Presented below are the full abstracts of papers selected to present at the 33rd National VET research conference 'No Frills' 2024 in Perth on Thursday 11 July and Friday 12 July.
Thursday 11 July 11:00 to 11:45 |
Supporting inclusivity and disadvantaged learners
Authors:
Callista Dinelli, Sam Harrison and Ashley Deans
Melbourne Polytechnic
Theme: Access & Equity
Presentation:
In alignment with the conference theme, "VET partnerships powering a dynamic workforce," the presentation from the Learning Skills department at Melbourne Polytechnic underscores the pivotal role of collaboration between VET and industry in empowering individuals, particularly those historically disadvantaged in accessing education. Focusing on inclusivity and disadvantaged learners, the session explores strategies to equip all students, including those from marginalised backgrounds, with the necessary skills for participation in a rapidly evolving workforce.
The panel discussion, featuring a Language and Numeracy (LN) specialist and VET teachers, delves into Melbourne Polytechnic's innovative in-class support model. This model, tailored to address the diverse needs of students, integrates LN and Learning Skills support within the VET curriculum. By combining expertise in LN teaching with industry training, this collaborative approach enhances the overall learning experience and fosters inclusivity.
Central to the discussion is research supporting the efficacy of this team-teaching model. Contrary to traditional deficit-based approaches, which isolate disadvantaged students, the research advocates for inclusive, whole-class support. Findings demonstrate that this collaborative approach not only improves VET course completions but also enhances pedagogy for both VET and LN teachers.
The presentation will demonstrate the practical implementation of the team-teaching model in the classroom, offering insights from VET teachers. By showcasing successful strategies and outcomes, the session contributes to the broader dialogue on fostering inclusivity and preparing disadvantaged learners for long-term success in the workforce.
Empowering a dynamic workforce: policy-driven partnerships between VET and industry in Singapore
Authors:
Bryan Ang and Douglas Lim
Institute for Adult Learning
Theme: International
Presentation:
As nations grapple with the challenges of a dynamic global economy, the imperative for robust partnerships between Vocational Education and Training (VET) institutions and industry becomes paramount. This paper examines Singapore's approach to cultivating a future-ready workforce through strategic VET-industry collaborations, aligning with the theme "VET partnerships powering a dynamic workforce" of the conference, and presents an analysis of the industry and pedagogical currency of adult educators in Singapore’s Training and Adult Education (TAE) sector.
Despite significant advancements in the TAE sector in Singapore, our research identifies gaps particularly in maintaining the industry and pedagogical currency of its workforce. We discuss the critical need for continuous professional development of adult educators (AEs) and industry practitioners (IPs) in both industry and pedagogical competencies, as they are central to delivering industry-relevant, high-quality training. Drawing on qualitative data, the paper proposes a tripartite policy framework to enhance the professional trajectories of AEs and IPs. The framework advocates for the adoption of industry mentorship schemes, the establishment of dual professional tracks, and the integration of AEs within corporate environments. These initiatives aim to foster industry-TAE sector partnerships, creating a conduit for knowledge exchange and aligning training with evolving industry requirements.
The paper also explores innovative solutions to practitioner development challenges, including industry attachments, co-funding arrangements, and the potential for micro-credentialing to facilitate flexible, targeted learning pathways. In synthesising these findings, the paper contributes to the discourse on best practices for strengthening VET-industry partnerships, with the objective of formulating scalable strategies that ensure the availability and preparedness of trainers and assessors within both industry and the wider TAE sector. It articulates a strategic roadmap that, if adopted, could significantly bolster the adaptability and responsiveness of the VET sector, thus advancing the broader aim of cultivating a resilient, skilled workforce in Singapore, and potentially informing VET systems in countries with similar socio-economic contexts.
Industry and TAFE collaborate on resource development in autonomous mining operations
Authors:
Donna Dejkovski and Caroline Winter
Mining and Automotive Skills Alliance
Theme: Teaching & Learning
Presentation:
AUSMASA is the Jobs and Skills Council, funded by the Australian Government Department of Employment and Workplace Relations to work with stakeholders in the mining and automotive industries. We work with both sectors to develop workforce strategies that meet the skills demands now and into the future.
Our remit is exciting and innovative. Unlike our predecessors, in addition to the development of high quality training products, our role includes working closely with stakeholders to develop training products and resources that improve training and assessment practices. With this expanded remit, AUSMASA was funded to augment a suite of existing online resources we developed under our previous work as the Mining Skills Organisation Pilot (MSOP), for units in RII21222 Certificate II in Autonomous Workplace Operations.
In this presentation we discuss the novel collaboration between TAFEs and Industry to meet the needs of learners undertaking training through a VET Delivery to Secondary Students (VETDSS) or industry pathway.
Technology and the future of mining:
Across both mining and automotive sectors, embedded technology impacts an increasing number of occupations. The mining sector continues to refine its practices in line with technological advancements, in part, ensuring improved worker safety.
The digital transformation of the mining sector seen through the use of robotic processes, drone technology, autonomous vehicles and automation, is changing the nature and composition of the workforce and worker expectations. It is estimated that 77% of all mining jobs will be affected by technology.
With our focus on ensuring industry has access to skilled workers, we developed a suite of online resources to support delivery of RII21222. The qualification develops the skills needed by autonomous haulage operators and mobile and fixed plant operators, working in autonomous workplace operations. It is also recognised that the core units in this qualification deliver outcomes that can be applied in other industries as well as mining.
VET & Industry partnership:
Across both mining and automotive sectors, embedded technology impacts an increasing number of occupations. The mining sector continues to refine its practices in line with technological advancements, in part, ensuring improved worker safety.
The digital transformation of the mining sector seen through the use of robotic processes, drone technology, autonomous vehicles and automation, is changing the nature and composition of the workforce and worker expectations. It is estimated that 77% of all mining jobs will be affected by technology.
With our focus on ensuring industry has access to skilled workers, we developed a suite of online resources to support delivery of RII21222. The qualification develops the skills needed by autonomous haulage operators and mobile and fixed plant operators, working in autonomous workplace operations. It is also recognised that the core units in this qualification deliver outcomes that can be applied in other industries as well as mining.
