tag:theconversation.com,2011:/ca/topics/apprenticeships-2488/articlesApprenticeships – The Conversation2023-03-21T19:12:16Ztag:theconversation.com,2011:article/2011832023-03-21T19:12:16Z2023-03-21T19:12:16ZThe National Skills Agreement needs time in the policy spotlight and it must include these 3 things<figure><img src="https://images.theconversation.com/files/516562/original/file-20230321-26-o6qxgs.jpg?ixlib=rb-1.1.0&rect=47%2C47%2C7868%2C5237&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">ThisIsEngineering/Pexels </span>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span></figcaption></figure><p>Australia continues to grapple with acute skills shortages. Businesses are struggling to find workers with the skills they need. Meanwhile, workers struggle to get jobs because of the mismatch between available training and occupations. </p>
<p>There is currently a high-profile debate about the university sector’s role in this via the <a href="https://theconversation.com/the-universities-accord-will-plan-for-the-next-30-years-what-big-issues-must-it-address-200367">Universities Accord</a> review process.</p>
<p>But the role of vocational education and training is not getting the same level of attention, even though the <a href="https://www.dewr.gov.au/skills-reform/national-skills-agreement-vision-and-principles">National Skills Agreement)</a> is <a href="https://www.themandarin.com.au/213196-skills-and-workforce-ministers-talk-national-reforms-and-better-funding-models/">also being developed this year</a>. </p>
<p>This is timely. While enrolments in vocational education and training courses <a href="https://www.ncver.edu.au/news-and-events/media-releases/apprentice-and-trainee-numbers-grow">increased during the pandemic</a>, the latest <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/government-funded-students-and-courses-january-to-september-2022">national data</a> shows in the first nine months of 2022, there was a decrease of 6.1% in government-funded enrolments in these courses, compared with the same period in 2021. </p>
<p>This is despite the fact that <a href="https://www.afr.com/work-and-careers/education/biggest-skill-shortages-in-low-skilled-jobs-that-don-t-need-a-degree-20230305-p5cphf">seven of the current top ten</a> jobs facing skills shortages require vocational qualifications, rather than university degrees. </p>
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<a href="https://theconversation.com/yes-we-know-there-is-a-skills-shortage-here-are-3-jobs-summit-ideas-to-start-fixing-it-right-away-188833">Yes, we know there is a 'skills shortage'. Here are 3 jobs summit ideas to start fixing it right away</a>
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<h2>What is the national skills agreement?</h2>
<p>The federal government is proposing a five-year National Skills Agreement to start in January 2024. This will be with the states and territories, <a href="https://www.dewr.gov.au/skills-reform/national-skills-agreement-vision-and-principles">with the aim</a> of developing “high quality” vocational education to “boost productivity and support Australians to obtain the skills they need to participate and prosper in the modern economy”.</p>
<p>Its predecessor was the National Agreement for Skills and Workforce Development (NASWD), established in 2012. Under this, the federal government provided <a href="https://www.dewr.gov.au/skills-information-training-providers/national-agreement-skills-and-workforce-development">about A$1.6 billion</a> per year to governments to help deliver vocational education services and run training systems.</p>
<p>But a <a href="https://www.pc.gov.au/inquiries/completed/skills-workforce-agreement/report">2021 Productivity Commission review</a> found that the NASWD was not increasing skill levels and qualifications. The former Coalition government had planned to finalise a new National Skills Agreement in the second half of 2022. But the election changed the timeline. </p>
<p>After the Jobs and Skills Summit in September last year, the new Labor government signed an <a href="https://budget.gov.au/2022-23-october/content/factsheets/download/factsheet_skills.pdf">interim 12-month agreement</a>. This one-year agreement provides $1.2 billion to support 480,000 fee-free vocational education and training places (mainly in TAFEs). </p>
<p>This is a welcome start but the longer-term National Skills Agreement needs to focus on three key areas if it is to succeed. </p>
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<h2>1. Retaining more apprentices</h2>
<p>The latest national data shows about <a href="https://www.adelaidenow.com.au/news/south-australia/sas-biggest-industries-need-skills-to-pay-the-bills-now-theres-a-plan-to-rebuild-tafe-and-train-enough-workers-to-meet-demand/news-story/0b47dba0c42c1181af761ae7423dc2df">half of apprentices drop out</a> before they complete their training, with a quarter quitting in their first year. </p>
<p>Completion rates have been in decline for a decade now, from a high of 61.6% in 2012. </p>
<p>One of the <a href="https://www.dewr.gov.au/australian-apprenticeships/resources/australian-apprenticeship-services-and-supports-discussion-paper">key reasons</a> for this are low wages. Starting apprenticeship wages are generally below the national minimum wage of $21.38 per hour. Increasing <a href="https://www.fairwork.gov.au/about-us/compliance-and-enforcement/proactive-investigations/hairdressing-apprentice-initiative">apprenticeship and traineeship wages</a> to a competitive level will provide an incentive for apprentices to stick with their employer and complete their training</p>
<p>Other reasons apprentices drop out are poor relationships with colleagues and not enjoying the work. This means we also need to look at improving work experience opportunities and changes to <a href="https://jobsqueensland.qld.gov.au/wp-content/uploads/2022/07/Apprenticeship-women-and-workplace-culture-Literature-review-October-2021-1.pdf">workplace culture</a> to ensure apprentices go in with a good understanding of what apprenticeships will involve and complete their training in a supportive environment.</p>
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<h2>2. Making training more flexible</h2>
<p>Recent reviews like the <a href="https://www.pmc.gov.au/publications/strengthening-skills-expert-review-australias-vocational-education-and-training-system">2019 Joyce review</a> and a <a href="https://www.pc.gov.au/inquiries/completed/skills-workforce-agreement#report">2020 Productivity Commission review</a> have highlighted the lack of flexibility in the current apprenticeship model. </p>
<p>The <a href="https://www.oecd.org/education/skills-beyond-school/45163853.pdf">OECD also found</a> Australian apprenticeships were rigid and seem to depend on duration rather than competence. Meanwhile, training has <a href="https://www.vu.edu.au/sites/default/files/mitchell-institute-skills-for-recovery-the-vocational-education-system-we-need-post-COVID-19-updated.pdf">not been able to keep up</a> with technology or changes in market demand. </p>
<p>This makes it hard for employers to meet skills shortages by upgrading employees while they are still on the job. They may have to wait until apprentices complete their qualifications before they train them in more updated technologies and processes. </p>
