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This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

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In Australia, the standard service offer to young people experiencing homelessness provides an immediate response to housing crisis, but struggles to deliver a pathway to sustainable independent living (AIHW 2018; Homelessness Taskforce 2008; Horn 2018 unpub.). Youth foyers address this gap by providing an integrated approach to tackling youth homelessness, combining affordable accommodation with education, training and employment opportunities and other support services. Education First Youth (EFY) Foyers expand upon the original Youth Foyer concept by prioritising education as key to a sustainable livelihood. As such, EFY Foyers are better understood as a form of supported student accommodation rather than a crisis housing response. The EFY Foyer evaluation finds that the model substantively improves participants' education, employment, housing, and health and wellbeing outcomes, and these improvements are largely sustained a year after exit.

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The healthcare and social assistance sector in Gippsland employs over 18,000 people and is expected to grow significantly in the coming years in line with demographic changes - resulting in increased employment opportunities in diverse fields. This report identifies key trends in the growth of the health and community services sector across Gippsland. This includes in-demand occupational roles, education and training required to develop workers in the sector and provides a series of recommendations to develop the health and community services workforce into the future. It also outlines the key skills required by individual practitioners in order to serve the community well.

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Adult community education plays an integral role in Victoria's broader education sector. The 2018 Future Opportunities for Adult Learners in Victoria project was an important first step towards understanding whether the adult community education sector is adequately equipped to support at-risk Victorians into social and economic participation. The project highlighted the importance of rallying the sector around a ministerial statement that articulated its purpose and value.

This ministerial statement is the culmination of significant work with the sector since 2018 to give adult community education the recognition and strategic direction it deserves. It establishes a reform agenda for the six years 2020 to 2025, focusing the Adult, Community and Further Education Board and the adult community education sector on adult literacy, numeracy, employability and digital skills training. It also identifies a strengthened role for the sector in supporting students to enter and successfully complete TAFE and university courses; and in upskilling and reskilling low-skilled workers who may be vulnerable to becoming unemployed as work changes. The Statement is the first Victorian Government statement on adult community education since that made by the Hon Lynne Kosky as Minister for Education and Training in 2004.

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This regional skills road map aims to identify short and long-term initiatives to support future workforce needs in manufacturing and engineering. It recognises the contribution of the manufacturing/engineering and related sectors to the local economy and the challenges presented to the current and future workforce. It also recognises the changing requirements of the businesses and employees as the local, national and global manufacturing sector prepares for Industry 4.0 and beyond.

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Aim: To develop and implement a region wide skills matrix for palliative care and district nurses in rural Victoria in order to identify and address individual learning needs and appropriate professional development strategies based on the Australian National Palliative Care Standards. This study is the first in a series of papers discussing and evaluating the development and implementation of a skills matrix. Future papers will report on participants' data reporting.

Methods: The development and implementation of a skills matrix for palliative care nurses was based on using several evidence-based strategies involving four main stages. There were: stakeholder consultation, collaboration, consolidation and implementation. The initial stage of development of the matrix involved consultation with regional stakeholders to establish and refine the project objectives. The second stage involved collection of information from regional stakeholders; brainstorming and discussion of the technical skills required for palliative care and the cross over with district nursing. The third stage involved a facilitated process whereby action plans were devised and the final stage involved a plan for the survey dissemination and evaluation of the training needs. Other evidence-based strategies used were Benner's theoretical model of clinical competence, the Australian National Palliative Care Standards and the triple C model of project implementation.

Results: This study reported on the development and implementation of a self-assessment of competencies skills matrix for nurses working in palliative care based on the Australian National Standards of palliative care used by services. The matrix included all the aspects covered by the Australian National Palliative Care Standards and mapped them to various competencies using Benner's model ranging from novice to expert. The availability of a skills matrix tool to self-assess is important to keep track of the clinical competencies gained by palliative care nurses. Targeted educational interventions identified by the skills matrix have the potential to improve quality of care provided in the palliative care setting.

Conclusion: The successful development and implementation of the palliative skills matrix across the Gippsland region relied on using several evidence-based strategies to standardise the competencies across the palliative care setting in rural Victoria, Australia. Examples of these strategies included using Benner's theoretical competency model, the Australian National Palliative Standards and the triple C model, which included stakeholders' consultation, collaboration and consolidation.

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This document outlines the skills demand profile for the landscaping sector in Victoria. For the purposes of this skills profile, the landscaping sector is defined as businesses who deliver landscaping design, construction and maintenance services. This profile provides a genuine understanding of the current and future (one to three year horizon) skills and training requirements of the sector.

