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This report documents the outcomes of the Australian Industry Group survey of employers about their workforce development and skills needs. The company responses can be divided into four main industry sectors: manufacturing, services, construction and mining. Key issues for employers include: (1) skills shortages, especially for technicians and trade workers, and including science, technology, engineering and mathematics (STEM) areas; (2) apprenticeships and traineeships, around engagement, suitability of applicants, availability of relevant training, and literacy and numeracy issues; (3) the effects of low levels of workplace literacy and numeracy; (4) concerns about the skills of graduates, especially employability skills and literacy and numeracy attainment in the schools sector, and problem-solving, self-management and numeracy in the vocational education and training (VET) sector; and (5) leadership and management skills.

Over half of the employers surveyed will maintain their current training expenditure and 37.8 per cent intend to increase it. The main reasons for changing training expenditure are changes in business conditions, costs and priorities, and relevance of training. The major ways that businesses intend to meet skill needs are by retraining existing staff on the job and employing experienced employees. The main occupational groups that are priorities for training and development are technicians and trade workers, and managers. In-house accredited and non-accredited training is the most favoured training response of employers. Employers tend to have greater links with the VET sector than with higher education and schools. Links with schools are mainly for work experience and placements and with universities for placements or internships.

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This chapter is part of a volume that proposes a systematic approach to the tertiary education system reform agenda, building on the work of Peter Noonan (1955-2022), professor of tertiary education at Victoria University, who was a central figure in the development of this policy agenda. The apprenticeship model enjoys a fondly remembered and enduring place in Australian tertiary education. As the economy has evolved, the apprenticeship system has remained the same. Economic realities and the demands of both learners and employers continue to undergo dramatic change. How can educators envision a new model of apprenticeships? How can the model embrace a broader and more diverse range of jobs, qualifications and individuals?

In this chapter, the authors focus specifically on the apprenticeship system and how to grow and expand it to meet the needs of Australia's transforming economy. The authors explore how employment-based models, successfully embraced in leading economies around the world, can be implemented in Australia. Such models are able to blend the best of both vocational and higher education and include degree apprenticeships, producing a genuine apprenticeship model for a genuine tertiary sector.

Edited excerpts from publication with additional information.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 154.572. Show less

Employer engagement is a critical part of vocational education and training (VET). However, we know little about forms of employer engagement in the implementation of VET reforms. Employers can be advisors, or can be given roles and responsibilities throughout the cycle of VET processes: helping design curricula, providing workplace training during VET application, and providing feedback or initiating updates. The latter approach asks much more, but the former creates a prisoner's dilemma where participating firms risk losing their investment to poaching from refraining firms. In the higher-engagement model, employers coordinate with other companies in their sectors and invest, then have the opportunity to earn returns - often during the training period. We follow eight international VET reforms through their first year. We find that cases where employers are highly engaged make more progress, excepting powerful top-down reforms. High employer engagement seems riskier because of the greater investment by firms, but the returns it generates lets high-engagement reforms sidestep the prisoner's dilemma and improve implementation progress.

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This book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution.

Excerpt from publisher's website.

The chapters are as follows: Introductory overview: anticipating and preparing for emerging skills and jobs: issues, concerns and prospects / Brajesh Panth, Rupert Maclean (pages 1-10). Section one, 'Introduction', contains: The future of work: is this time different? / Carl Benedikt Frey (pages 13-15); Future implications of the Fourth Industrial Revolution on education and training / Paul Kim (pages 17-24); Quality education and economic empowerment / Eric Hanushek (pages 25-32); Human capital development in South Asia / Jong-Wha Lee (pages 33-39); Anticipating and preparing for the future: one example from higher education: the Singapore Management University (SMU) experience / Annie Koh (pages 41-46); Developing twenty-first-century skills for future jobs and societies / Andreas Schleicher (pages 47-55). Section two, 'Kindergarten to Grade 12 (K-12) reforms', contains: Boosting student learning: PISA for development / Yuri Belfali (pages 59-66); Essentials over peripherals: the CVIF dynamic learning program / Christopher C. Bernido, Maria Victoria Bernido (pages 67-76); Guiding kindergarten to Grade 12 students to mastery with next generation digital assessment / Satish Kumar (pages 77-82); Nongovernment organizations' role in providing quality school education in Pakistan: the experiences of CARE Foundation / Seema Aziz (pages 83-88); Kindergarten to Grade 12 reforms in Viet Nam / Ron Cammaert, Thi Phuoc Lai Nguyen, Sakiko Tanaka (Pages 89-97).