Our project brought together four TAFEs, one industry provider and a team of animators, to share knowledge and resources, and produce assessments and other collateral for the delivery and assessment of the four core units of competency in the qualification. Our presentation will showcase this partnership and its work to date.
What do we mean by 'industry' in vocational education and training? Research findings
Authors:
Erica Smith and Paschal Somers
Federation University
Theme:
Industry
Presentation:
This presentation discusses representations of ‘industry’ in vocational education and training (VET) systems and the consequences of these representations. While industry is often seen as the raison d’etre of VET systems, the conceptualisation of industry is a vexed one, as is the question of who speaks for, and acts for, ‘industry’? The presentation reports on one strand of a 2023-2024 project on industry engagement with VET, funded by the Australasian VET Research Association (AVETRA). Analysis of secondary data is used to examine the meaning of ‘industry’ in VET and industry’s participation in VET: a structured analysis of papers from major national and international journals and conferences over the past decade, key international comparative reports, and previously-collected qualitative data from VET teachers on their engagement with industry.
The presentation addresses the conference theme ‘VET partnerships powering a dynamic workforce’, using both Australian and international perspectives. The international insights not only provide us with numerous examples of engagement of the different layers of ‘industry’ with VET, they also provide a context for better understanding and critiquing structures in Australian VET. A more developed understanding of ‘industry’ by VET, and of VET by ‘industry’ can facilitate better engagement in partnerships at all levels (macro, meso and micro). This will help to evolve the VET system further to help workers and employers rapidly adapt to evolving changes in technology and processes, which are often not sector-specific, or have different applications in different sectors. A more nuanced understanding of ‘industry’ will also increase the life-chances of students as well as their workplace performance. The presentation will argue, moreover, that a better conceptualisation of ‘industry’ will help to raise the status of VET and therefore attract more learners; it will also increase the self-efficacy of VET teachers and encourage people to enter the occupation. The findings have practical applications for all players in the VET system, which are outlined in the presentation.
Empowering information technology students for employment success through online and flexible learning modes
Authors:
Jamie Weston and Aleta Gilmartin
Holmesglen Institute
Theme: Digital Technology
Presentation:
COVID-19 has compelled businesses to accelerate the adoption of digital technologies and rethink traditional models to enhance customer value and maintain a competitive advantage. This resulted in rapid digital transformation across industries (McKinsey & Company 2020), an escalation of demand for information technology (IT) professionals as well as an increased demand for training (Bourlioufas 2022). This presentation explores innovative approaches to IT training which leverage online and remote training options to empower students. By focusing on flexible delivery modes, including the HyFlex model (Gogia 2021), we aim to address the dual challenge of meeting the skill needs of the IT sector and enhancing productivity in the digital economy.
The purpose of our research is to understand the effectiveness of online and flexible learning environments in developing job-ready skills among IT students. Drawing on recent studies and qualitative research methods, we highlight how such educational models not only make IT training more accessible, but also significantly improve learner engagement and outcomes (Chukwube 2024; Nweke et al. 2022). This research is particularly relevant in the context of the ongoing global shift towards digital workspaces, inclusive learning environments, support for disadvantaged learners as well as upskilling trainers and assessors in innovative delivery methods.
Our findings suggest that online and remote training options are instrumental in equipping students with the necessary skills and knowledge. This is achieved by integrating practical insights into digital literacy and information technology, fostering a culture of online responsibility, and enhancing students' ability to navigate and protect the digital realm (Chukwube 2024). Moreover, flexible learning options cater to diverse learner needs, enabling students to balance their studies with other commitments and thereby broadening the pool of potential IT professionals.
In conclusion, this study exemplifies how online and flexible learning modes can be effectively utilised to empower learners by providing accessible, engaging, and relevant training. Students are prepared for successful employment outcomes in the IT fields but also contributes to addressing the broader skill needs and productivity challenges in the digital economy. This presentation calls for further research and investment in flexible learning models as a strategic approach to workforce development.
Thursday 11 July 11:45 to 12:30 |
Innovative partnerships and evidenced-based frameworks to build gender equality in VET institutions
Authors:
Katie Yates Burgess
Our Watch
Theme: Access & Equity
Presentation:
Gender equality is critical to a thriving VET sector; it is a mandatory obligation under new positive duty legislation and improves recruitment, retention, and performance of staff and students. Gender equality is also key to the National Plan to End Violence Against Women and Children 2022 - 2032. This presentation will delve into Our Watch’s innovative partnership design and management process and share practical insights from VET-NGO Primary Prevention sector partnerships which are driving whole-of-institute approaches to build gender equality, meet student expectations, and enhance the status of VET.
Our Watch are a national leader in the primary prevention of violence against women and have adopted a partnering process informed by the International Partnership Brokerage Association. This process has been used to establish and guide partnerships with VET institutions in ACT, Northern Territory, South Australia, Tasmania and Victoria. These partnerships aim to implement Respect and Equality, a framework which supports VETs to embed gender equality in their institutions. By sharing insights from Our Watch’s collaborative journey with these VET institutions, we explore how the partnering process is adaptable to a range of contexts and give light to the challenges and transformative potential of VET-Primary Prevention sector partnerships.
With practical examples, we showcase how Our Watch’s partnering process builds trust and clarity about how partners will work together and supports TAFE leadership to endorse and champion gender equality and develop an understanding of how important intersectionality is to this work. We also share case studies of how the Respect and Equality framework can create data driven decision making processes and whole-of institution action plans to embed gender equality. Our presentation will illustrate the role of effective partnerships in promoting gender equality in VET institutions. We invite the audience to consider the broader applicability of our findings and join us in this crucial effort towards building gender equality in our VET sector.
Partnerships in VET teacher education in Ukraine: experiences from an ERASMUS+ project
Authors:
Thomas Deissinger and Oksana Melnyk
University of Konstanz
Theme: International
Presentation:
Ukraine has a school-based VET system, which the government has started to actively reform since 2014/2015. Vocational teacher education (VTE), being directly connected to the VET system, has been subject to major problems since the 1990s (Radkevych et al. 2019). One of the ongoing problems is the lack of relevance of what future teachers learn at university with respect to the competences needed in schools.
