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The Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA) funded a project in 2001 to analyse and report on industry requirements for ‘employability skills’. This project was jointly managed by the Business Council of Australia and the Australian Chamber of Commerce and Industry and was completed in March 2002. Employability skills were defined for the purposes of the project as ‘skills required not only to gain employment, but also to progress within an enterprise so as to achieve one’s potential and contribute successfully to enterprise strategic directions’. The project was commissioned to provide: (a) advice on possible new requirements for generic employability competencies that industry needs, or will need in the forseeable future, since the development of the Mayer key competencies; (b) clear definitions of what Australian industry and enterprises perceive as employability skills and the terminology being used to describe them; and (c) a proposed suite of employability skills and assessment and reporting options. The project also investigated industry reactions to the proposed suite and reporting options and undertook case studies involving a number of large enterprises and focus group research with small and medium-sized enterprises (SMEs). This report is based on a review of Australian and overseas policy and research literature on key employability skills. It clarifies concepts and terminology, analyses the principles and purposes of different approaches to key employability skills, develops a framework of such skills to support the fieldwork aspects of the overall project, and suggests strategies to facilitate the development of these skills more effectively within Australian education and training.

The project final report is indexed at TD/TNC 70.178. The report on detailed case studies with large enterprises is indexed at TD/TNC 70.180 and the report on the SMEs research is indexed at TD/TNC 70.181. Show less

The aim of this report is to help industry, government policy makers and training providers better understand the drivers of skill needs in the agrifood industry and identify the options for meeting those needs. This report provides the findings of a high level review of the skills and workforce issues confronting the agrifood industry and its five industry sectors: food processing, meat, seafood, racing, and rural and related industries. The key drivers of skills needs for the agrifood industry are: development of the regions; worker attraction and retention; demographic change and employment arrangements; consumer and customer service demands; competitiveness and productivity demands; business compliance; innovation; and globalisation. The relationship between these drivers and skill requirements are analysed and conclusions are developed on how changing drivers may impact on the skills base. Participation, attainment and expenditure trends in vocational and technical education are also discussed. Strategies addressing a broad range of issues driving current and future skills and workforce needs, with a focus on the role of training are recommended. Some of these strategies include: utilising existing industry champions to promote the agrifood industry as a preferred career choice for people in regional and urban areas; the provision of incentives such as higher remuneration, better working conditions and flexible arrangments to encourage older and experienced workers to remain on the job longer; developing skills in international business management; creating partnerships with government, industry and communities to strategically invest in infrastructure development; education of the industry on the challenges and opportunities of globalisation, the importance of research and innovation, and the effecient use of new technology in the global marketplace; developing and distributing tools and resources relating to environment, food safety, occupational health and safety risks and sustainability; adopting a futures approach to the development of training packages to better link research and development to competencies; and providing clear information about career paths and job opportunities that enable informed employment and education choices. Show less

This report is prepared in accordance with the legislative requirements of the Skilling Australia's Workforce Act 2005 and includes an assessment of the performance of the national training system during the year. The report provides detailed information on the operation of the national system, its achievements and challenges, and the outcomes achieved for the system’s clients. This report covers the 2005 calendar year and is presented in four sections. Section 1: 'Introduction and context' provides an outline of the report, describing the economic and social context for the national training system during 2005, and outlines the major components of the national training system. Section 2: 'Performance of the national vocational education and training (VET) system in 2005' contains an analysis of the system's performance in 2005 against agreed key performance measures. Section 3: 'Annual national priorities for 2005' reports the achievements and outcomes against the annual national priorities for 2005, and is underpinned by examples and achievements of the state, territory and Australian governments. Section 4: 'Appendices' provides time-series statistical tables on the national training system's performance and includes information on the data sources used as well as additional state and territory data. Show less