Section three, 'Transformational technical and vocational education and training (TVET)', contains: Philippine experience in dual training system / Andreas Dernbach (pages 101-108); Infrastructure and pedagogy innovation: a differentiating factor in TVET / Seng Hua Tan, Iris Seet (pages 109-115); Industry-led training and apprenticeships: the New Zealand model / Josh Williams (pages 117-123); Gram Tarang: skills development in priority sectors in India / Abhinav Madan (Pages 125-131); Challenges and opportunities for transforming skills development in Bangladesh: the case of the Skills for Employment Investment Program / Sunhwa Lee (pages 133-141); TVET system reform and development in the PRC / Asako Maruyama (pages 143-151). Section four, 'Higher education to promote higher level skills', contains: Higher education innovations: Hong Kong, China, the Republic of Korea, and Indonesia / Gerard Postiglione (pages 155-163); Collaborative innovation between Shenzhen municipal government and Tsinghua University / Feiyu Kang (pages 165-171); Regional approaches to improving education in the Pacific and the role of the University of the South Pacific / Chimi Thonden (pages 173-180); Stimulating entrepreneurship activity at SUNY Korea, from scratch / Chihmao Hsieh (pages 181-188). Section five, 'Transformational edtech', contains: An overview of innovations in online learning / Marito Garcia (pages 191-198); Bringing TVET up to speed: regional overview of ICT-enhanced practices in TVET / Margarita Pavlova (pages 199-206); Funzi uses the power of mobile to give everyone cost-effective access to quality learning / Aape Pohjavirta (pages 207-214); Udemy: blended and e-learning for transforming teaching and learning / Richard Qiu (pages 215-220); Mindtree's experience in global learning center / N. S. Parthasarathy (pages 221-228); Teacher professional development at scale in the Global South / Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou, Justin Edward Modesto (pages 229-236); Coding as an essential skill in the twenty-first century / Raman Nambiar (pages 237-243).

Section six, 'Technology platforms for skills gaps bridging, career counseling, and guidance', contains: Empowering Filipino youth through technology and community / Henry Motte-Munoz (pages 247-254); Singapore's experience in analyzing the labor market using artificial intelligence and big data analytics / Gary Gan (pages 255-262); How technology affects jobs: a smarter future for skills, jobs, and growth in Asia / Sameer Khatiwada (pages 263-270); Skills development driven by labor market demand / Sang Hyon Lee (pages 271-277); Implications of Industry 4.0 on skills development / Steven McKee, Danny Gauch (pages 279-288). Section seven, 'Cross-sectoral collaboration for skills development', contains: Build4Skills, TVET, and infrastructure: an innovative initiative / Marion Edel (pages 291-296); STEAM Platform: transforming youth leadership for a smart circular economy / Lerwen Liu (pages 297-304); Human resource development and gender mainstreaming under ADB-funded technical and vocational education and training project in Tajikistan / Eiko Izawa (pages 305-312); European Training Foundation: sector and cross-sector cooperation / Cesare Onestini (pages 313-320); Developing a robust system for upskilling and reskilling the workforce: lessons from the SkillsFuture movement in Singapore / Michael Fung (pages 321-327); Conclusion and recommendations: implications and way forward / Brajesh Panth (pages 329-339). Show less

This is the final report of the New South Wales (NSW) agricultural education review. This Review was initiated due to concern about the shortage of young people choosing careers in agriculture. The review considered the appropriateness of agricultural education and training programs in the NSW school and tertiary sectors, the promotion of career opportunities and workforce needs in the agricultural sector, and how NSW government-owned agricultural education, training and research institutions and other facilities can be best positioned to meet future industry needs.

Excerpt from publication.

A background issues paper prepared to inform the review is available in VOCEDplus at TD/TNC 133.381. Show less

The Victorian Government's Back to Work (BTW) combines social and economic objectives. The Fund has invested in innovative approaches to vocational skills development so that work-ready job seekers are well matched to job opportunities. With particular attention to equity outcomes for disadvantaged job seekers, BTW recognises that the personal benefits of vocational training are best realised by developing skills that make direct contributions to improved productivity in contemporary workplaces.

These case studies demonstrate how Victoria's TAFE institutes and dual sector universities deploy their expertise to respond to students' aspirations, industry skill needs, community expectations and government policy goals. The case studies are: Industry needs driving training program design - Back to Work at Box Hill Institute; Energising networks and valuing the evidence - Back to Work at Holmesglen and Chisholm Institute; Paddock to Plate - Paddock to Plate Back to Work at Federation Training; Familiarising participants with IT work and workplaces - Back to Work at Victoria Polytechnic; There is no single pathway to work - Back to Work at Wodonga TAFE.