The Victorian vocational education and training (VET) system aims to deliver 'real training for real jobs' by providing up to date training for new challenges in the sector. This report is the first in a series of sector profiles which will be developed by the Office of the Victorian Skills Commissioner (OVSC). The set of skills demand snapshots will complement the regional skills demand profiles [available in VOCEDplus at TD/TNC 133.933, TD/TNC 137.227 and TD/TNC 145.288] to provide a richer picture of the skills needs of Victorian employers.

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This document outlines the skills demand profile for the baking sector in Victoria. For the purposes of this skills profile, the baking sector is defined as businesses who manufacture baking products in non-factory based settings. This profile provides a genuine understanding of the current and future (1-3 year horizon) skills and training requirements of the sector.

The Victorian vocational education and training (VET) system aims to deliver 'real training for real jobs' by providing up to date training for new challenges in the sector. This report is part of a series of sector profiles which will be developed by the Office of the Victorian Skills Commissioner (OVSC). The set of skills demand snapshots will complement the regional skills demand profiles [available in VOCEDplus at TD/TNC 133.933, TD/TNC 137.227 and TD/TNC 145.288] to provide a richer picture of the skills needs of Victorian industry.

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The National Disability Insurance Scheme (NDIS) is transforming the way disability services are funded and accessed to ensure all people with disability get the best support possible. The disability workforce is on the frontline of the changes needed to deliver this ambitious scheme. The rollout of the NDIS started in Victoria on 1 July 2016. By the time the scheme is fully operational in 2019, the NDIS will support a total of 105,000 Victorians. The Victorian Government will invest $2.5 billion per year in the full scheme. This investment and the expanded choices and opportunities for people with disability under the NDIS will result in the demand for services and support increasing significantly. Recent estimates by the National Disability Insurance Agency (NDIA) predict that the Victorian disability workforce will need to grow by approximately 76 per cent to meet the projected growth in demand over the next three years (Source: NDIA Victorian Market Position Statement 2016). Attracting and retaining workers with the right skills, values and attitudes will be crucial to deliver more and better support for people with disability.

The NDIS is transforming the disability system from rationed, block-funded support to an individualised model that empowers people with disability to decide what support they receive, who provides it, and how it is provided. For the workforce, this shift will demand new skills and new ways of working, with a focus on active support to facilitate inclusion and independence for people with disability. The same changes will also affect the structure of the workforce and employment arrangements. A crucial opportunity for disability service providers will be to deliver flexible and responsive services to clients, while offering attractive jobs, fair conditions and appropriate training and development for staff. To take advantage of these opportunities, the NDIS presents a unique opportunity for the workforce. It places the spotlight on disability and the crucial role of the workforce to create better outcomes for people with disability. The NDIS will give disability workers new skills, greater diversity in job roles, and the opportunity to do exciting and valued work that has a direct impact on the lives of others.

To achieve our objectives, the Victorian Government, with assistance from the Commonwealth Government, is investing $26 million (which includes $4.88 million provided by the Commonwealth Government's NDIS Sector Development Fund) in workforce development. This funding will assist with the following priorities: (1) Understanding workforce needs - Work with the disability sector to build a comprehensive picture of the Victorian disability workforce, training and skill needs, and how the NDIS will affect the workforce over time; (2) Supporting regions to be NDIS-ready - Resource Victoria's communities to develop place-based responses to local workforce challenges and opportunities; (3) Supporting staff through transition - Support the current workforce to transition and thrive in the NDIS context with access to relevant training opportunities, information and resources they need to understand what the NDIS means for them; (4) Targeting quality training - Undertake a range of projects to ensure quality in the content and delivery of accredited training, and better student outcomes in disability-related courses; (5) Achieving excellence in research and education - Funding for the new Future Social Service Institute to drive world-leading education, training and research for the disability and broader social services sector; (6) Promoting best practice support - Work with the disability sector and across service systems to promote best practice support for participants with high and complex needs and behaviours of concern; (7) Building allied health capacity - Build capacity and capability in the Victorian allied health workforce to meet growing demand for allied health services for people with disability; (8) Promoting the sector - Deliver targeted strategies to attract and retain people from a range of backgrounds to careers in the disability sector; and (9) Measuring our progress - Measure and monitor the impact and effectiveness of the plan to meet our objectives.