<p><a href="https://www.afr.com/business-summit/why-your-next-career-course-should-be-a-micro-apprenticeship-20210308-p578po">Micro-apprenticeships</a> are mini qualifications done in smaller blocks. As our <a href="https://doi.org/10.21153/jtlge2021vol12no1art1317">research</a> shows, they can be done on the job, instead of going through vocational education providers. They are flexible and can allow apprentices to be rapidly trained to meet ongoing technology and market changes. </p>
<p>If these are going to work in Australia, the new skills agreement will need to support employers who want to “<a href="https://theconversation.com/advanced-apprenticeships-will-boost-skills-for-future-jobs-but-not-in-time-to-counter-covid-impacts-147113">top up</a>” their workers’ qualifications. </p>
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<h2>3. Encouraging more vocational-uni collaboration</h2>
<p>The <a href="https://www.education.gov.au/australian-universities-accord">Universities Accord</a> is currently looking for ideas on how universities and the vocational education sector can collaborate more. </p>
<p>A key ongoing challenge is lack of cooperation between the two sectors. Both often see each other as <a href="https://www.fenews.co.uk/exclusive/vocational-education-and-training-vet-in-fe-a-question-of-divide-and-rule/">competitors</a> for school leavers and government funding. </p>
<p>However, <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-fourth-industrial-revolution-the-implications-of-technological-disruption-for-australian-vet">our research</a> shows we need closer collaboration between the two. Thanks to changes in technology, Australian workers will increasingly need both “hard” or technical skills and “soft” or non-technical skills. So the current defined boundary between higher education and vocational education will be unhelpful. </p>
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Read more:
<a href="https://theconversation.com/the-universities-accord-will-plan-for-the-next-30-years-what-big-issues-must-it-address-200367">The Universities Accord will plan for the next 30 years: what big issues must it address?</a>
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<p>The vocational and university sectors have already proven they can work together. For example, Swinburne University has worked with the Australian Industry Group and Siemens to establish the <a href="https://www.swinburne.edu.au/research/facilities-equipment/advanced-manufacturing-design-centre/">Advanced Manufacturing and Design Centre</a>, to give students the opportunity to use the latest manufacturing and design techniques and technologies. The centre provides vocational education (including certificates and diplomas) which can lead to bachelor and higher degrees. </p>
<p>Victoria University, BAE Systems Australia and the Australian Industry Group have also collaborated on a “<a href="https://studyworkgrow.com.au/2022/04/20/australias-first-degree-apprenticeship-program/">degree apprenticeship</a>”. These programs combine university study with on-the-job training. </p>
<h2>Why it matters</h2>
<p>With both the Universities Accord and the National Skills Agreement being developed, this year can be the catalyst for the vocational and university sectors to collaborate more and for governments to make changes to keep more apprentices in training and make it easier for them to keep training.</p>
<p>There are huge challenges to get the skills we need in nursing, disability, aged care, garages, retail, construction, and hospitality. It is worth getting this right, both for now and into the future.</p><img src="https://counter.theconversation.com/content/201183/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Vocational education and training is facing some big changes. The federal government is proposing a five-year National Skills Agreement with the states to start next year.Pi-Shen Seet, Professor of Entrepreneurship and Innovation, Edith Cowan UniversityJanice Jones, Associate Professor, College of Business, Government and Law, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1830252022-05-16T22:34:22Z2022-05-16T22:34:22ZCollapse of negotiations with care workers shows little has changed in how the government views the work of women<figure><img src="https://images.theconversation.com/files/463164/original/file-20220516-64932-rta54a.jpg?ixlib=rb-1.1.0&rect=56%2C8%2C5335%2C3573&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Getty Images</span></span></figcaption></figure><p>Ahead of the 2022 budget, apprenticeships have been given a <a href="https://www.newshub.co.nz/home/politics/2022/05/government-extending-apprenticeship-support-scheme-but-lowering-pay-out.html">$230 million funding boost</a> while negotiations between care workers and the government have <a href="https://www.stuff.co.nz/national/newsroom-co-nz/300586008/historic-care-workers-pay-equity-deal-under-threat">fallen apart</a>.</p>
<p>It’s hard not to see this as a gender equity issue. </p>
<p>Apprenticeships, and the industries they benefit, are held almost exclusively by men, while New Zealand’s 65,000 care, support, mental health and addiction workers are predominantly women. </p>
<p>Multiple court cases identified gender discrimination in the way previous governments funded care and support workers. </p>
<p>These court cases led to an <a href="https://www.stuff.co.nz/taranaki-daily-news/news/91677872/new-era-ushered-in-with-equal-pay-deal-for-care-workers?rm=a">historic $2 billion agreement</a> between care workers and the then National-led government in 2017. But this agreement is set to expire in July and with it, warn advocates, the hard fought gains of care workers across the country.</p>
<p>So, the question has to be asked: do the latest budget priorities and collapse of negotiations with care workers reflect the fact that five years on from the 2017 agreement, little has changed?</p>
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<img alt="Young man in working in front of machinery" src="https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/463166/original/file-20220516-65277-rta54a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">It’s hard not to notice the difference in the way the government has treated male dominated apprenticeships versus the female dominated care worker industry.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com.au/detail/photo/automotive-apprentice-wearing-boiler-suit-and-royalty-free-image/165527767?adppopup=true">Getty Images</a></span>
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<h2>An historic settlement</h2>
<p>The 2017 Pay Equity Settlement for care and support workers was reached after years of legal action led by aged care worker Kristine Bartlett, other care and support workers and their unions. </p>
<p>The New Zealand Supreme Court determined that the care workers’ low wages and poor work conditions were the result of persistent gender discrimination. </p>
<p>In other words, their pay didn’t reflect the skills, experience and knowledge required but instead was based on the fact that most care and support workers were women. In New Zealand, women continue to be <a href="https://www.stuff.co.nz/life-style/wellbeing/127126686/from-today-women-are-working-for-free-how-nzs-most-influential-women-are-using-their-out-of-office-to-fight-the-pay-gap">paid less than men</a>.</p>
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Read more:
