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Since the early 1990s, reform actions by state and commonwealth governments have been focussed on increasing the efficiency, flexibility, quality and responsiveness of the vocational education and training (VET) sector, in particular the VET sectors responsiveness to the skills needs of industry. However, the needs of industry, and more specifically individual enterprises, are not necessarily aligned to the objectives of registered training providers (RTOs) whose performance is invariably measured by [Australian Quality Training Framework] AQTF compliance and achieving funding outcomes aligned to the attainment of an AQF qualification. This paper is intended to be the first of a series of papers on exploring industry or enterprise engagement models. This paper is based upon a hypothesis that the general focus of existing industry engagement models, while recognising the need to engage with industry or an enterprise, are primarily RTO centric and influenced by issues such as funding for qualifications and compliance to the AQTF. While acknowledging the validity of such influencers, particularly in meeting the broader-based requirements of individuals seeking entry into an industry sector, it is argued that they may overly distort an RTO’s philosophical, cultural, and subsequent business approach to the way it seeks to engage with industry and enterprises.

Authors' abstract. Show less

The Business-School Connections Roundtable was established to oversee the development of a practical strategy to ensure all schools can benefit from a business connection, with the aims of improving educational outcomes, harnessing business as a partner in education, and increasing successful partnerships. This report outlines the clear benefits that students can gain when businesses partner with their schools, as well as the benefits for the schools and businesses themselves. It describes the factors which underpin sustainability and success, and barriers which still exist and may prevent the schools and businesses from working more closely together. The recommendations suggest solutions to many of these barriers - based on a partnership approach, and building on and complementing initiatives which are already driving reform in education.

Excerpts from publication. Show less

This report identifies major workforce challenges for the Training and Education industry that will influence workforce development and particularly industry skilling decisions of businesses and individuals. The following table, Table 1, summarises the major challenges that the Training and Education industry has reported to [Innovation and Business Skills Australia] IBSA in relation to skilling and workforce development, with particular focus on the national [vocational education and training] VET system. These challenges are generally specific to the Training and Education industry but a common theme is the significant mobility and responsiveness required of VET; this need presents policy, administrative and service challenges to all who support industry skilling. This 2011 Training and Education Environment Scan (Escan) also presents an industry case study; the case study highlights the importance of, and potential success, that can be achieved when a planned approach is taken to workforce development.

Excerpt from published executive summary. Show less

This document summarises the learnings and underlying philosophy that informed a partnership project in the remote far north west of South Australia. Although focused on the challenge of building strong local employment in remote communities, this document can be used to inform anyone who is considering working in remote communities in order to make a good start and prioritise ethical engagement and community benefit in the work they are planning to undertake.

Abstract from Dusseldorp website. Show less

Using an action research approach, the Integrated Articulation and Credit Transfer project has explored the nexus between industry and the tertiary education sector for the purpose of the development of articulation pathways between vocational and higher education. As a result of this applied research a Workforce Driven Engagement Model has been developed, resulting in an engagement model with broader application than articulation pathways. The central driver of the model is workforce need, and in this model industry participates as an equal partner in a key negotiating role. A Workforce Driven Engagement Model involves tertiary education providers - both vocational and higher education - consulting with industry about what articulation pathway models will assist in meeting their workforce requirements, before providers collaboratively develop the pathway. It may be assumed that this is what normally occurs, but in fact our research indicates that it is not. Australia's sustainable economic and social well-being depends on more graduates with the requisite skills entering the workforce, and this can best be achieved if industry, vocational education and training and higher education work together to formulate a solution.

Published abstract. Show less

In recent decades there has been a rapid expansion in tertiary education programs that purport to prepare students to become workers in the museums and collections sector. These programs are highly variable in terms of focus, content and pedagogy. Those seeking employment in a diverse sector such as ours need to be aware of the range of opportunities and challenges of working in a variety of geographic and organisational circumstances. There should also be an understanding the sector's reliance on voluntary labour and the difficulties in establishing a chosen career track especially if it has been conceptualised with a focus on major cultural institutions. Similarly, practitioners from all parts of the sector, major cultural institutions and smaller regional organisations alike, should give input concerning the skills and knowledge required of graduates to those designing tertiary study programs. The last national dialogue on this issue predates the establishment of many of these new tertiary education programs.

Published abstract. Show less

The background to this study is the mismatch between housing supply and demand in Australia. This research seeks to address the following question: What are the key features and trends in the structure, conduct and performance of the core parts of the housing industry and what are the main dimensions of the labour force working in these parts in the context of considerable fluctuations in the level of activity in the housing industry? This paper responds to this question in the following ways: (1) it examines key housing supply trends by considering approvals, commencement and completion times and the value of work done on new dwellings and home improvements; (2) it presents an institutional account of the housing industry by examining industry structure, conduct and performance; (3) it presents an initial analysis of housing sector labour force issues in the context of the broader construction industry labour force; and (4) it begins the process of examining the housing sector labour force in the spatial context of large metropolitan capital cities.

Excerpt from executive summary. Show less

While the calm waters metaphor might explain the changes navigated by Australian agricultural education through most of its history, the last 20 or so years have been very turbulent. Now, the new millennium sees agricultural education in both Australia and the Western world facing a different and less certain future. This paper analyses some of the structural changes to occur in the provision of agricultural higher education and revisits some of the key themes addressed in the McColl Report, the last substantive review of Australian agricultural and related education. While this report foreshadowed a weakening demand for education places, it did not foresee the extent of the decline in agricultural enrolments nor the profound changes to the provider landscape, particularly in the State of Victoria. Curriculum trends are also having an impact on upon the visibility of agriculture within higher education and this has implications for education-to-career transparency.

Published abstract reprinted by permission of the copyright owner. Show less

The Strategic Industry Forum, which meets one to two times a year, is an initiative of the industry training bodies that brings together Skills Australia, the Chairs of Industry Skills Councils, Chairs of State Training Authorities and Chairs of peak bodies. The fourth annual Strategic Industry Forum met to discuss how to achieve a more collaborative approach between governments, industry, peak bodies and training providers to plan for workforce development. The following presentations were given at the forum: Planning for workforce development skills: Australia’s approach / Keith Spence; Better workforce planning: reflections on recent experiences in Norway, Singapore, the UK and the USA / Linda Scott; MCTEE Workforce Development, Supply and Demand Principal Committee / Ruth Shean; Directions for workforce development planning / Les Trudzik. The forum also reviewed the following papers: Critical issues facing Australia to 2025: summary of a scenario development forum / Michael Keating and Caroline Smith; Better workforce planning: reflections on recent experiences in Norway, Singapore, the UK and the USA / Linda Scott, John Buchanan and Tanya Bretheron; Background paper on workforce development planning / Allen Consulting Group. Show less

This issue includes the following articles: Statistics; Skills competition: prelude to a new era - report on the National Vocational Skills Competition 2011; Build a teacher training system for vocational education with Chinese characteristics; Vocational teacher education entering into the 'free' age; Try to achieve harmonious development of secondary and higher vocational education; School-enterprise cooperation in China's vocational education and training; Experiences of industries and enterprises participating in vocational education in China; The relationship between society and public higher vocational schools: a survey report; Exploiting local resources for rural vocational education: a field study about L village of H district in W municipality; Xinxiang's new management system commence; Reform of rural vocational education: pilot provinces' experiences and perplexities; Vocational education in the development zone: between tradition and modernization. Show less