and construction industry in Australia.

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