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<p>The government of the day intervened to settle out of court before further legal action could be taken. But negotiations were limited from the outset, with the government concerned more with <a href="https://www.treasury.govt.nz/sites/default/files/2017-11/b17-3704875.pdf">curbing costs</a> than equal pay.</p>
<p>The government’s offer to the unions was about half what the unions had calculated would cover the cost of gender equal pay. The settlement also prevented these same women from taking further action on equal pay until the settlement expired.</p>
<p>Despite <a href="https://www.stuff.co.nz/opinion/127849089/pay-equity-settlement-has-not-delivered-all-it-promised">ongoing flaws</a> in the settlement, the associated legislation delivered significant pay <a href="https://workresearch.aut.ac.nz/__data/assets/pdf_file/0004/628681/Pay-Equity-Report-2022.pdf">increases and guaranteed training opportunities</a> for the care and support workforce.</p>
<h2>Time is running out</h2>
<p>After the settlement was reached, the lowest agreed <a href="https://www.legislation.govt.nz/act/public/2017/0024/28.0/DLM7269176.html">wage rate for care and support workers</a> was 121% of the minimum wage; the highest rate came in at 149% of the minimum wage. </p>
<p>Over the past five years, care and support workers’ wages have not maintained the same relativity to the <a href="https://www.employment.govt.nz/hours-and-wages/pay/minimum-wage/minimum-wage-rates/">minimum wage</a>, let alone gender equal pay. </p>
<p>The current lowest wage rate for care and support workers is NZ$21.84 and the highest is $27.43 per hour. The minimum wage is $21.20. That highest rate offered to care workers is only achieved after several years of training and qualifications as well as experience on the job. </p>
<p>Wages for care and support workers would need to range from at least $25.60 to $31.60 or more to maintain the same relativity to the minimum wage as was seen in 2017.</p>
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<span class="caption">Care workers feel like they are back at square one now that the 2017 pay equity settlement is set to expire.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com.au/detail/news-photo/protestors-show-their-support-during-a-rally-for-pay-equity-news-photo/830577594?adppopup=true">Hannah Peters/Getty Images</a></span>
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<h2>Deadline comes as no surprise</h2>
<p>That the 2017 Care and Support Workers (Pay Equity) Act <a href="https://www.stuff.co.nz/opinion/127849089/pay-equity-settlement-has-not-delivered-all-it-promised">expires this year</a> is not news for the government. </p>
<p>Indeed, there have been some discussions on how funding models for this sector should be changed to ensure that the gender equal value of this work is maintained into the future. </p>
<p>However, the government only recently offered a concrete proposal to care and support workers despite earlier union calls for agreement and decision ahead of July’s deadline.</p>
<p>The offer is a <a href="https://www.etu.nz/pay-negotiations-for-care-and-support-workers-set-up-to-fail/">2.5% to 3% pay increase</a> on current rates for the next 18 months. This is not even half the inflation rate, amounts to about 70 cents an hour and does not maintain the wages as gender equal.</p>
<p>The offer just does not value care and support work. </p>
<p>Care and support workers will now have to undergo another equal pay claim process to reassess wages – despite the earlier court decisions that identified gender discrimination as the cause for low wages <a href="https://theconversation.com/historic-pay-equity-settlement-for-nz-care-workers-delivers-mixed-results-114283">within the industry</a>.</p>
<h2>The contrast with ‘men’s work’</h2>
<p>At the same time as care and support workers were struggling to get gender equal pay, the government made a pre-budget announcement to invest <a href="https://www.beehive.govt.nz/release/budget-2022-supports-38000-apprentices-accelerate-recovery">$230 million</a> more into apprenticeships in 2023. This follows the $1.6 billion <a href="https://www.stuff.co.nz/business/prosper/advice/300165221/apprentices-are-good-for-your-business--heres-five-reasons-why">trades and apprenticeships training package</a> in the 2020 budget.</p>
<p>There is no doubt that investing in apprenticeships is important for upskilling New Zealanders to meet labour shortages in key industries. But apprenticeships favour male dominated industries and consequently provide significantly more opportunities for men than women. </p>
<p>At the end of 2020, women still comprised just <a href="https://www.tec.govt.nz/assets/Ministerial-papers/B-21-00132-December-2020-Enrolment-Update-Signed-by-Minister_Redacted.pdf">12.7% of all apprentices</a>, despite the boost to apprenticeships and focus on <a href="https://www.stuff.co.nz/life-style/homed/latest/127211965/the-old-ways-are-gone-number-of-women-apprentices-slowly-growing-in-nz">recruiting female candidates</a>. </p>
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Read more:
<a href="https://theconversation.com/why-equal-health-access-and-outcomes-should-be-a-priority-for-arderns-new-government-148421">Why equal health access and outcomes should be a priority for Ardern's new government</a>
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<p>This figure has remained low despite the gendered impact of the global pandemic – 10,000 of the 11,000 New Zealand <a href="https://thespinoff.co.nz/business/05-08-2020/11000-new-zealanders-have-lost-their-jobs-and-10000-of-them-were-women">workers who lost their jobs</a> during the first year of the COVID-19 crisis were women.</p>
<p>At the same time, care and support workers have operated as essential workers. During the pandemic, care and support workers were on the front line, with many going into people’s homes to look after <a href="https://theconversation.com/low-staff-levels-must-be-part-of-any-reviews-into-the-coronavirus-outbreaks-in-nz-rest-homes-137764">vulnerable patients</a>. </p>
<p>Despite this role and its risks, care workers <a href="https://www.nzdoctor.co.nz/article/urgent-need-ppe-care-and-support-workers">struggled to access</a> basics such as PPE to protect themselves and the people they support or be recognised for the sacrifices they made in the course of their work. </p>
<h2>Time for a long-term solution</h2>
<p>The government has had the power, but not the foresight, to conduct an updated analysis of pay ahead of the expiration of the settlement agreement. </p>
<p>Over the past five years, policy makers could have completed a full equal pay assessment, comparing this job not just to other female dominated jobs in the public health sector, but to male dominated occupations with similar skills, qualifications, risk and experience requirements. </p>
<p>Fully funded gender-equal pay for care and support workers could then have been included in this year’s budget. At the very least, the pay increase on offer could have brought wages to the same level in relation to the minimum wage as in 2017.</p>