With this problem in mind, the Erasmus+ project PAGOSTE (www.pagoste.eu) was launched in 2020, led by the motivation to contribute to improving new forms of governance in VTE by introducing cooperation mechanisms between higher education institutions, VET institutions and other stakeholders, including companies. The core of the project, which ended in January 2024, was to explore new ways to bridge the separated spheres between university-based VTE and the reality of teaching in vocational schools by fostering cooperation on different levels.
In the project, the Ukrainian partner universities worked out mechanisms of cooperation with vocational schools and employers. Besides online activities due to the war, the partners from European universities (Germany, Austria, Italy) offered a series of study visits and staff trainings for students, academic staff and vocational teachers in their respective countries. Also, the Ministry of Education and Science of Ukraine worked out a national concept for the implementation of partnership-based governance (PBG) in VTE. However, Covid and the war in Ukraine had a negative impact on the project implementation. Nevertheless, there is a strong conviction that VTE will become utterly important for the post-war development of the country (Deissinger/Melnyk 2024).
Our presentation will depict the aims and results of the project, and will discuss both its sustainability and the socio-cultural implications.
Aboriginal perspectives in VET
Authors:
Anissa Jones
UNSW Sydney
Theme: Indigenous People
Presentation:
Rather than merely exploring the importance of Aboriginal perspectives, the session will offer examples and insights into adapting Training Package rules to accommodate these perspectives effectively.
Drawing from research and real-world experiences, participants will learn how to tailor education programs in a manner that is responsive, innovative, and reflective of the needs of Aboriginal communities, being mindful that it isn't a 'one size fits all' approach.
Through discussions on cultural awareness, curricula co-design, and fostering culturally safe spaces, attendees will leave equipped with the knowledge and tools necessary to enhance the educational experiences of Aboriginal and/or Torres Strait Islander students within the VET sector.
From transactional to transformative: the key elements of thriving RTO-employer partnerships
Authors:
Daniella Trimboli
NCVER
Theme: Industry
Presentation:
Effective partnerships between registered training organisations (RTOs) and employers are important in ensuring a robust vocational education and training (VET) sector. RTO-employer partnerships act as channels through which industry skill needs are met, with the provision of relevant training, and which simultaneously build the capacity and resilience of providers and employers.
The aim of this research was to investigate the drivers for RTO-employer partnerships, and the benefits and challenges related to building and sustaining them in the contemporary VET environment. Using a qualitative, case study approach, the project also sought to identify practical strategies that could help foster high quality RTO-employer partnerships. Interviews were undertaken with individuals who were directly involved in partnerships at both management and operations levels, as well as with current learners wherever possible.
Drawing on the case studies, which included partnerships from a range of industry areas, geographical locations, and employer sizes, this presentation will outline the four key elements that emerged as being vital in the creation of thriving partnerships. These four elements built upon previous, formative research (Callan & Ashworh 2004; Smith et al 2017), which identified several characteristics common to effective RTO-employer partnerships. The presentation provides examples of what the four elements look like in practice, offering learnings that are particularly useful for RTOs seeking to strengthen their relationships with industry.
Partnering in AI for multicultural adult education: AMES Australia and Getmee's MyAMES Chat app
Authors:
Linh Le and Balendran Thavarajah
AMES Australia and Getmee
Theme: Digital Technology
Presentation:
This joint presentation provides the background to and preliminary results of an adult education and industry partnership between AMES Australia (AMES), a major provider of settlement, employment, and education support to multicultural communities, and Getmee, an AI specialist in education and employment advancement. This partnership demonstrates how a cutting-edge AI technology can be used to empower Australia's diverse 21st century workforce with essential digital skills.
This partnership has resulted in the provision of a bespoke AI application ‘MyAMES Chat’ that offers English language support to adult learners new to Australia. The MyAMES Chat app is powered by Getmee AI to enhance language, communication, interview, and employability skills. AI represents an essential element in the toolkit of responses that Vocational Education and Training (VET) providers can offer to improve the pedagogical outcomes of adult learners.
AMES has deployed the MyAMES Chat app to provide for better digital inclusion and technological advancement in education and workforce development in Australia. Early results from an analysis of the MyAMES Chat app rollout indicates the transformative impact of digital technology on adult pedagogy, demonstrating the possibility of providing digital augmentation of existing learning pathways to establish more accessible avenues for skills acquisition. These findings underscore the link between the use of advanced technology within the program and enhanced language and digital capacities of participants.
The program's success illustrates how industry partnerships can be used to address the digital divide and to bring lifelong learning opportunities to diverse Australian communities.
As further research into teacher engagement with AI is conducted; and MyAMES Chat user-feedback is analysed, this will provide further evidence of the benefits and opportunity of AI in the VET sector.
Thursday 11 July 13:30 to 14:15 |
Advancing youth pathways into advanced manufacturing (engineering) through a STEM-VET curriculum co-design partnership
Authors:
Ben Jenkins
Chisholm Institute
Theme: Pathways
Presentation:
This presentation will share practical findings from current doctoral research aimed at advancing STEM education pathways in VET Engineering (Advanced Manufacturing) through curriculum co-design. Acknowledging Australia's significant STEM industry workforce demands, including the related economic and educational policy imperatives, this presentation will outline how a partnership of STEM and VET experts from TAFE, Secondary Schools, Advanced Manufacturing industry and hi-tech 'Tech Schools' came together in 2023 to design and implement a new, engaging and sustainable pathway program to support the future supply of STEM-skilled and STEM-literate graduates in a Victorian manufacturing heartland.
This session will engage the audience with preliminary results and recommendations for modernising VET delivery to secondary students (VETDSS/VETiS) by bridging the curriculum and pedagogy gaps between Australia’s disconnected School, VET and Higher Education systems. The highly relevant and at times, provocative presentation is a must for conference delegates with interest in: contemporary educational research methods such as Design-based Research; enhancing Australia's future STEM industry workforce; promoting gender diversity in STEM fields; and transforming the youth experience of our nation's historically conventional VET study and career pathways into high priority fields such as Manufacturing (Engineering).