This report contains the key points from a research paper (indexed at TD/TNC 89.190) of the same title commissioned by the Minerals Industry National Skills Shortages Strategy (NSSS) and funded by the Department of Education Science and Training (DEST). The research resulted from the recommendations of an earlier paper titled ‘Prospecting for skills: the current and future skill needs in the minerals sector’ (indexed at TD/TNC 83.200), which aimed to provide research evidence on the current and future skill needs of the minerals industry. This current research aimed to determine what, if any, barriers to employment and training exist in the Australian minerals industry by examining issues that affect the training of apprentices and trainees. The study revealed that there are a number of fast-track models already available under the competency-based approach to training and skills progression. It is recommended that employers make full use of these models for early completions. Also highlighted is the need for training contracts to be flexible to provide for learners who have the capacity or experience for fast-tracking and for those who need additional time and support. Some of the time durations in some trades need reviewing to ensure that they still meet industry requirements. The study found that there are very few structural barriers to addressing the challenges to employment and training of traditional apprentices and trainees in the minerals industry. Significant progress has been made by the industry in providing innovative solutions to attract, train and retain apprentices and trainees. Based on the findings, strategies to reduce barriers and increase the uptake and completion of traineeships and apprenticeships are recommended, including: industry to further embrace fast-track options and to continue to support such options for the completion of apprenticeships; continued promotion of apprenticeships and traineeships to existing workers to actively engage in recognition of prior learning (RPL); promotion of the industry and career options available through apprenticeships and traineeships; continue to work with Indigenous communities, to ensure access and participation is enhanced; liaise with Federal and State Governments in exploring strategies for making the delivery of training more ‘flexible’; work with Federal and State Governments to support and enhance systems relating to RPL assessments; work with Federal and State Governments in reviewing nominal term durations for apprenticeships; and increase industry participation in school-based apprenticeships and traineeships. Show less

The 2005 New Apprentices Roundtable was an important initiative under the National Skills Shortages Strategy, established to identify what industry and government can do to address the skills needs found in certain industries. The Roundtable comprised 18 current and recently graduated New Apprentices from industries where skills needs have been identified. Participants represented each State and Territory, and from metropolitan, regional and rural areas, including National Training award winners. The purpose of the Roundtable was to seek the views from New Apprentices and individuals about matters related to the vocational and technical education sector and to seek views from a wider stakeholder group on innovative policy and administrative solutions to issues identified. Roundtable members explored five focus areas including: Duration of New Apprenticeships; Financial and other assistance for people to start a New Apprenticeship and for employers to take on New Apprentices; Improving the quality of off-the-job training from Registered Training Organisations; Promotion and marketing of New Apprenticeships; and Information about New Apprenticeships for career advisers. 18 recommendations are included.

Excerpt from the publication reprinted by permission of the copyright owner. Show less

The purpose of this brief overview paper is to inform potential tenderers, and other interested parties, of the proposed arrangements for the 2006-2009 New Apprenticeships Support Services contract for the Northern Territory. Following the release of the 'New Apprenticeships Support Services for the Northern Territory: discussion paper for consultation' (indexed at TD/TNC 85.42) in July 2005, consultation forums were held in Darwin and Alice Springs. The submissions received in response to the discussion paper, and feedback from the forums, have informed the development of this overview paper. Analysis of the feedback from the discussion paper indicates that the majority of respondents were broadly happy with the range of services provided under the 2003-2006 New Apprenticeships Support Services contract. There is, however, a clear view that New Apprenticeships Support Services could be strengthened, specifically in the following areas: marketing and promotion particularly in schools; early intervention and increased counselling and mediation services; retention and completion particularly in remote areas; and support and linkages provided by New Apprenticeships Centres. Show less

The Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA) funded a project in 2001 to analyse and report on industry requirements for 'employability skills'. This project was jointly managed by the Business Council of Australia and the Australian Chamber of Commerce and Industry and was completed in March 2002. Employability skills were defined for the purposes of the project as 'skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions'. The project was commissioned to provide: (a) advice on possible new requirements for generic employability competencies that industry needs, or will need in the forseeable future, since the development of the Mayer key competencies; (b) clear definitions of what Australian industry and enterprises perceive as employability skills and the terminology being used to describe them; and (c) a proposed suite of employability skills and assessment and reporting options. The project also investigated industry reactions to the proposed suite and reporting options and undertook case studies involving a number of large enterprises and focus group research with small and medium-sized enterprises (SMEs). This document reports on the case study research undertaken with 40 small and medium-sized enterprises (SMEs) to determine their views on the employability skills needed by individuals to enter employment and continue to participate in the workforce, with a focus on the future needs of their enterprises and the implications of these changes for their skill requirements. The research also investigated the relevance of the Mayer key competencies in the context of workplace change and employers' opinions on how the education and training system could facilitate better understanding and development of employability skills.

The project final report is indexed at TD/TNC 70.178. The literature review is indexed at TD/TNC 70.179 and the report on detailed case studies with large enterprises is indexed at TD/TNC 70.180. Show less

The vocational training and education system faces a number of complex challenges as it meets the goals of the National Reform Agenda. There will be an increased demand for higher level skills and to provide appropriate training opportunities for unqualified adults. The community education and training sector will play an important role in achieving the outcomes of the Reform Agenda. The Ministers of Vocational Education and Training (VET) have been asked by the Council of Australian Governments (COAG) to report in November 2006 on how the vocational education and training system can be improved to meet the challenges of the next decade and beyond. This discussion paper seeks to contribute to this process by addressing the following questions: (1) What challenges does the National Reform Agenda pose for the VET sector?; (2) What role does community education currently play in VET?; (3) Where might community education fit in the coordinated response to National Reform?; and (4) What actions might governments take to achieve this?

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As part of the New Apprenticeships Support Services, there are defined requirements in regard to the monitoring and performance perceived necessary to build on previous experience and achieve an effective balance between accountability and continuous improvement aimed at improving service quality and outcomes for clients. The purpose of this paper is to offer proposals for discussion for a performance reporting and quality assurance framework for New Apprenticeships Support Services for the third contract period from 1 July 2003 to 30 June 2006. Key performance indicators are suggested and discussed and administrative, business and service requirements are noted. Show less

This is the fourth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved not only in 2004 but also over the period of the 2001-2004 funding quadrennium. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. Most of the 2004 national benchmark testing results for Indigenous students are better than previous years, yet there are still areas, especially numeracy, where there has been little improvement. There has been an increase in the numbers of Indigenous enrolments in preschools from 2001 to 2004. However, results in the schooling sector were mixed. Whilst there was an overall 17% increase in Indigenous enrolments since 2000 indicating more Indigenous students participating in schooling, there has been little improvement in overall attendance rates during the quadrennium. Indigenous apparent retention rates were variable and only one of the four grade progression ratios improved in 2004. Overall Year 12 enrolments increased by 22% during the 2001-2004 quadrennium. VTE continues to provide an important pathway for Indigenous people by delivering a broad range of personal, family and community benefits as well as employment and economic benefits. During 2001 to 2004 there have been some significant shifts in participation that saw the overall proportion of Indigenous students enrolled in government VTE institutions fall sharply. A key area of success in the VTE area continues to be New Apprenticeships. In 2004, Indigenous students were more likely to complete courses than in previous years of the quadrennium. Access and participation rates were at much the same levels in 2004 as they were over the quadrennium in the higher education sectors and the gaps in terms of access and participation have widened between 2001 and 2004. At the same time, the success and retention rates have moved fractionally upwards since 2001. The trend towards increased numbers of Indigenous students completing bachelor and higher level courses and the consequent closure of the gap between Indigenous and non-Indigenous students at these levels is positive, although Indigenous award course completions need to increase significantly to reach parity with non-Indigenous students. It is encouraging that the number of Indigenous students gaining admission to higher education having completed the final year of secondary education has increased, particularly in the context of declining commencing student numbers. Show less