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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

This report examines how students on higher education (HE) courses, staff in HE organisations and organisations in the private, public and not-for-profit sectors can benefit from and contribute to an expansion of work-related learning. The report has been prepared by the Work Experience Group established by the Department for Education and Skills (formerly the Department for Education and Employment) in November 2000. The Group's task was to consider options and to recommend a strategy for increasing opportunities for all HE students to participate in work experience, both paid and voluntary, in a way that would enhance their employability. The report stresses the importance of work-related learning, the benefits to all involved and the need for formal recognition of such learning. It investigates the use of support mechanisms to ensure that students benefit from their experiences, and the promotion of good practice on work-related learning. Key findings are that: (1) students of all ages can develop key competencies and skills and enhance their employability through guided work-related learning experiences; (2) employers value those who have undertaken work experience and can apply it productively in the workplace; (3) partnerships between employers and HE are valuable in promoting and improving work-related learning experiences; (4) support for all forms of work-related learning and appropriate recognition mechanisms should be in place; and (5) the Higher Education Progress File, which includes a formal transcript provided by the institution and the process of personal development planning undertaken by the student, can play a role in recognising the wider context from which work-related skills can be developed. Show less

The DfES [Department for Education and Skills] consultation document Success for All [indexed at TD/TNC 72.207] represents the government's attempt to initiate a wide-ranging reform process in further education and training. Two of the main aims of this process are to offer '...14-19 learners greater choice and higher standards with academic and vocational programmes’ and to offer '...employers much more productive engagement with a transformed and responsive network of providers committed to meeting regional and sub-regional skill needs' (DfES, 2002, p. 10). Despite a consultation process on the document and the continuation of the government's relentless review and restructuring agenda, there seems to be precious little evidence for both, a significant improvement of qualification structures and an increasing involvement of employers in school-based training provisions in particular. Therefore, this paper outlines two reforms of school-based training in Germany and Sweden that seem to fulfil both aims quoted above.

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

The Humboldt model of higher education describes the two main missions of universities, i.e., teaching and research; however, this has increasingly been complemented with the third mission of connecting with business and communities through knowledge transfer, valorization, engagement, and training. One important dimension of this third mission is the provision of training programs which bring numerous benefits to universities and their constituent communities. Yet, closer inspection of this training reveals a complex array of provision, and it is argued that the term 'knowledge transfer' provides a more accurate picture from a learning perspective. In recent decades, the United Kingdom has maintained a laissez-faire approach allowing industry to respond to the market; however, recently there has been a significant change with a new interventionist industrial strategy. The Industrial Strategy document described the University of Sheffield's Advanced Manufacturing Research Centre (AMRC) as a role model for innovation and economic growth. The AMRC Training Centre will be discussed to provide a practical context with regard to degree apprenticeships and other training which is delivered to employees of approximately 300 companies, including Boeing, McLaren, and Rolls-Royce, which have established manufacturing facilities at the AMRC.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 137.1084. 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.

Excerpt from publication. Show less

[The authors note that] industry is beginning to recognise the value of working in partnership with HE (higher education) and further education (FE) colleges as a means of improving the quality of learning and 'adding value' to workforce development and upskilling. Building services engineering appears to be underrepresented in higher education. There are few progression routes from further education and limited progression agreements between colleges and universities.

This research was undertaken by the School of the Built Environment at the University of Salford to explore the potential for 'demand-led' educational provision at Level 4 (and above) in building services engineering. This was enabled through a 'business focussed' discourse within the sector. The project aims to determine whether there is a market in the skills gap and to prove the anecdotal evidence that there is demand for building services provision in Greater Manchester in the UK. It analysed data gathered from 23 online questionnaires and seven interviews with senior and human resources (HR) managers in the sector. This report investigated the current educational provision, knowledge and skills deficiencies in the industry, and future business needs of employers in building services engineering.