International collaboration to address critical skills needs to develop qualifications and create dynamic workforce - study on agriculture sector
Authors:
Shweta Singh, Tamara Jackson, Sai Krishnan Nanduri and Prafulla Pandey
University of Adelaide and Mannerai Education
Theme: Qualifications
Presentation:
This presentation unveils a groundbreaking vocational education project initiated by Australian Government but implemented in India, contributing to Vocational Educational and Training (VET) International Engagement Strategy 2025. In response to the escalating skills gaps evident for navigating future emerging industries, our project strategically partnered with international VET institutions. Together, we pioneered the development of cutting-edge vocational courses designed to equip learners with the essential skills demanded by the rapidly evolving Agricultural job market.
The project's narrative revolves around a dynamic collaboration framework established with VET partners from India and Australia. By leveraging the collective expertise and pedagogical insights of international collaborators, we ensured a holistic approach in identifying the skills gaps and then curated the vocational courses in Agriculture that can also serve as a blueprint for other sectors. The unique context of India as a burgeoning economic powerhouse added an extra layer of complexity and significance to our efforts, and required nuanced solutions that resonated both locally and globally.
This presentation will provide an in-depth exploration of our methodology, emphasizing the processes of skills gap analysis, development of vocational standards, and curriculum development. By sharing insights into our collaborative strategies, we aim to showcase how sharing international perspectives has the potential to enrich the fabric of vocational courses which fosters a dynamic workforce. At the heart of our endeavour is a strategic partnership with key stakeholders in both the Australian and India's Vocational Education sector.
A pivotal aspect was rigorously engaging industry experts in training delivery which is a newly developed concept for VET in Australia, was piloted in this project. Attendees will gain insights into how forward-thinking educational initiatives can play a pivotal role in addressing the evolving skill requirements for any industry sector.
Presentation will conclude with reflections on the project's current outcomes, challenges faced, approaches curated, collaborative inclusion of industry experts and corporates and future milestones. We invite conference participants to engage in a dialogue on the potential for replicating and adapting our model to diverse industry sectors and embrace the potential of sustained global collaboration in Vocational Education.
Employment pathways for remote indigenous VET students: combining industry demand with culturally appropriate employment support
Authors:
Miriam Forte
Woguntha CAPS
Theme: Indigenous People
Presentation:
How can we improve the post-school employment rates of our remote indigenous VET students? Wongutha CAPS, a VET boarding school for Remote Indigenous Students from across WA, has been working on solutions to this issue for a number of years. Educators have long observed that despite intensive training in industry relevant VET modules, life skills, workplace skills, and extensive work experience, a number of our graduates do not go on to further education or paid employment. If they do, it is often intermittent or unstable. They experience a multitude of economic, cultural, and practical challenges when job seeking, which often leads to long term economic disadvantage. But they also have unique and valuable skills and knowledge to contribute in a wide range of growth industries, if we can offer them culturally relevant and supported job pathways.
Join researcher Miriam Forte as she shares an applied research project looking into the following 3 research areas:
RA 1 - Jobs and Industry in Remote Areas of WA - Current and Future Trends Impacting Employment Priority Areas and Opportunities. (In Progress)
RA 2 - Barriers and Enablers of Employment: Creating Culturally Relevant Employment Pathways for Remote Indigenous School Leavers. (In Progress)
RA3 - Tracking Employment Pathways of Remote Indigenous School Leavers - A Longitudinal Study (Planned 2025 - 2030)
Overarching the project is an awareness that any research questions pertaining to employment outcomes for Remote Indigenous People and Communities are treading the delicate line between a real need for economic development, and a western, colonialised concept of productivity and success, necessitating co-design and interpretation of research with remote indigenous community members.
This research has direct applications for RTO’s catering to remote students across Australia. Results can inform the development of key industry partnerships to form strong and culturally appropriate employment pathways for remote indigenous students.
Increasing university participation: the impact on apprentices
Authors:
Jo Waugh and Cameron Forrest
NCVER
Theme: Apprentices & Trainees
Presentation:
Apprenticeships remain an important source of skilled workers in Australia; however, commencements in the last decade have not kept pace with projected skills demand. During that same decade, undergraduate university enrolments grew considerably and there is some concern that young people who would have commenced apprenticeships are instead entering university. Additionally, looking ahead, the Australian Universities Accord outlined participation targets that includes increasing the share of students from the lowest quartile of SES backgrounds, a group who have traditionally been more inclined to choose apprenticeships.
This research sets out to explore the posited shifting youth preferences for apprenticeships and university by investigating whether young people who would previously have chosen an apprenticeship have instead entered university. The research uses data from four cohorts of the Longitudinal Surveys of Youth (LSAY) to compare the characteristics of apprenticeship-bound young people with those who are university-bound and to determine if there has been any relative change in student characteristics between 2007 and 2019.
The results reveal that the profile of a young person more likely to choose an apprenticeship than university in 2019 has not much changed across the years since 2007. In that context, and recognising that there is a significant pool of young people who choose neither university nor apprenticeships, what is the best focus for apprenticeship attraction strategies?
Who’s teaching who: Exploring dual professionalism in VET for the Construction and Infrastructure sectors
Authors:
Kylie Taffard
ConCOVE Tuhura
Theme: International
Presentation:
Vocational education and training (VET) provides multiple learning opportunities to gain relevant skills across various learning environments in the construction and infrastructure sectors. This presentation will present a systematic review of three projects ConCOVE are conducting that focus on different teaching environments: VET learning institution (classroom-based), work-based, and the person who works between the learning institution and the workplace (training advisor). Each of these projects focuses on the training and support for kaiako (educator) present in a learner's journey across different learning environments.
As with many sectors, VET kaiako are required to be dual professionals within the construction and infrastructure sectors. Dual professionals are kaiako who have the industry technical skills and the pedagogical skills to train others. However, the process in which skilled tradespeople gain pedagogical knowledge occurs differently depending on the environment. Each of the three research papers focuses specifically on the environment where the kaiako is conducting the training to understand the level of pedagogical support and professional development provided to the VET kaiako.
The research is being done in three projects, classroom-based, work-based, and the training advisor, to better understand the training requirements and provision for kaiako within their unique environment and role. This presentation will use Systems Change to weave together the strengths and barriers for effective pedagogical training and support for kaiako across different learning environments. Alongside considering the conditions that are holding the current system in place, we aim to present different models to equip kaiako better to support akonga (learners) to be productive members of the construction and infrastructure sectors.