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Design education, problem solving and collaboration are critical themes which underpin an environment that supports innovation and growth in industry and education. As the [vocational education and training] VET sector prepares graduates for 21st century jobs, we need to look to new approaches to support educators to be adaptive, resilient and responsive in a fast-paced industry environment, which operates on a global scale. The opportunity to visit California and share in their experiences has reinforced the value of collaboration, shared practice, technology and industry being connected to the classroom as key drivers of an innovative VET sector which is responsive to the changing needs of industry. The fellowship report will challenge the reader to look differently at the systems and supports which are needed for the VET sector to remain at the cutting-edge of education in support of a prosperous and productive industry sector.

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This chapter contributes research on recent progress in selected countries across the globe in educational programs designed to better prepare students for the workforce through the use of work-related learning.

This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eight action areas in the National WIL Strategy [available in VOCEDplus at TD/TNC 119.961]. A number of barriers to further implementation are identified and discussed, including funding, institutional constraints, assessment challenges, and employer capacity, particularly in smaller companies. Ways forward include developing quality information and the resources to support implementation, growing champions of the process in institutions and employers, and developing alternative approaches to delivery given the pressure placed on industry for work placements by all sectors of Australian education.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 134.479. Show less

The purpose of education has been debated in recent years, especially surrounding its curriculum and structure. In order to fully understand this discussion, the relationship between education and the labor market must be explored. This publication provides research on recent progress in selected countries across the globe in educational programs designed to better prepare students for the workforce through the use of work-related learning. While highlighting topics such as degree apprenticeships, integrated learning strategy, and economic development, this book presents current research on the relationship between the education and labor market.

Edited abstract from publisher's website.

The contents are as follows: Work-based learning in the United States: preparing secondary-level students for post-secondary success / Soung Bae, Svetlana Darche; Politics or pedagogy?: the emergence of workplace-based learning in South Africa / Ronel Blom; The creative disruption of degree apprenticeships in the UK / Darryll Bravenboer; Connecting theory and practice in higher education in Germany / Eva Cendon; Australia's national work-integrated learning strategy in university education: challenges and opportunities / Berwyn Clayton, Hugh B. Guthrie; Work-integrated and workplace learning in New Zealand / Katharine Hoskyn; Integration of work-based learning into higher education for economic development in Nigeria / Ifeoma C. Iyioke, Ike V. Iyioke, Joseph C. Ezemma; Work-based learning (WBL) in higher education and lifelong learning in the Netherlands / Jeroen Onstenk; Work-based learning in Ireland / Irene Sheridan; Some aspects of the growth of university student internship in Japan / Yasumasa Shinohara; Work-based learning in the United Kingdom: what we know of practice and an example: the WBL module and WBIS program at the University of Chester / Jon Talbot.

Individual chapters are available in VOCEDplus from TD/TNC 134.480 to TD/TNC 134.490. Show less

The jobs students want today, and the skills required for them, are changing. By 2025, advances in digitalization, data, and artificial intelligence are projected to create up to 97 million new jobs while displacing 85 million existing ones. As the global talent shortage widens, higher education institutions must lean into equipping students with job skills that will power the new, digital economy - from data analysis and software engineering to [user experience] UX design and digital marketing. A new survey conducted by Coursera and featured in this report identifies the unique pain points of students searching for a job and employers that are hiring in this new market. The data makes clear that both students and employers view skills as the pathway between education and employability. 60 per cent of students around the world said that 'using their skills' matters the most to them in a job and 77 per cent of employers are already using or actively exploring skills-based hiring.

The survey data further reveals that industry micro-credentials, such as Professional Certificates offered by Coursera, provide a valuable link between students and employers. Professional Certificates teach students the specific skills needed for in-demand, entry-level jobs such as data analyst, software engineer, digital marketer, and more. By earning a Professional Certificate, students can demonstrate to employers that they are qualified and job-ready. Higher education institutions can use Professional Certificates in Coursera's Career Academy to enhance their curriculum and attract and retain students that are increasingly focused on employment outcomes. Skills-based learning is key to driving employability across the hiring ecosystem. Higher education leaders, employers, and government leaders must align their efforts to help students obtain the skills that make them job ready

This report first explores global student, employer, and university leader perspectives on industry micro-credentials and skills-based learning and hiring. The second half of the report delves into how these three parties vary on a country-level. The key insights featured are based on a survey of nearly 5,000 students and employers in 11 countries - Australia, Egypt, France, Germany, India, Mexico, Saudi Arabia, Turkey, the United Arab Emirates (UAE), the United Kingdom (UK), and the United States (U.S.) - in collaboration with two market research firms, Dynata and Repdata. Our sample sizes enabled us to obtain results with an industry-standard range of error at a 95 per cent confidence level.

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