The research found that there is a strong demand for building services engineering and there is a lack of educational and training provision in the Greater Manchester region - the existing qualification needs to be updated according to the sector's requirements. Employers currently recruit mechanical and electrical engineers to supplement the demand for building services engineers. Skills deficiencies exist across the specialist areas of renewable and environmental technologies. The absence of current and future skills planning makes the sector vulnerable to future demands. [The authors conclude that] the need to develop a ladder of opportunity for progression is a challenge.

Edited excerpts from publication. Show less

This is a report of findings from an independent qualitative research study into the provision of Level 4 and 5 qualifications in England. Undertaken between January and April 2018, the study was commissioned by the Gatsby Charitable Foundation and was carried out by a team of researchers from York Consulting LLP. The research has involved semi-structured, qualitative consultations with staff at 23 higher education (HE) providers in England, comprising 16 Further Education Colleges, four Higher Education Institutions (HEIs) and three Alternative Providers. The providers interviewed were known to have significant numbers of learners at Levels 4 and 5 in subjects which related to the 15 technical routes to skilled employment outlined by the Independent Panel on Technical Education. The consultations explored three key themes: (1) The viability of Level 4 and 5 provision; (2) Labour market and employer influences on Level 4 and 5 provision; and (3) Providers' approaches to widening participation at Levels 4 and 5.

Excerpt from publication. Show less

Purpose: Following a competitive bid, Sheffield Hallam University were successful in developing and delivering a Corporate Business and Management Degree, for Nestle UK and Ireland. The purpose of this paper is to present a case study of how the degree programme has evolved and been developed into an apprenticeship, the challenges faced and the partnership approach taken to overcome them. It will also explore the impact on the apprentices, Nestle and Sheffield Hallam University. Design/methodology/approach: Information presented in the paper is drawn from the organisations own work in developing a degree apprenticeship programme. It builds on information from the original project brief and the bid, as well as on-going evaluation of how the programme is progressing.

Findings: Responding to talent gaps in the general management population the development of a level 6 Chartered Manager Degree Apprenticeship provides progression for future managers of Nestle, offering a fast-track route into a career in business and management. The evolution of this higher degree apprenticeship scheme and potential benefits are brought to life in this case study. Originality/value: The paper is based on the authors own experience and employer consultation.

Published abstract. Show less

Given Britain's geographical position and industrial traditions, offshore wind power offers enormous potential, both domestically and as an export sector. However, weak and unclear signals from government on the long-term future of renewable energy mean the UK is at risk of a worst-of-all-worlds outcome: high costs combined with low pay-offs in the form of jobs and trade. Towards the overall objective of creating a 'virtuous circle' for the offshore wind sector in the UK, to promote growth, reduce costs and maximise the benefits in jobs, regional rebalancing and trade, the report highlights six priority areas of action: (1) clear ambition and policy certainty; (2) 'procurement' policy; (3) ministerial activism; (4) critical infrastructure: ports and the grid; (5) innovation; and (6) skills. The report also presents case studies of three countries who have built or are building strong offshore wind sectors: Denmark (the 'early adopter'), Germany (rapid expansion) and France (pro-growth ministerial activism).

Edited excerpts from publisher’s website. Show less

This discussion paper considers how to move from a small-scale to large-scale system of post-18 technical education. The paper sets out a framework to define clearly the current drivers and contexts that might affect participation in higher-level technical education and policy recommendations to address these. Currently, the numbers of people studying for level 4 and 5 technical education is low. Between the academic years 2016/17 and 2017/18, the number on vocational sub-degrees dropped to c35,000. In addition, the paper analyses participation on level 4 and 5 provision in the context of the nature of employment and employer support. Together, these approaches create a more nuanced picture and fuller understanding from which to develop a growth strategy. The paper shows, for example, that growing 18+ part-time technical education will need a strategy that supports a clearly defined role for employers which is designed to sit alongside level 4 and 5 apprenticeships and avoids cutting across them.

Edited excerpts from publisher's website. Show less