Thursday 11 July 14:15 to 15:00 |
Partnering with industry to translate research for small to medium enterprises (SMEs)
Authors:
Shaz Gerchow and Joshua Raynor
Jobs Queensland
Theme: Workforce Development
Presentation:
One of the themes of the 2022 Queensland Workforce Summit was maximising workforce participation and this carried over into the Good people. Good jobs: Queensland Workforce Strategy 2022-2032.
To support the strategy, Jobs Queensland (JQ) initiated a two-stage project, Enhancing Workforce Participation, with the goal of assisting SMEs to enhance the diversity of their workforces and experience the associated benefits.
The first phase was a research phase. A literature review was conducted to identify key and common elements of strategies that support small to medium sized enterprises (SMEs) to employ underutilised cohorts, focussing on women, migrants, people with disabilities, and First Nations peoples. In addition an impact analysis was undertaken to identify and quantify the benefits of enhanced diversity and inclusion to SMEs.
Using the findings of the literature review, JQ developed an eight pillar Diversity and Inclusion framework with accompanying strategies. However the language and concepts used in the framework were academic and not relatable to the owners and managers of SMEs.
To contextualise the framework and strategies for an SME audience, JQ partnered with Business Chamber Queensland (BCQ). BCQ reviewed and validated the SVA Report with SMEs across Queensland and, based on their findings, reworked the Framework to realign the pillars with a business’s development and employee lifecycle, align the strategies within pillars and eliminate duplication. A Diversity and Inclusion Maturity Assessment Tool was also designed as a resource to assist SMEs assess and implement strategies relevant to their business.
Key findings emerged from this phase of the project around the existing diversity of SMEs, their understanding of diversity and inclusion and their preferred modes of training. This presentation will describe the methods and process used to adapt academic research to meet the needs of SMEs.
Pilot of the APEC occupational standards in hospitality in Latin America
Authors:
Melinda Brown
SkillsIQ
Theme: Qualifications
Presentation:
As tourism and hospitality continue to recover from the global COVID-19 pandemic, it has never been more important to address these sectors’ ongoing workforce shortages and skill gaps through innovative and collaborative workforce training strategies.
The Asia-Pacific Economic Cooperation (APEC) Occupational Standards is a framework that outlines common benchmarks and standards of job roles across APEC economies, with the long-term aim of facilitating labour mobility of skilled workers within and across member countries.
Funded by the Australian Department of Education, this co-led Australian pilot project undertaken in collaboration with the Pacific Alliance countries of Peru, Chile, Mexico and Colombia (Pacific Alliance partners), aimed to determine the feasibility of implementing the APEC Tourism Occupational Standards in domestic training for key job roles in the hospitality sector. Establishing a common training reference was also of focus to encourage international skills collaboration between institutions.
The project enacted a comprehensive program of collaborative activities, bringing Government, industry and the training sectors together from across the four economies to map, validate and evaluate occupational standards for the key job roles in hospitality of Cook and Housekeeper. Through face-to-face and online workshops, the project provided a platform for industry to voice their skills needs and their workforce challenges as well as for training providers to discuss national training and curriculum in relation to international standards and how they would meet the future skill needs of industry.
Some of the project’s key outcomes involved strengthening the connection between training and the workplace, and in particular building relations with industry to address skill gaps. Looking to the future, it has showcased the international certification of skills competencies and qualifications as a long-term goal ripe for exploration.
The highly successful pilot project was conducted from 2019 to 2023, with a final report submitted in February 2024. SkillsIQ, the project consultant, is excited to present the methodology and outcomes, as well as the lessons learned from the project regarding VET partnerships and skilling workers to an Australian audience.
VET voices of success: Aboriginal and Torres Strait Islander student experiences
Authors:
Natalie Gardam
TAFE NSW
Theme: Indigenous People
Presentation:
This presentation addresses the conference topic of supporting inclusivity and disadvantaged learners. The presentation aims to provide the audience with practical ideas they can take away concerning building partnerships with Aboriginal and Torres Strait Islander communities in the conduct of mutually beneficial research and educational design. In particular, strategies enabling the successful collaboration with an Aboriginal Advisory Group and the educational communities they represent, to guide research about the perceptions/aspirations/needs/desires of Indigenous students. The presenter is a non-Indigenous woman, a Doctor of Education Student at Southern Cross University who works at TAFE NSW. The presenter works and is conducting research on Dharug Country.
Completing a Vocational Education and Training (VET) qualification improves young people’s life chances. However, participation, retention, and completions in VET for young Aboriginal and Torres Strait Islander students are significantly lower than for non-Indigenous students. A research project currently underway is seeking to understand how Aboriginal and Torres Strait Islander students experience success in VET and Why? This research is significant to the VET sector as more needs to be accomplished in understanding the gap in educational outcomes through an Aboriginal and Torres Strait Islander student voice, and what can be done in a practical way to address this gap. Concepts of voice and worldview are applied in a narrative inquiry to hear the voices and lived experiences of Aboriginal and Torres Strait Islander VET students through listening to and working with Aboriginal community members to ensure the research is culturally relevant and respectful.
The research design aligns with the NHMRC and AIATSIS codes of ethical research principles of Indigenous self-determination and Indigenous leadership, through establishment of an Aboriginal advisory group to steer the implementation of the research. The presentation will highlight how to successfully create community partnerships to co-design and implement research with the Aboriginal Advisory Group
Modernising apprenticeships to align with emerging and future work landscapes
Authors:
Lucia Stejer, Joanne Jameson, Michele Waldon and Brett McCroary
TAFE NSW
Theme: Apprentice & Trainees
Presentation:
A primary goal outlined in TAFE NSW’s Strategic Plan 2022 - 2027 is Accelerating skills in priority areas. This goal focuses on ensuring learners develop the right mix of skills needed to achieve educational and job outcomes aligned to evolving economic and community needs. To achieve this, one strategic initiative involves the modernisation of high-demand courses, including apprenticeships and foundational programs to align with emerging and future work landscapes.