<p>It would have been a win for these women, for the people who rely upon their care and support, for our healthcare system and our identity as a good country for women in work. Instead, it appears that no matter which government is in power, women are expected to take a back seat to profit, budgets and men.</p><img src="https://counter.theconversation.com/content/183025/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Katherine Ravenswood does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Ahead of the 2022 budget, the government is investing in male-dominated apprenticeships rather than women-dominated care roles. Has anything really changed in how we value the work of women?Katherine Ravenswood, Associate Professor in Employment Relations, Auckland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1703762021-10-28T19:11:56Z2021-10-28T19:11:56ZLocal training is the best long-term solution to Australia’s skills shortages – not increased migration<figure><img src="https://images.theconversation.com/files/428918/original/file-20211027-17493-1i2kot.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/young-woman-making-coffee-espresso-while-1788739724">Shutterstock</a></span></figcaption></figure><p>In mid October, the New South Wales government’s <a href="https://www.afr.com/politics/australia-needs-explosive-surge-of-2-million-migrants-20211011-p58z0n">top bureaucrats urged</a> new Premier Dominic Perrottet to push for “an aggressive resumption of immigration levels” to spur post-pandemic economic recovery.</p>
<p>Industry seized on this as the answer to skills shortages that have resulted from Australia’s border closures. The Australian Chamber of Commerce and Industry <a href="https://www.australianchamber.com.au/news/population-numbers-reveal-plan-desperately-needed-for-labour-and-skills-shortages">called</a> for a near doubling of the skilled migration program, to around 200,000 annually over the next five years.</p>
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<p>In the same week, the National Centre for Vocational Education Research (NCVER) <a href="https://www.ncver.edu.au/news-and-events/media-releases/apprentice-and-trainee-numbers-grow">released a report</a> that showed a 35% increase in the number of Australians enrolled in courses linked to apprenticeships and traineeships, compared to the start of the pandemic. But the news seemed to fly under the radar.</p>
<p>This significant rise in training may not satisfy those who want a quick solution to the skills shortages. But growth in Australia’s vocational education and training sector is a more sustainable way of filling the gaps.</p>
<h2>Where are the skills shortages?</h2>
<p>Earlier this year, a <a href="https://www.treasury.nsw.gov.au/sites/default/files/2021-06/2021-22_nsw_intergenerational_report.pdf">NSW</a> and <a href="https://treasury.gov.au/publication/2021-intergenerational-report">federal</a> government report suggested increased skilled migration would be a big part of Australia’s future success after a pandemic-induced fall in migration and population growth.</p>
<p>More recently, Infrastructure Australia <a href="https://www.infrastructureaustralia.gov.au/sites/default/files/2021-10/Infrastructure%20Workforce%20and%20Skills%20Supply%20report%20211013.pdf">anticipated</a> skilled job shortages could rise to around 100,000 by 2023. It argued Australians needed an urgent skilled migration program but that some skills shortages were likely to persist in the significant post-COVID infrastructure boost. </p>
<p>A June 2021 <a href="https://www.abs.gov.au/statistics/economy/business-indicators/business-conditions-and-sentiments/latest-release">ABS survey</a> showed more than a quarter (27%) of Australian businesses were having difficulty finding qualified staff. Among the skilled trades, these were mainly in hospitality, sales, transportation, construction and mining. </p>
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<p>But there are many issues with relying on migration to fix these, beyond a decrease in international travel due to COVID.</p>
<h2>Migration not the magic bullet</h2>
<p>Demographer <a href="https://www.smh.com.au/national/so-australia-wants-to-welcome-migrants-again-good-luck-with-that-20211021-p591te.html">Liz Allen has argued</a> the migration effort may be problematic due to more aggressive international competition to attract needed workers, such as in health care, and Australia’s reduced attractiveness as a destination.</p>
<p>Also, the upcoming <a href="https://www.dss.gov.au/living-in-australia-and-overseas/recent-and-upcoming-policy-changes">longer waiting periods</a> for new Australian migrants to access welfare payments can make similar destinations like Canada and New Zealand more attractive.</p>
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Read more:
<a href="https://theconversation.com/migration-is-a-quick-fix-for-skills-shortages-building-on-australians-skills-is-better-159207">Migration is a quick fix for skills shortages. Building on Australians' skills is better</a>
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<p>Meanwhile, an aggressive migration strategy may not be politically palatable. <a href="https://tapri.org.au/wp-content/uploads/2021/10/TAPRI-survey-Oct-2021-final-V3.pdf">Research shows</a> only 19% of voters agreed with the government’s long-term migration target. The rest supported lower levels, including 28% who wanted nil net migration.</p>
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<p><a href="https://population.org.au/media-releases/igr2021/">Another argument</a> made by the likes of Reserve Bank governor <a href="https://www.smh.com.au/politics/federal/immigration-levels-a-factor-in-sluggish-wages-growth-rba-governor-20210708-p587z2.html">Philip Lowe</a> is that a lower population leads to tightening of labour markets, fewer unemployed and employers improving wages and conditions causing employment participation rates to rise.</p>
<p>So, what’s a better way to fill the skills gap?</p>
<h2>Apprenticeships and traineeships on the rise</h2>
<p><a href="https://www.jobsandskills.wa.gov.au/training/apprenticeships-and-traineeships">Apprenticeships and traineeships</a> enable individuals to work and learn on the job while they complete a nationally recognised qualification.</p>
<p>The <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/apprentices-and-trainees-2021-march-quarter-australia">NCVER report</a> (quarterly, to March 2021) shows 329,585 apprentices and trainees were in training, an annual growth rate of 20.7%.</p>
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<p>Commencements in traineeships and apprenticeships increased by 28.5% to 186,745. Of significance are increases such as 45.1% in the 25-44 years group and 58.2% in the over 45 years group. This raises the possibility they are re-training or upskilling, perhaps precipitated by the pandemic.</p>
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Read more:
<a href="https://theconversation.com/trade-apprentices-will-help-our-post-covid-19-recovery-we-need-to-do-more-to-keep-them-in-work-135830">Trade apprentices will help our post COVID-19 recovery. We need to do more to keep them in work</a>
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<p>The growth rate in commencements was approximately the same in trades and non-trades. In trades, technical staff in IT, engineering and science recorded the greatest growth rate. In non-trades, this was for managerial/professional and administrative roles. These are some of the <a href="https://www.nationalskillscommission.gov.au/2021-skills-priority-list">roles identified</a> as being in current shortage or expected to be in strong future demand.</p>
<h2>More Australians training up since pandemic</h2>
