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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.

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

It is now widely recognised that the creative industries constitute an important and growing global economic sector (Cunningham, 2007). Career development programs for the creative industries sector are an international priority (Guile, 2007) which faces several key challenges. These challenges relate to the unique nature of the creative industries. In the creative industries it is thus of critical importance that tertiary work-integrated learning programs focus on more than just training students to become employees: they must also focus on developing the experience and employability of students who will undertake non-conventional career paths. One challenge for work-integrated learning programs in the creative industries is that there is little professional tradition of internships; many employers are not experienced in work-integrated learning participation, and many academics are not familiar with work-integrated learning. This paper reports on the results of an evaluative research program undertaken one year after the launch of the Queensland University of Technology’s (Brisbane, Australia) Creative Industries Transitions to New Professional Environments work-integrated learning program, focusing particularly on key themes and issues identified in interviews with the program’s industry partners and academic staff.

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This paper is about a case study of school-enterprise cooperation through which vocational school established partnership with suppliers by purchasing their facilities, and exploited and practiced project teaching by both parties working together in developing new products. Students learned through a real work process within the school education system, acquired competence and gained relevant experiences. Besides, teachers' professional competency was developed in the meantime enterprises made profits.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 100.484. Show less

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

The 2018 World Congress was organized by TAFE Directors Australia with the support of the Victorian TAFE Association and students and faculty of Melbourne's TAFEs. The three-day World Congress was one of Australia's largest gatherings of education and skills leaders, with almost 140 speakers and 44 concurrent sessions, under the theme of Preparing for the Skills Future, Now. Speakers and presenters explored the changing nature of work with particular focus on the impact of advances in technologies and automation on [professional and technical education and training] PTET. The World Congress focussed on solutions to these challenges and provided an opportunity for international delegates to look at their own PTET systems from the outside and compare their readiness to that of other countries.

Excerpts from the WFCP website.

See the attached 'List of presentations' for the titles of the papers presented at this conference. Show less

A model describing the development of curriculum and coursework for dual certification programs in two-year postsecondary vocational education institutions throughout China is described. Dual certification programs allow students to obtain an academic diploma and a national vocational qualification certificate concurrently. Chinese educators and political leaders have engaged critical stakeholders in a three-stage process to develop relevant curriculum and coursework in areas of demonstrated need within local or regional business and industry. The workflow for course development contains multiple quality control aspects designed to ensure that courses address programs goals and, ultimately, prepare participants to meet emerging workplace needs, both academic and vocational.

Published abstract. Show less

In this article, the author begins with a look at the factors that have resulted in the formation of the 'skills gap' in Australia. The concept of 'skills gap' and the two major factors affecting it, the fertility rate and the training rate, are explored. The discussion then examines models of addressing skills shortages in Australia, and one model in particular being implemented by the Australian Technical College - North Brisbane, where the college, the supervising registered training organisation, and the employer are collaborating to deliver successful outcomes for both industry and the student-apprentices. The model involves a '2+2' approach where the student-apprentices undertake two years of study at the college, including substantial components of workplace learning whilst completing their Senior Certificate, providing opportunity for higher education pathways. The final two years of the apprenticeship are spent in the workplace with the employer on a full-time basis.

This article is part of a thematic edition of Vocal entitled 'What works for vocational education and training in schools in terms of developing connections, building capacity and enhancing collaboration'. Articles are indexed from TD/TNC 94.144 to TD/TNC 94.150 and from TD/TNC 94.264 to TD/TNC 95.276. Show less

This paper centres on the development of the Vocational Graduate Certificate in Applied Biotechnology (Pharmaceuticals and Nutraceuticals) at Southbank Institute of Technology (SBIT), which has taken place over the last 12 months. The paper comprises: an introduction and definition of vocational graduate qualifications; a focus on the intensive skills audit performed in industry that informed the writing of the qualification and demonstrated/confirmed its need; a defining of the valuable role played by the Queensland Pharmaceutical & Nutraceutical Industry Forum (QPNIF) in bringing industry, education and training stakeholders together in a cohesive and collaborative manner to identify skilling shortages; a summary of the curriculum development phase with industry writers, including emphasis on the challenges of encoding higher level skills and knowledge into units of competency format; an elaboration of the delivery model and Cadetship Scheme that has been developed in association with the Department of Education, Training and the Arts and the Department of State Development; and a conclusion including signalling of SBIT's plans for development of [Vocational Graduate Diploma] VGD of Applied Biotechnology.

Published abstract.

A list of the presentations from this conference may be found at TD/TNC 90.554; available papers are indexed from TD/TNC 90.555 to TD/TNC 90.578. Show less

Higher education has become more globalized over the last three decades. The number of international students has increased fourfold in a generation and international research collaborations have doubled over the last decade. This book draws on the expertise of academic researchers, policy makers and educational practitioners to address the changing patterns of competition and provision, in international higher education. Topics addressed range from policy, provision, teaching, research, business engagement and regional perspectives of higher education.

The contents are as follows: Introduction and overview / Christine T. Ennew and David Greenaway. Part one, ‘Context and competition’: National reforms and international ambitions / Sir Alan Langlands; Global tunes and national melodies: being global and sounding local / David Eastwood; Dynamics of East Asian higher education / Simon Marginson. Part two, ‘Changing patterns of provision’: Internationalization of higher education: a few global trends and regional perspectives / Eva Egron-Polak; Around the world in 80 ways: routes to internationalization in higher education / Christine T. Ennew; Global challenges: their impact on research and training / John Wood; Internationalization and idea of a university: the meaning of liberal education in the era of globalization / Philip Nolan; The importance and mutual benefit of vibrant relationships between industry and academia / Neil Morris. Part three, ‘Regional perspectives’: The higher educational transformation of China and its global implications / Yao Amber Li, John Whalley, Shunming Zhang and Xiliang Zhao; An ever-closer union?: the role of ‘Brussels’ in shaping European higher education / Bernd Wachter; Indian higher education / Devesh Kapur; The origins, challenges and future direction of transnational education in Malaysia / Christopher Hill. Show less

The Southern Queensland Institute of TAFE (SQIT) provides a broad range of training courses to learners in diverse locations. It is also regarded as one of the most progressive TAFE institutes in Queensland with a significant growth in training activity over the past year, particularly in information technology, rural and building areas. SQIT has also been involved in videostreaming, an innovative online delivery method using a combination of video conferencing and online technologies to enhance student access to programs. Other achievements are highlighted, including technology upgrading, participation in programs to assist employment outcomes of young people in regional areas, and working with industry to provide training tailored to localised industry needs. Show less