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This Industry Training Federation (ITF) 20th anniversary publication documents the development of New Zealand's industry-led system of work-based learning and apprenticeships. The story, presented from the perspective of past and present stakeholders, relates three decades of history and the challenges and opportunities that lie ahead. The report draws attention to the call to 'bring back apprenticeships', not just in New Zealand but internationally; a response to the sense that apprenticeships were a good thing that somehow got lost. This realisation is manifested in deliberate policy efforts to revitalise and increase the number of apprenticeships and work-based learning in general.

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The fellowship provided the opportunity to explore, assess and observe electrical apprenticeship training and explore new and innovative industrial electrical products within the international arena. The author visited vocational training institutions in Norway, Germany and Scotland to review and appraise the securing of high retention rates, flexible apprentice programs, post apprenticeship pathways and the benefits of enhanced collaboration with industry. This fellowship program has resulted in a number of recommendations being made for adoption to enhance the quality of electrical apprenticeships.

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The International Specialised Skills Institute (ISSI) is an independent, national organisation that works with Australian governments, industry and education institutions to enable individuals to gain enhanced skills and experience in traditional trades, professions and leading-edge technologies. Fellows travel overseas and, upon their return, are required to pass on what they have learned through a detailed report, recommendations for improvements and delivering training activities. Show less

This is an examination bank consisting of 24 questions and answers, covering the areas of: (1) materials and testing; (2) clicking, closing and stuff cutting; (3) making, finishing and shoe room; and (4) pattern cutting and grading.

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This report documents the first comprehensive study of university construction education in Australia. The project was funded by the Australian Learning and Teaching Council (ALTC), as a discipline based initiative project, and provides a detailed overview and analysis of the issues facing the providers of construction degrees (construction management, quantity and building surveying) in Australia. This report achieves the following: (1) showcases the disciplines to all stakeholders including universities, industry and community and makes clear that the disciplines of construction management, quantity surveying and building surveying (collectively referred to hereafter as construction disciplines) deserve greater recognition for their contributions to stakeholders’ interests; (2) raises self-awareness of the disciplines’ characteristics, issues, opportunities and boundaries; (3) identifies teaching and learning challenges and opportunities for construction providers and highlights directions for future changes and developments; (4) provides a foundation for future research into construction education across the region; and (5) identifies areas for future research and changes required for the disciplines.

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This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

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Apprenticeships are well suited to provide young people with an entry point into the labor market and to supply manufacturing enterprises with skilled workers. This report further investigates apprenticeship systems at a company level, focusing on the extent to which these practices deviate from the national apprenticeship frameworks and how companies are adapting to future skill needs. It builds on the analysis of national apprenticeship systems in the 2018 Eurofound report 'Adaptation of national apprenticeship systems to advanced manufacturing' [available in VOCEDplus at TD/TNC 134.160] and summarises the results of 14 case studies of good practice in the manufacturing sector in five EU Member States (Denmark, France, Germany, Ireland and Italy) and two countries outside Europe (Australia and the United States). Situated in different national and sector-specific environments, all case studies are characterised by the aim to adjust apprenticeship programmes and/or practices in response to challenges emerging from advanced manufacturing technologies and processes. The case studies examine a series of different issues, notably context, drivers for implementing change, impact and crucial factors for success.

Edited excerpts from publisher's website.

The case studies are as follows: Modernisation of dual apprenticeship training at ABB: Germany / Eckhard Voss; Innovative practices at Airbus Operations in Hamburg: Germany / Eckhard Voss; Talent Tracks for gifted industrial apprentices: Denmark / Soren Kristensen; Knowledge centres for robot technology and automation: Denmark / Soren Kristensen; Jules Verne Manufacturing Academy: France / Djamel Messaoudi and Nicolas Farvaque; Job and Qualification Campus in transport: France / Djamel Messaoudi and Nicolas Farvaque; 'New' apprenticeships in the light of technological change: Ireland / Jeff Bridgford; Modernisation of a designated craft apprenticeship: Ireland / Jeff Bridgford; Bosch Industry 4.0 Talent Program: Italy / Anna Teselli and Pier Paolo Angelini; Higher apprenticeship in advanced manufacturing: Italy / Anna Teselli and Pier Paolo Angelini; Siemens higher apprenticeship pilot programme: Australia / Phil Toner and Damian Oliver; Varley Group: modernising apprenticeships: Australia / Keiko Yasukawa, Phil Toner and Damian Oliver; Adjusting apprenticeship at Oberg Industries: United States / Robert I. Lerman; Mechatronics Apprenticeship Program of Festo Didactic: United States / Bryan D. Kamm and Robert I. Lerman. Show less

Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education. Informed by interviews conducted with RRR principals and deputy principals from Victoria and Queensland (n = 10), we present a new approach to the delivery and content of careers education in RRR contexts. The approach advocates for a purposeful programme from Year 7, which includes the engagement of key influencers such as parents/carers, peers and local industry, as well as tailoring activities to also reflect regional job trends and pathways. The broader implications of our findings to curriculum design are also presented and challenge the prevailing approach of Year 9/10 as the optimal period to immerse careers education.

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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.

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The purpose of this paper is to reflect upon the stakeholder, scholarly, academic and jurisdictional influences on course development for a vocationally oriented bachelor's degree. Vocationally oriented bachelor's courses can be developed, especially when the developers focus on scholarly rigour while paying due heed to jurisdictional requirements as well as the needs of key stakeholders. This case study is limited to a specialist vocational college in Australia. The paper provides a framework by which others can develop vocationally oriented bachelor's degrees. The study can provide impetus to the development of scholarly, and academically rigorous, yet industrially relevant vocational degrees.

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This project, undertaken during 2003, was a pilot investigation of the relationship between innovation and the provision of education and training in regional Australia. A large number of industries and enterprises in the Gannawarra region of Victoria are involved in innovative activities and this is leading to changes in the types of training being sought. The study examined four questions. How closely does the supply of education and training match the skill requirements of enterprises? Is there a mismatch between the education and training that is provided, and what is needed, or does one develop as enterprises innovate? What is the magnitude of the problem and are difficulties experienced by only a handful of enterprises, perhaps operating at the leading-edge of their industries, or are they more general? What kind of a response is required, if any? The study found that there is some dissatisfaction among enterprises with the response from education and training providers to their changing skill needs. Issues arising included: the extent to which training providers could give greater assistance to enterprises; and whether training providers could have more access to the specialised knowledge of professional or industry associations and of equipment suppliers. The establishment of Local Learning and Employment Networks (LLENs) by the Victorian Government has been successful in strengthening relationships between educational providers, communities and industry. It is suggested that, if adapted to suit local conditions, similar networks might also be successful in other parts of Australia in helping education and training adapt to meet local needs. Show less