<p>One reason for this increase is that during the pandemic, federal and state governments increased spending in re-skilling initiatives. Government programs included the Boosting Apprenticeships Commencements program (and its <a href="https://ministers.dese.gov.au/robert/morrison-government-expands-support-apprentices-secure-australias-future-workforce">expansion</a>) and <a href="https://www.dese.gov.au/skills-reform/jobtrainer-fund">JobTrainer</a>, which gave 17-24 years looking for work a way to study a course in high-demand sectors for free or by paying a low fee. </p>
<p>Another reason may be that a <a href="https://www.mckinsey.com/business-functions/people-and-organizational-performance/our-insights/great-attrition-or-great-attraction-the-choice-is-yours">record number of people</a> meeting the shock of the pandemic have either quit their job or are thinking about doing so in developed economies. More than 19 million US workers have quit their jobs since April 2021. </p>
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<p>Recent <a href="https://www.abs.gov.au/statistics/labour/employment-and-unemployment/labour-force-australia/latest-release">ABS unemployment data</a> shows fewer Australians are applying for jobs or participating in the workforce. In September 2021, the participation rate fell by 333,000 people and hit a 15-month low, with just 64.5% of people aged 15 and over currently working or actively looking for work.</p>
<p>These data suggest some Australians, whether voluntarily or not, are enrolling in VET courses to retrain themselves for new jobs.</p>
<h2>Can domestic training solve the skills shortage?</h2>
<p>There is growing evidence the increase in apprentices and trainees will help alleviate skills shortages in sectors of the economy flexible enough to take them on — and patient enough to see them trained through the system. Traditionally, these are sectors which have been more exposed to market volatility such as mining and construction. </p>
<p>A recent <a href="https://grattan.edu.au/wp-content/uploads/2021/05/Rethinking-permanent-skilled-migration-Grattan-Report.pdf">Grattan Institute report</a> suggests most skills shortages in a market economy are likely to be temporary. It argues our flexible labour market and relatively demand-driven higher education and VET sectors should lead to increased supply of most in-demand skills over time.</p>
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<p>A <a href="https://treasury.gov.au/publication/2021-intergenerational-report">federal report</a> estimates that to make up for skills shortages caused by an ageing population, there needs to be an annual migrant inflow of as much as 400,000. This is much higher than what employers are calling for. This means even with migration intakes, there is still a key role for domestic training to make up the projected skills gaps.</p>
<p>But for this to happen, the momentum in skills system innovation recommended in the <a href="https://www.pmc.gov.au/resource-centre/domestic-policy/vet-review/strengthening-skills-expert-review-australias-vocational-education-and-training-system">Joyce Review</a> — to ensure the VET sector can keep up with rapidly changing industry needs — should be accelerated.</p>
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Read more:
<a href="https://theconversation.com/the-government-keeps-talking-about-revamping-vet-but-is-it-actually-doing-it-117743">The government keeps talking about revamping VET – but is it actually doing it?</a>
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<p>The federal government will need to continue working with states and territories, the training sector and industry on VET reform to ensure it is ready for the technological and demographic changes to work. For example, the fourth industrial revolution is disrupting traditional Australian jobs and workers are growing increasingly worried they will be displaced by technology. </p>
<p>It is unlikely earlier efforts to meet the requirements of these skills (such as by <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-fourth-industrial-revolution-the-implications-of-technological-disruption-for-australian-vet">sending employees overseas</a> to train at Industry 4.0 centres of excellence) will be as easy as before. Our <a href="https://doi.org/10.1080/13602381.2018.1431250">research</a> has shown that besides human capital (knowledge that exists in individuals), innovation in Australia is also driven by social capital (knowledge that exists in groups and networks), which is harder to import. </p>
<p>Hence the need for Australia to develop adequate self-reliance in skills that cannot be easily imported. </p>
<p>If the trend of apprenticeship and traineeship commencements continues to rise to where they were about a decade ago, this may help address the skills shortages. This will still be in the medium to long term as it takes time for people to be trained and qualified.</p>
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Read more:
<a href="https://theconversation.com/jobs-are-changing-and-fast-heres-what-the-vet-sector-and-employers-need-to-do-to-keep-up-118524">Jobs are changing, and fast. Here's what the VET sector (and employers) need to do to keep up</a>
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<img src="https://counter.theconversation.com/content/170376/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Some in government and industry aim to fill Australia’s skills shortages with migration policies. But VET numbers are up, suggesting many Australians are re-skilling. We could encourage more of this.Pi-Shen Seet, Professor of Entrepreneurship and Innovation, Edith Cowan UniversityJanice Jones, Associate Professor, College of Business, Government and Law, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1657982021-08-11T02:57:49Z2021-08-11T02:57:49ZDoing a VET subject in years 11 and 12 can help with a job and uni. Here’s what you need to know about VET in the senior years<figure><img src="https://images.theconversation.com/files/415368/original/file-20210810-27-1fd09ov.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/chef-cooking-tiger-prawn-on-dark-1169928103">Shutterstock</a></span></figcaption></figure><p><em>This article is part of a <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">series</a> providing school students with evidence-based advice for choosing subjects in their senior years.</em></p>
<p>Vocational education and training, or VET, is where you learn skills for employment. Think of plumbers, veterinary nurses, fashion designers, make-up artists, chefs, childcare workers, furniture makers, shipbuilders, carpenters, builders, electricians, laboratory and cybersecurity technicians, surveyors, legal assistants and many other vocations.</p>
<p>VET is done in secondary schools and post-school educational organisations such as TAFEs or private training institutions. It’s also provided in workplaces and in the community.</p>
<p>It can be done at your own pace, with a group through online learning, in the classroom, or a combination of these. If you’re thinking of doing a VET subject in the senior years at school, here’s what you need to know.</p>
<h2>What kinds of VET qualifications are there?</h2>
<p>Secondary school students can enrol in nationally recognised VET together with other school subjects. This includes doing school-based apprenticeships or traineeships. </p>
<p>Provided students meet necessary requirements, they can finish school with a VET qualification along with their secondary school certificate. </p>
