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This work was conducted by as a part of the Review of University-Industry Collaboration in Teaching and Learning. Undertaken by the Mitchell Institute for Education and Health Policy at Victoria University, this report outlines research that examines the education to work transitions of young Australians using data from the Longitudinal Survey of Australian Youth (LSAY). The findings have informed and been cited in the Review's final report [available in VOCEDplus at TD/TNC 146.844].

The findings of this research show that work experience does matter. University graduates in areas of study with a high prevalence of work integrated learning (WIL) have consistently better labour market outcomes. For many cohorts, those young people who have employment in skilled occupations while studying are more likely to attain skilled employment by age twenty-five. Overall, this research supports other findings showing formal education experiences, particularly at a course and education system level, that combine an employment contract with formal education, and attract a range of candidates, are those that generally have strong labour market outcomes for young people. This research suggests that finding ways to encourage relevant and authentic work experience may help improve the transitions young people make from education to work. This is particularly important for areas of study where there is traditionally lower instances of work integrated learning, such as those in the general sciences, humanities, and management and commerce areas of study.

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On 3 June 2021, the Minister for Education and Youth, and the Minister for Employment, Workforce, Skills, Small and Family Business, announced the Review of University-Industry Collaboration in Teaching and Learning. The review was led by Martin Bean, former Vice-Chancellor of RMIT and Peter Dawkins, former Vice-Chancellor and President of Victoria University. The Review's aim was to advise how universities, industry and government can increase industry engagement in teaching and learning through improved course curricula, more systematic engagement, and expanded opportunities for students to gain work experience and industry relevant skills. Targeted consultation sessions were held with higher education providers and peak bodies, industry peak bodies, employers, professional body associations, academic experts, and government representatives. Over 30 submissions were received from institutions and individuals in response to the Review's terms of reference. The Review and its findings will build on work currently underway to improve research commercialisation, innovation, and job-ready graduates.

The Review recommends seven short-term actions that government, higher education providers and industry can take to promote greater collaboration across the sector: (1) accelerate the development and use of the Australian Skills Classification as an open access national skills taxonomy; (2) expedite the reform of the Australian Qualifications Framework (AQF) to facilitate better collaboration between higher education providers, vocational education providers and industry; (3) build a unified credentials platform to surface current and emerging skill shortages, provider guidance to individuals to make informed learning decisions, link to quality micro-credentials and act as a bridge to labour market opportunities; (4) providers and industry to build a stronger culture of partnership in the delivery of industry-focused micro-credentials, accelerated through a targeted investment fund; (5) roll out a flexible higher education cadetship program combining an employment contract and a learning program; (6) enhance higher education's engagement with industry through the National Priorities and Industry Linkage Fund (NPILF) [consultation paper available in VOCEDplus at TD/TNC 144.557] and the National Strategy on Work-Integrated Learning [available in VOCEDplus at TD/TNC 119.961]; and (7) build stronger partnerships between higher education, vocational education, and schools, including the introduction of a cross-sectoral teaching and learning innovation fund.

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