The ongoing transformation brought about by technological advancements and innovations impacts the way we live, learn and work. Consequently, institutions like TAFE NSW must regularly update their courses to ensure relevance in contemporary environments. The initiative aims to modernise selected high-demand apprenticeships. The established pilot courses currently include CPC30220 Certificate III in Carpentry, UEE30820 Certificate III in Electrotechnology Electrician and SIT30821 Certificate III in Commercial Cookery.
This modernisation effort involves incorporating innovative educational practices, integrating new and emerging industry practices, tools and technologies while factoring in regulatory changes. The objective is to equip TAFE NSW graduates with industry-relevant skills and experiences that align with evolving industry trends. Noteworthy elements of this initiative include the introduction of diversified assessment experiences to adapt to technological disruptions like Artificial Intelligence; pre-LLN screening prior to commencement; leveraging technology to reduce administrative burden for both teachers and students; and adopting a student case management approach.
The focus of the research and pilot program is to ensure that graduates are not only equipped with the right skills but are also work-ready to navigate shifts in the industry landscape. The pilot aims to enhance learner engagement and drive completions by integrating contemporary educational practices, including the use of digital technologies. Throughout the pilot program, inclusive and accessible practices will be prioritised to cater to the diverse needs of the learner cohort.
The insights gained from these pilot programs will inform the development of a state-wide approach to enhance teaching and learning resources at TAFE NSW.
Beyond the pandemic: the use of online delivery in VET
Authors:
Tabatha Griffin and Upekha Andrahannadi
NCVER
Theme: Practice
Presentation:
The vocational education and training (VET) sector’s ability to shift training online was pivotal in the quest to minimise disruption to students during the COVID-19 pandemic. This presentation will provide an overview of how registered training organisations (RTOs) adapted to the rapid shift in training and will discuss how this experience has shaped the subsequent use of online delivery in VET beyond the pandemic.
The COVID-19 pandemic created new and unprecedented challenges for the VET sector in Australia. The experiences of RTOs in responding to the pandemic, and how the pandemic may have influenced future training delivery to VET students, was explored in a survey of RTOs, jointly administered by the Australian Skills Quality Authority (ASQA) and NCVER. The large shift to online delivery created an opportunity for many training providers to consider increasing their use of this delivery mode, including through blended delivery. Indeed, subsequent data showed that the use of online delivery (including in a blended mode) remained higher than it was pre-pandemic.
Effective online delivery is different to face-to-face delivery and requires different strategies to engage and support students. While there may not have been much opportunity to focus on optimising these elements at the height of the pandemic, a more considered approach to online delivery has occurred since then.
This presentation will show how, for some RTOs, the pandemic accelerated pre-pandemic plans to begin (or increase) online training delivery and will cover how certain qualifications transitioned well to the online environment while others were more challenging. Further, an examination of the teaching practices in the online environment and how student support is being provided to online students will be explored.
Thursday 11 July 15:30 to 16:20 |
No longer 'ducks on the pond': promoting women's inclusion and safety in construction trades training through gender transformative pedagogy
Authors:
Brett Woods
Victoria University
Theme: Access & Equity
Presentation:
Gender inequality in construction trades is widely acknowledged and reported. Key issues include a heavily masculine culture and an ‘outsider’ discourse around women, alongside lack of reporting and consequences for inappropriate behaviour. Recent Australian studies showed that up to 80 per cent of women in construction have experienced inappropriate behaviour in the workplace, and 19 per cent from students or teachers in their educational institutions. Gender inequality is evident in the construction trades ecosystem, including being deeply embedded in construction vocational learning settings. Negative outcomes include high attrition rates for women apprentices. In response, the National Skills Agreement has identified gender equality as a key national priority and identified women as a priority group.
This paper presents findings from the first phase of an action research project examining the experiences of gender in male dominated construction industry apprenticeship training in TAFE. The study was undertaken with men, women and non-binary TAFE students, teachers and training managers. Data was collected through focus groups and interviews with 35 number of participants across various traditional trade areas (eg carpentry, plumbing, electrical, brick laying, electro engineering and sign writing) in one city based Australian TAFE College. The analysis interrogated the social norms, culture and traditional constructions of masculinity and femininity for women apprentices in construction trades. The first phase findings of the action research project will inform the second phase Freirean ‘culture circle’ reflection loop, with the aim of raising awareness and knowledge to inform actions to address issues raised by participants. This paper will foreshadow this second phase, focusing on the potential for this model to upskill VET practitioners and explore how gender transformative pedagogies could be embedded in teaching and learning practices in TAFE settings to promote cultural change to attract, recruit and retain women in construction trades.
BCITO construction apprentice retention: undertaking research in a period of complex change
Authors:
Greg Durkin and Adam Barker
BCITO, New Zealand
Theme: International
Presentation:
In a constantly changing world, it is vital to cultivate a dynamic and future-ready workforce. But when the rate of change is so fast that the situation has already morphed by the time the earliest signs of a new trend are detected, how can we effectively monitor progress and make appropriate interventions?
BCITO, New Zealand’s largest Building and Construction Industry Training Organisation, has recently enjoyed a surge in active apprenticeships, from around 11,000 in 2019 to a peak of 23,000 in 2022. However, BCITO has also seen a corresponding, if not larger, increase in overall withdrawal numbers prior to completion; an increase in the proportion of withdrawals in the early stages of training; and a slight decrease in programme completion rates.
Understanding what is going on with apprentice withdrawals, and what can be done to address them is challenging because of multiple factors over the past five years. As well as the impact of a construction boom followed by a downturn and the direct effects of COVID-19, this period included New Zealand’s biggest reform of vocational education in many decades, including introduction of various fees schemes to make apprenticeships more attractive to learners and employers; and changes to programme structure & delivery. We hypothesise that these factors played some part in the construction apprentice withdrawal trends that BCITO is seeing, and informs interventions needed to tackle them.
To unravel the underlying dynamics driving apprentice retention, and build interventions alongside industry, BCITO embarked on an apprentice retention project in early 2024. This is a mixed-methods, action research project, leveraging quantitative data analysis, apprentice and employer interviews, and collaborative workshops with apprentices, employers, and BCITO staff.
Join us as we delve into our research approaches, findings, and interventions. We will share the practical steps that BCITO is taking to adapt to complex change. Additionally, we contend our new approaches to understanding and management of learner withdrawal has considerable relevance to the broader VET sector.