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<a href="https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Vet nurse checking a cat." src="https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/415378/original/file-20210810-23-37vt22.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">You can learn many, varied skills with a VET course – from vet nursing to shipbuilding.</span>
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<p>VET studies at school involve a combination of classroom and work-based learning. School-based apprenticeships and traineeships are a combination of classroom learning and on-the-job training under a contract of training with an employer. </p>
<p>In 2020, <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-2020">241,200 secondary school students</a> across Australia were doing VET that contributed to their senior secondary school certificate. This was an increase of around 2% on the previous year. More males did a VET course than females. </p>
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Read more:
<a href="https://theconversation.com/we-need-to-change-negative-views-of-the-jobs-vet-serves-to-make-it-a-good-post-school-option-101388">We need to change negative views of the jobs VET serves to make it a good post-school option</a>
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<p>If you want to do a school-based apprenticeship or traineeship you need to have an employer willing to employ you. In 2020 around 7% (17,800) of secondary students doing VET decided on this pathway. Queensland had the highest proportion of school-based apprentices and trainees of all states and territories. </p>
<p>The <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-2020">top five qualifications</a> done by school-based apprentices and trainees in 2020 were in business, retail, hospitality, childcare, and sport and recreation. Nearly half of all students doing a school-based apprenticeship or traineeship in 2020 enrolled in one of these qualifications. </p>
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<p>Most secondary students who do VET don’t do a school-based apprenticeship or traineeship. They do other types of VET studies instead. The top five <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-in-schools-2020">enrolments</a> in 2020 included qualifications in hospitality, business and construction. </p>
<p>The Certificate II in Skills for Work and Vocational Pathways, a general qualification that helps prepare people for entry into the workforce and/or further vocational training, had the second highest number of enrolments.</p>
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<p>Depending on the VET course, students can learn at school, in purpose-built facilities like a trade training centre, or at the premises of an external training provider such as a TAFE or other VET institution. </p>
<p>Schools may also join with other schools in a cluster arrangement to increase what students have on offer. If your school does not have a course you are interested in you can check if you could do it through another school.</p>
<h2>It’s a flexible pathway to work and further study</h2>
<p>VET is a competency-based system, which means the focus is on the development of a skill. Students then get the opportunity to demonstrate they can perform that skill. It doesn’t matter how the person goes in comparison with others — it only matters how they perform against the standard required.</p>
<p>The VET system provides flexible pathways, enabling students to move in and out of education and training to get the skills and qualifications they need to enter the jobs market. This includes starting their own business, moving through jobs or transitioning to new or related jobs and courses. </p>
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<span class="caption">Doing a VET course at school means you can leave school with a qualification under your belt.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/plumber-teaching-young-apprentice-fix-kitchen-317839886">Shutterstock</a></span>
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<p>In 2019, there were 4.2 million people — almost a quarter (23.4%) of the Australian resident population aged 15-64 — enrolled in nationally recognised VET courses. </p>
<p>Participation is highest among younger people: 43.2% of 15-19 year olds and 32.2% of 20-24 year olds did some VET in 2019. Some students enrolled in qualifications (such as the Certificate II in Automotive Vocational Preparation or a Certificate III in Electrotechnology Electrician). Others enrolled in short courses such as the Course in First Aid Management of Anaphylaxis or the Course in Asbestos Awareness. Others enrolled just in a single subject, such as learning how to provide cardiopulmonary resuscitation (CPR) or the responsible serving of alcohol. </p>
<p>The number of students enrolled in short courses and stand-alone subjects has increased steadily over the past several years. </p>
<h2>Why do students do VET?</h2>
<p>Secondary students do VET studies for a range of reasons including to get a qualification while still at school.</p>
<p><a href="https://www.ncver.edu.au/research-and-statistics/data/databuilder#vet-student-outcomes">Around 45% of secondary students</a> do VET for employment reasons, while 30% do it for further study. About a quarter of secondary students do VET for personal development.</p>
<p>Doing a VET course while at school can help in <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/school-to-work-pathways">getting a job directly</a> after you finish school. Research has found students who did VET studies at school, including school-based apprenticeships and traineeships, <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-post-school-employment-and-further-training-destinations">were more likely</a> than those who didn’t to be in full-time and permanent employment five years after their studies.</p>
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Read more:
<a href="https://theconversation.com/most-young-people-who-do-vet-after-school-are-in-full-time-work-by-the-age-of-25-133060">Most young people who do VET after school are in full-time work by the age of 25</a>
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<p>In the states and territories that allow it, many students do VET studies that count toward their ATAR. Some <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-post-school-employment-and-further-training-destinations">45.2% of students in secondary schools</a> that do VET also get an ATAR.</p>
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<a href="https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Hairdressing students learning." src="https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/415377/original/file-20210810-15-ddc7pu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">A VET qualification when you leave school can help you get a job.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/teacher-helping-students-training-become-hairdressers-284521220">Shutterstock</a></span>
</figcaption>
</figure>
<p>Research has also explored the intended occupation of students doing VET in secondary school and whether they actually get that job. The strongest links were in trade-related study areas — electrotechnology and telecommunications, construction trades, and automotive and engineering trades. There were also strong links across other occupational groups, like sales assistants, and carers and aides.</p>