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The theme for the conference is proposed as: Configuring Enterprises as Spaces for Learning: Possibilities, Risks and Limits. Enterprises are crucial places and spaces for learning at work. They offer certain chances and possibilities to learn. On the one hand, progressive enterprises make different resources (money, time, mentors, learning circles, staff, etc.) available for their employees and configure themselves as learning organizations. On the other hand, rather ignorant CEOs and firms are not very interested in the learning of their employees and do little to support learning at the workplace. Overall, the workplace can be a space for learning a lot, but also a place for losing skills and becoming frustrated and no more interested in learning anything beyond daily routines and experiences. The risks are high that mainly higher levels of the hierarchies in enterprise have access to enriched learning environments, whereas employees on the normal shop floor level have to cope with neo-tayloristic [Human Resource Management] strategies. Digitalization offers new chances for blended and hybrid forms of learning in virtual spaces. Less optimistic prognosis envisage a loss of jobs or dramatic changes with certain risks of a de-skilling. Data glasses make new forms of inducing likely. New forms of work organization and freelancer employment models make the connection to and identification with work more loose than before, but also offer the chance to be more in charge for the own working and learning. Nowadays educational wishes for a self-directed learning seem to merge with the needs in new economies. Big enterprises produce globally and ask employees to cooperate in teams beyond national borders. Expatriates have to work and live abroad and also have to cope with the challenges connected to migration. Overall, the conference wants to encourage an open-minded but also critical discussion on the wide range of possibilities to learn or not to learn within enterprises. Approaches and research results which support a progressive, sustainable and humanistic configuring of enterprises as spaces for learning will be especially welcomed.