Professional development costs: deterrence for VET practitioners in Western Australia
Authors:
Christopher Ward
Deakin University
Theme: Workforce Development
Presentation:
This study investigates the financial and time costs associated with professional development (PD) activities among Vocational Education and Training (VET) practitioners in Western Australia, addressing a critical gap in understanding within the sector. While PD is essential for updating teaching practices and maintaining instructional quality, our research sheds light on the disparity between the perceived benefits of PD and the actual return on investment for individual practitioners.
Using data collected from an online survey of thirty VET practitioners over a twelve-month period, our analysis challenges conventional assumptions about the efficacy of PD. Drawing on a critique of human capital theory, we demonstrate that the costs incurred by practitioners outweigh the benefits throughout their careers, indicating a fundamental misalignment between investment in PD and tangible outcomes.
Our findings significantly affect the operational efficiency and quality of teaching and learning experiences within the VET sector. This research underscores the urgent need to reevaluate current approaches to VET workforce development by highlighting the financial disincentives and sectoral underpayment associated with PD participation.
This study contributes to the "VET partnerships powering a dynamic workforce" conference theme by addressing VET practitioners' challenges in accessing effective PD opportunities. By engaging with the broader discourse on workforce empowerment and skill development, our research offers valuable insights for practitioners, training provider managers, and policymakers striving to enhance the resilience and adaptability of the VET sector.
VET Emerging Industries Initiative - skilled workers for new or evolving jobs
Authors:
Andrew Peters
Department of Employment, Small Business and Training
Theme: Industry
Presentation:
A key announcement at the Queensland Workforce Summit in March 2022 was the VET Emerging Industries (VEI) initiative to reprioritise VET investment in four key industries - Manufacturing, Energy, Agribusiness, and Screen and Media. These are industries where disruption is anticipated to require new training and skills, or where there are future employment opportunities.
VEI ensures Queensland has the skilled workers it needs in new and emerging industry sectors and in established industries where new occupations and job roles are evolving.
Across the four priority industries, funding has been divided between industry strategies delivered by Public Providers and Industry Skills Funds.
Manufacturing
Manufacturing Skills Fund
TAFEQ Manufacturing Strategy
Agribusiness
TAFEQ Agriculture, Rural and Regional Strategy
Agriculture Skills Fund
Beef Processing Skills Fund
Energy
TAFEQ Renewable Energy Strategy
Hydrogen Skills Fund
Electric Vehicle Skills Fund
TAFEQ Screen and Digital Strategy
VEI harnesses the expertise of industry, government and other stakeholders. Through a variety of approaches, projects developed and delivered attract and retain new entrants, and reskill, upskill, or build on existing qualifications and skills of existing workers.
Streams of activity:
VET products - the development of VET products such as new qualifications, micro-credentials, skill sets, units of competency and non-accredited training courses are crucial in providing innovative and flexible training and teaching solutions to support the skill needs of emerging industries.
Skills gap training - analysing and then addressing the gaps between employees' existing skills and those required for industry is an efficient and agile way to upskill and reskill the workforce to meet industry needs.
Workforce development - fostering and implementing awareness raising strategies about new or changing industries assists businesses to prepare their workforce and be ready to engage in emerging industries.
Through the initiative 41 Public Provider and 24 Skills Fund projects have been funded for delivery and to date, over 1550 participants and 595 employers have benefited.
Products and services developed include VET accredited training product development; training delivery; building trainer capability for RTOs; recruitment of project and research officers and workshops and exhibitions.
Thinking differently about the status of VET: an institutional logics perspective
Authors:
Don Zoellner
Charles Darwin University
Theme: Teaching & Learning
Presentation:
Since the election of the Federal Labor Government in 2022, a plethora of reports have re-affirmed the view that VET is a low status alternative in Australia’s socio-economic process of skills and knowledge development. Most contributors see this situation as undesirable, but other than repeating well-rehearsed shibboleths, fresh ways to address the problem are glaringly absent.
This presentation explores how status works by applying an institutional logics perspective as a novel addition to existing research in the sector.
The recent parliamentary inquiry into the status of VET and the appointment of members to the Jobs and Skills Australia Advisory Board demonstrate that institutions decide how this sector works. Institutions have their own logics that determine their world views and what attracts their attention. The VET sector’s dominant institutional logics derive from the state, market and professional orders of society. These three share an emphasis upon the use of status to determine how organisational leadership allocates limited and valuable attention to their operating environments and consequent decision-making. The institutional logics perspective challenges the traditional depictions of what status represents and, in turn, suggests how public policy can be re-imagined, thus improving the sector’s standing and value propositions.
Friday 12 July 9:00 to 9:45 |
Skilling Queenslanders for work - training and employment pathways for disadvantaged learners
Authors:
Lorraine Yabsley
Department of Employment, Small Business and Training
Theme: Access & Equity
Presentation:
The Skilling Queenslanders for Work (SQW) initiative has an annual budget of $80 million to assist up to 15,000 disadvantaged Queenslanders each year to enter and stay in the workforce through a suite of eight targeted skills and training programs.
SQW has an integrated service delivery model with partnerships formed between the not-for-profit community sector providing tailored support and specialist assistance to address personal, health and social issues and RTOs who deliver vocational education and training (up to certificate III).
SQW projects are designed and led by community organisations and delivered in a supportive, non-challenging environment, so disadvantaged participants can overcome identified barriers to learning and employment.
Nationally recognised training is delivered across a range of industry sectors and can be skillsets, qualifications or stand-alone foundation skills. SQW’s focus on foundation skills is an important and distinguishing feature. It is recognised that non-accredited training, mentoring and support can also be highly effective in developing enabling level foundation skills, particularly for those marginalised form the more formal education system.
SQW encourages equitable participation by a broad range of groups with complex learning needs. Current participation rates are: Indigenous 20%; migrants and refugees 19%; women returning to the workforce 52%; young people 58%; people with disability 13%; mature age 15%; long-term unemployed 48% and underemployed 16%.
Since 2015, over $700 million has been committed with 85,717 people assisted and 55,640 gaining jobs as a result of SQW. Over 76% are in employment or further training 12 months after exiting SQW.