<h2>Will I earn less money than if I go to uni?</h2>
<p>The <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/vet-for-secondary-school-students-post-school-employment-and-further-training-destinations">most common post-school qualifications</a> for secondary students who did VET studies were VET qualifications. But almost 20% of students had also gone on to complete a bachelor’s degree. </p>
<p>People with university qualifications <a href="https://www.abs.gov.au/statistics/labour/earnings-and-work-hours/characteristics-employment-australia/latest-release">generally earn more</a> per week than people with VET qualifications. But this masks the variability in wages between industries and jobs that require VET qualifications. </p>
<p>For example, people who have a VET qualification and work in the agricultural, forestry and fishing, or mining industries have similar, if not higher, weekly earnings as those who have a university qualification. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/choosing-your-senior-school-subjects-doesnt-have-to-be-scary-here-are-6-things-to-keep-in-mind-160257">Choosing your senior school subjects doesn't have to be scary. Here are 6 things to keep in mind</a>
</strong>
</em>
</p>
<hr>
<p>Technicians and trades workers (such as plumbers, information communications technology support technicians, operating theatre technicians) who have VET qualifications <a href="https://www.abs.gov.au/statistics/labour/earnings-and-work-hours/characteristics-employment-australia/latest-release">earn as much per week</a>, if not more, than those with university qualifications in a similar job.</p>
<p>You can’t go wrong doing VET studies at school. It sets you up for a job straight after school as well opening up opportunities to do further study, whether that be more VET or a uni degree.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1417399025930698752"}"></div></p>
<p><em>Read the other articles in our series on choosing senior subjects, <a href="https://theconversation.com/au/topics/senior-subjects-series-107516">here</a>.</em></p><img src="https://counter.theconversation.com/content/165798/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Around 45% of secondary students do VET for employment reasons, while 30% do it for further study.Michelle Circelli, Senior Research Officer, National Centre for Vocational Education Research (NCVER)Josie Misko, Senior Research Fellow, National Centre for Vocational Education Research (NCVER)Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1471902020-10-02T22:30:06Z2020-10-02T22:30:06ZWith over 300,000 young people left in limbo by COVID, we need a job cadet program<figure><img src="https://images.theconversation.com/files/361254/original/file-20201002-24-7bqe0z.jpg?ixlib=rb-1.1.0&rect=264%2C0%2C3161%2C2160&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/late-nightearly-morning-office-male-female-1114392698">Shutterstock</a></span></figcaption></figure><p>Australia should create a national job cadet program to help young people into work, according to a report released today by the Mitchell Institute.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Cover of Mitchell Institute report" src="https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=854&fit=crop&dpr=1 600w, https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=854&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=854&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1074&fit=crop&dpr=1 754w, https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1074&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/361284/original/file-20201002-15-1uocrw3.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1074&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">The Mitchell Institute report released today.</span>
<span class="attribution"><a class="source" href="https://www.vu.edu.au/sites/default/files/mitchell-institute-report-national-job-cadet-program.pdf">Mitchell Institute, Victoria University</a></span>
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<p>In <a href="https://www.vu.edu.au/sites/default/files/mitchell-institute-report-national-job-cadet-program.pdf">the report</a>, Averting an Escalating Labour Market Crisis for Young People in Australia: A Proposed National Job Cadet Program, we highlight the extraordinary labour market challenges young people face.</p>
<p>Our analysis suggests the worst is yet to come, as young people compete for fewer available jobs in the transition from education to the workplace.</p>
<p>To help avert the crisis, we argue Australia should support employers to hire young people as cadets. The <a href="https://oecdedutoday.com/school-work-during-coronavirus-2008-global-financial-crisis/">evidence shows</a> programs such as these are effective in helping young people into viable careers, including at times of crisis.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-charts-on-how-covid-19-is-hitting-australias-young-adults-hard-147254">5 charts on how COVID-19 is hitting Australia's young adults hard</a>
</strong>
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</p>
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<h2>What are cadetships?</h2>
<p>A cadetship combines formal training with practical work experience that includes some form of paid employment.</p>
<p>Like apprenticeships and traineeships, a cadetship program would mean young people train, study and earn an income. However, our proposed cadetships are aimed at jobs more often associated with diploma or bachelor degree qualifications. These cadetships will focus on areas of study – such as business, information technology and engineering – that are different to traditional trades.</p>
<p>This is similar to the <a href="https://www.bmbf.de/en/the-german-vocational-training-system-2129.html">German model of dual training</a>, which combines theory and training embedded in a real-life work environments. </p>
<p>Cadetships can take many forms. We describe two main streams in the table below.</p>
<p><iframe id="5ebrs" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/5ebrs/2/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>The first stream more closely resembles a traditional apprenticeship or traineeship, and draws on the relevant training provisions in industrial awards. This stream is for more unskilled and non-tertiary-qualified young people.</p>
<p>The second stream is for recent graduates, or those who already have some work experience, but who may need some further supported training to enter the labour market.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/advanced-apprenticeships-will-boost-skills-for-future-jobs-but-not-in-time-to-counter-covid-impacts-147113">Advanced apprenticeships will boost skills for future jobs, but not in time to counter COVID impacts</a>
</strong>
</em>
</p>
<hr>
<h2>Why do we need a cadetship program?</h2>
<p>Our research shows the <a href="https://www.pc.gov.au/research/supporting/jobs-ladder">already difficult labour market conditions</a> for young people are likely to get much worse.</p>