This volume contains abstracts for the following papers: Apprenticeship as a model of learning for 'professions': what could it really mean? / Alison Fuller; Learning and decision making in a post truth era / Henning Patzold; Bringing 'your whole self' to an enterprise: conceptual possibilities, risks and limits / Armig Adourian; Recruiting internationally-trained employees in Canada and Germany - insights from a mixed methods study / Silvia Annen; How up-skilling opportunities and practices enable learning in, through and for workplaces in the marine sector of South Africa: exploring the material aspects within a critical realist framework. / Caroline Margaret Bell; Challenging the neoliberal agenda of workplace learning: framework for a pedagogy of resistance / Asmita Bhutani Vij; Conditions for collaboration between healthcare education and healthcare providers organising for clinical placements / Ann-Charlotte Bivall, Maria Gustavsson, Annika Lindh Falk, Madeleine Abrandt Dahlgren, Malin Tillmar; Assessing the impact of a national lifelong learning system: Cultural Historical Activity Theory (CHAT) perspective / Heidi Bolton; The practice architectures that enable and constrain learning in the in-between spaces of the workplace / David Boud, Susanne Francisco; Integrated practice for learning through and at work: the case for non-permanent workers / Helen Bound; Labouring through unused skills: reframing sennett in the labour process theory / Sheldon Matthew Bromfield; Promoting innovative learning at the workplace - a Singapore story / Chia Ying, Zan Chen, Arthur Chia, Xiaofang Bi; Developing a lifelong learning framework and measuring lifelong learning among workers in Singapore / Ying Chia, Yee Zher Sheng; Self-organized structure challenging employees' workplace learning in growth organizations / Kaija Marjukka Collin, Soila Lemmetty, Sara Keronen; HEIs and employers interacting to shape creative and useful learning opportunities / Carol Costley, Jonathan Garnett; Exploring terminologies used to describe the interlinking of theory and practice in Higher Education in Denmark and the US / Abena Dadze-Arthur, Eva Cendon; Exploring 'tacit pedagogy' and 'entanglement' in practice-based learning and innovation: evidence from a qualitative study of a high-performing engineering company / Jay Derrick; A model for institutionalizing organizational and symbiotic learning - its empirical, historical, and theoretical background / Olav Eikeland, Marta Struminska; Community organisation as workplace and research as work / Penelope Engel-Hills, Hilde Ibsen; Vocational teachers in work-based transitions: a comparison of boundary-crossing practices / Bill Esmond; Choosing one's future? Narratives on educational and occupational choice among folk high school participants in Sweden / Andreas Fejes, Magnus Dahlstedt; Identity formation among Swedish vocational students / Lisa Ferm, Maria Gustavsson, Daniel Persson Thunqvist, Louise Svensson; The nursing associate: a supplement to the nursing workforce or replacement? / Jacqueline Fitzgerald, Claire Thurgate; Services of adult education centers for further education in enterprises - insights from a current research project / Marion Fleige, Aiga von Hippel, Wiltrud Gieseke, Maria Stimm, Bettina Thone-Geyer, Stephanie Iffert; Innovating for a cause: the work and learning required to create a new approach to healthcare for homeless people / Alison Fuller, Susan Halford, Kate Lyle, Rebecca Taylor, Ann-Charlotte Teglborg; Translational research as an integral part of work-based learning / John Anthony Fulton, Shelagh Keogh, Reimagining universities of technology / James Windsor Garraway; Building strategic relationship: linkage between the IT sector and secondary technical education in Resistencia (Argentina) / Milagros Gimenez; From 'language for work' to 'language through work' in the context of migration and inclusion: lessons learnt from recent research and practice across Europe / Matilde Grunhage-Monetti, Alexander Braddell; New modes of digital production: issues of autonomy, immaterial expertise and learning / David Guile, Martin Krzywdzinski, Anoush Margaryan; Digitalization of work: challenges for workplace learning / Christian Harteis, Bianca Steffen, Viktoria Merk, Sonja Port; What job factors enhance organization based self-esteem (OBSE) most among employees with disabilities / Amani Hitimana; High school teacher identities in transformation - presentation of a qualitative research design / Anders Jakobsen; Tensions in work-based learning / Shelagh Keogh, John Anthony Fulton; Professional development- Swedish Police officers' perceptions of competence and life-long learning. / Kirsi Kohlstrom; Promoting effectiveness of work-based learning - negotiated accountability among stakeholders involved in internship arrangements / Kang Yam Lee, An-Dian Ong, Angeline Lim, Cynthia Lam; Employee opportunities for self-directed learning at technology organizations: features and frames of self-directed learning projects / Soila Johanna Lemmetty; Is work-related learning declining? Evidence and explanations / D.W. Livingstone, Bernd Kaepplinger, Milosh Raykov; Profiles of knowledge workers: work intensification, decreasing job control, growing underemployment / D.W. Livingstone, Peter Sawchuk, Alison Fuller; Re-considering the nature of work in complex adaptive organisations - fluid work as a driver of learning through work / Amanda L. Lizier; 'If you're not in the classroom, you're not learning': workplace learning and structured learning and development systems and practices in complex adaptive organisations / Amanda L. Lizier, Ann Reich; Work in the digital age: more complexity, more training? Firm-level evidence from Germany / Felix Lukowski, Sabine Mohr, Myriam Baum; The relationship between the nature of tasks and workplace learning practices in crowdwork / Anoush Margaryan; Educating safety: culture, leadership, and learning: a critical discourse analysis / Michael James McGrath; Integrating theory and practice - reconstructing interactions in university continuing education / Anita Moerth; How do new technologies affect learning in companies? Challenges for continuing vocational training in the world of work 4.0 - the companies' point of view / Gesa Munchhausen; Practice, habitus, incidental and informal adult learning in the coal seam gas protests in Australia / Tracey Ollis; Skilling a workforce - community development practices in Neighborhood Houses in Australia: 'There is so much that sits behind the doing of it' / Tracey Ollis, Cheryl Ryan; Craft pedagogies: service workers as teachers / Gemma Piercy-Cameron; Failure of education for sustainable development in organisations: program analysis using topic modeling to identify organizational patterns of a sutainability-oriented learning culture / Thomas Prescher; Researching students' term-timework, learning, and wellbeing / Milosh Raykov, Alison Taylor, Christine Scholz Fenech; Labouring through unused skills: reframing sennett in the labour process theory / Sheldon Matthew Bromfield; Conceptualization of needs research in the context of digitization of work and training-concepts / Steffi Robak, Moritz Maximilian Knaut; Principals' appropriation of public private partnership in education in the senior high school program / Peter Golfo Romerosa, Ferdinand Castillo Lacuata; Site of the 'slash': in-between learning spaces as a fruitful focus for further research / Donna Lea Rooney; Lessons learned. Configuring innovation labs as spaces for intrapreneurial learning within hybrid organizations / Joy Rosenow-Gerhard; A typological look into learning culture in workplaces: from malicious to demanding! / Saeid Safaei Movahhed; Exploring convergence and differences in theorizing learning in, for, and with work Continued from RWL10. / Henning Salling Olesen, Peter Sawchuk, Helen Bound; The psycho-societal materiality of work identities in late modernity. Professions, vocations, wage labour, precarious employment, and corporate identification / Henning Salling Olesen; Effects of workplace-oriented basic adult education trainings: addressing employee's competencies across sectors / Michael Schemmann, Dennis Klinkhammer; Learner perspectives on 'theory' and 'practice' in Work-based Learning within Higher Education / Peter Schloegl, Julia Stopper; The multiple reals of professional learning: immigrant engineers' experiences in Canada / Hongxia Shan, Ahmed Osama; Knowing the practice of Industry 4.0 through industrial work-integrated learning / Ulrika Lundh Snis, Charlotte Arghavan Shahlaei, Monika Hattinger; 'Danger! Learners at work' / Laurence Philip Solkin; Philosophical reflections on community-engaged learning / Alison Taylor, Conditions for learning managerial work - first-line mangers experience of entering a new workplace in elderly care / Karin Wastesson, Maria Gustavsson, Anna Fogelberg Eriksson, Peter Nilsson; Learning in the laboratory: pedagogies of practice in the 'lively world of science' / Christine Winberg; How research centres attain sustainability in industry-academic partnerships / Simon Winberg.

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