In 2020, Deloitte Access Economics evaluated the impact of SQW from 2016 to 2019. Deloitte’s Computable General Equilibrium (CGE) modelling estimated that SQW contributed an additional $1.1B to the Queensland economy. Deloitte found an unemployed SQW participant is 21 percentage points more likely to be employed after 12 months compared to the average unemployed individual.
SQW promotes a range of social benefits for individuals through increased workforce participation and productivity that includes improved health and wellbeing, confidence and social inclusion. SQW programs generate connections between participants, employers and community groups, which is particularly important in rural and remote areas where labour market opportunities can be limited.
Workforce journey indicators: quantifying how people enter, progress, and exist construction and infrastructure VET and careers in NZ
Authors:
Nina Herriman
ConCOVE Tuhura
Theme: International
Presentation:
Limited data exists quantifying how people enter, progress through, and exit construction and infrastructure vocational education and careers in New Zealand. This knowledge gap hinders efforts to improve worker outcomes through vocational education and career navigation, especially for priority groups.
We developed integrated workforce journey indicators using data sourced from the Stats NZ Integrated Data Infrastructure (anonymized data at an individual level from government sources). We focused on mapping key workforce journey pools - those preparing to enter, starting their careers, incumbent workers, those leaving the workforce, and retirees from construction and infrastructure jobs.
By analyzing integrated data on these groups spanning sub-industry, demographics, socioeconomics, qualifications, and regional distinctions, we constructed a framework outlining metrics to track and compare career pathways and to understand the contribution of vocational education. These indicators are presented here: https://concove.ac.nz/projects__trashed/workforce-journey-indicators-data-dashboard/
The focus of this presentation will be the framework, the data that has been collected, collated and visualised to populate the first version of the Indicators, and how we are using this initial version to better understand the vocational education needs of the workforce.
ConCOVE connects and aligns industry, learners and vocational education to re-imagine clear, equitable and supported career pathways within the Construction and Infrastructure sector. The Workforce Journey Indicators projects is one of our key projects, and many of our other projects contribute to building the data stories.
Industry-led innovations in training and workforce development in health and community services
Authors:
Kipley Nink
Jobs Queensland
Theme: Workforce Development
Presentation:
Job Queensland’s Anticipating Future Skills series projects that employment in Health Care and Social Assistance will grow at double the Queensland average between 2021-22 and 2025-26, despite well publicised skill and labour shortages.
In response to these workforce challenges, Job Queensland (JQ) partnered with peak bodies from the Health and Community Services (HCS) sectors to form the Queensland Care Consortium (QCC).
The QCC offers direction and support for government enabled workforce development, attraction, and retention strategies, and delivered an initial round of funding to support place-based and sector-led strategies to seven organisations in 2023. Analysis of round one funding submissions identified three key industry and workplace problems: reputation, professional development, and psychosocial safety and wellbeing.
To overcome these problems, the seven organisations are trialling innovative approaches, with the intention of sharing successful strategies across the sector. Projects address cultural competency and diversity, digital innovation, job mobility and education and training. One such project seeks to address issues raised by the Mental Health and Wellbeing sector, especially the suitability of a core qualification, Certificate IV in Mental Health.
The sector advises that the qualification could better align with industry needs; there is a lack of communication between Registered Training Organisations (RTOs), industry and student graduates, without a firm understanding of the sector and employment opportunities. This misalignment led to low completion rates and difficulties around student placements.
A ‘Mental Health Industry Connector’ has been employed to strengthen the relationship between the RTO delivering the qualification and the broader Community Mental Health and Wellbeing Sector, as well as supplementing the advice provided to students about the sector. This presentation will describe the approach taken to overcome the identified workforce issues, key findings, discuss other QCC projects and next steps, including round two design.
Industry collaboration to meet skills shortages and power a dynamic workforces
Authors:
Linda Greenleaf
TAFE NSW
Theme: Industry
Presentation:
A growing workforce of project managers, procurement and contracting specialists, and business professionals are needed to support the construction and maintenance of public infrastructure, yet national skills shortages in both construction project management and procurement and contracting persist.
Moreover, while the VET sector delivers work integrated learning in collaboration with industry through Australian Apprenticeships, apprentice and trainee commencement activity has decreased in the 12 months to June 2023, while cancellations are steadily high.
In considering how VET can partner with industry to alleviate skills shortages and power a dynamic workforce, this presentation aims to share an innovative, cross-sectoral approach to training that exposes learners to rotations of workplaces, supervisors, insights, and industries. At the same time, industry can shape a future-focused workforce by developing a robust pipeline of skilled workers.
Through a partnership with the NSW Department of Education, TAFE NSW, Apprenticeship Careers Australia, and scores of host industry employers (government agencies, industry consultants and contractors) hundreds of school leavers are benefiting from this consultative, fit-for-purpose model, with benefit to all industries.
Responding to change: innovations and adaptations to VET programs in a post-pandemic world
Authors:
Mary Hughes and Julie Wright
Holmesglen Institute
Theme: Teaching & Learning
Presentation:
This paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia during the Covid-19 pandemic. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers. We used in-depth contextual interviews, collection of documents and artefacts, and an audit of the online learning platform as data collection methods in this single case study. Findings from the study showed that teaching staff from VET and HE were challenged by the online learning experience, firstly in the changes to pedagogical approaches and secondly, in the uptake of new technology. As emergency remote teaching continued, teachers were given more flexibility and autonomy to adapt and adjust their pedagogical approaches and use of digital tools. They developed and engaged in virtual classrooms, mastered new skills such as creating short instructional videos and adjusted and adapted assessment tasks.
In this presentation the researchers will consider, firstly, how the pandemic has recalibrated the way teachers work and secondly, how the new digital technologies and innovative pedagogical practices identified in our study are being utilised in collaboration with industry. We will focus on a partnership with a garment manufacturing facility in Melbourne, a social enterprise that employs members of CALD communities and disadvantaged groups in a supported environment. Two programs were delivered during and just after the pandemic: a Certificate lll apprenticeship program and an Industrial Sewing Skill Set course. This was a Victorian first, aimed at supporting training for the next generation of skilled workers to meet the needs of the clothing and textile industry while also creating new and meaningful opportunities for migrants and refugees.