<p>Of particular concern is that fewer opportunities to enter the workforce will mean many young people will end up in the category known as “<a href="https://data.oecd.org/youthinac/youth-not-in-employment-education-or-training-neet.htm">NEET</a>” – “not in employment education or training”. It is the red flag of <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/who-are-the-persistently-neet-young-people#:%7E:text=While%20it%20is%20commonly%20accepted,months%20of%20NEET%20continuously%20and">education-to-work transitions</a> because it is associated with poor long-term outcomes.</p>
<p>These outcomes include higher rates of unemployment and underemployment, and lifetimes of insecure work and low pay.</p>
<p>The figure below shows the number of people between the ages of 15 to 24 who are in the NEET category in Australia. </p>
<p><iframe id="slcqC" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/slcqC/2/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>During the pandemic, about 100,000 more young people became NEET than would normally be the case. The most recent data show a reduction in their number, although it clearly remains higher than before. It is important to place these changes within a wider context.</p>
<p>Australia is experiencing the early economic impact of the coronavirus pandemic. <a href="https://onlinelibrary.wiley.com/doi/10.1111/1467-8462.12386">Based on previous recessions</a>, the most negative effects on young people will come progressively as cohorts graduating from education make the transition to the workforce. With lower rates of job creation it becomes harder for them to find work. </p>
<p>Indeed, data show the negative impacts of youth unemployment can linger long after an economic downturn has passed.</p>
<p>The chart below shows the historical incidence for 15-to-24-year-olds who are NEET since 1986, using a three-month rolling average.</p>
<p><iframe id="iNfi7" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/iNfi7/4/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>These trends suggest Australia may need to tackle the problem of a “bottleneck” forming in the youth labour market. This is when waves of young people try to move from the education system into the labour force. </p>
<p>However, when fewer jobs are available, young people are unable to find employment and a “queue” forms. The result is higher incidences of NEET that can take some time to dissipate.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/pupil-job-prospects-and-earnings-boosted-by-employer-links-to-schools-27548">Pupil job prospects and earnings boosted by employer links to schools </a>
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</em>
</p>
<hr>
<h2>How much will it cost?</h2>
<p>The challenge facing Australia is to create a greater quantity and quality of employment opportunities for young people.</p>
<p>Investing in cadetships for young people will help meet this difficult challenge.</p>
<p>To support businesses to hire cadets, we argue the Australian government should subsidise their wages. Wage subsidies <a href="https://businesslaw.curtin.edu.au/wp-content/uploads/sites/5/2017/05/ajle-vol-19-no-3-borland.pdf">have been shown to be effective</a> in creating extra employment.</p>
<p>We believe subsidies up to A$28,000 will help create the extra high-quality employment opportunities young people need. This matches the <a href="https://www.employment.gov.au/supporting-apprentices-and-trainees">current support provided</a> to certain employers of apprentices and trainees. The final amount an employer receives can be adjusted according to criteria such as the size of the business or amount of skills development required to do the job. </p>
<p>While cadetships will cost money, the cost of doing nothing is enormous. The <a href="https://www.oecd-ilibrary.org/social-issues-migration-health/society-at-a-glance-2016/neet-costs-are-significant-in-many-oecd-countries_soc_glance-2016-graph8-en">OECD estimates</a> the cost to the Australian economy of young people not being in education, training or employment is about 1% of GDP, or about A$40,000 per person per year.</p>
<p>Ultimately, the investment we make now in a job cadet program will deliver long-term rewards.</p><img src="https://counter.theconversation.com/content/147190/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Dawkins has received research grants. </span></em></p><p class="fine-print"><em><span>David G. Lloyd and Peter Hurley do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The pandemic has hit young people very hard. The long-term costs of having them neither studying nor working more than justify investment in a national program to help them enter the workforce.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityDavid G. Lloyd, Vice-Chancellor and President, University of South AustraliaPeter Dawkins, Vice Chancellor, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1471132020-10-02T02:07:50Z2020-10-02T02:07:50ZAdvanced apprenticeships will boost skills for future jobs, but not in time to counter COVID impacts<figure><img src="https://images.theconversation.com/files/361238/original/file-20201001-20-76k7oh.jpg?ixlib=rb-1.1.0&rect=521%2C0%2C4353%2C2835&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/on-hightech-factory-asian-engineer-talks-1335730934">Shutterstock</a></span></figcaption></figure><p>The Australian government has released a series of manufacturing industry policies in the lead-up to the October 6 budget. Yesterday, Prime Minister Scott Morrison <a href="https://www.pm.gov.au/media/modern-manufacturing-strategy-australia-national-press-club-act">spoke about</a> a A$1.5 billion strategy to strengthen Australian manufacturing and supply chains. Last week, Education Minister Dan Tehan <a href="https://ministers.dese.gov.au/tehan/industry-pilot-strengthen-work-integrated-learning">announced</a> a A$7.2 million extension of advanced apprenticeship pilot programs across the country to teach students the high-level, specialist knowledge and skills they’ll need for industry jobs of the future. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/scott-morrison-names-six-priority-areas-in-1-5-billion-plan-to-boost-manufacturing-147213">Scott Morrison names six priority areas in $1.5 billion plan to boost manufacturing</a>
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<p>COVID-19 has exposed the vulnerabilities of Australian manufacturing. <a href="https://d3n8a8pro7vhmx.cloudfront.net/theausinstitute/pages/3332/attachments/original/1595693276/A_Fair_Share_for_Australian_Manufacturing.pdf?1595693276">Recent research</a> ranked Australia lowest in the OECD for manufacturing self-sufficiency. </p>
<p>The government wants to expand work-integrated learning. Its aim is to strengthen the link between training and future industry needs, and significantly lift workforce skills to meet the requirements of the digitally driven <a href="https://www.weforum.org/focus/fourth-industrial-revolution">Fourth Industrial Revolution</a>. </p>
<p>The investments in Australia’s future workforce, businesses and economy are welcome. However, the training program will not solve the unemployment problems and skills mismatch in the short term, given COVID-19’s impact on the economy.</p>
<h2>Where do advanced apprenticeships fit into this?</h2>
<p>The main aim of advanced apprenticeships is to strengthen relationships between universities and industry to produce highly skilled graduates for an <a href="https://www.industry.gov.au/funding-and-incentives/industry-40">Industry 4.0-driven economy</a>. This is all the more important in light of the government’s <a href="https://www.pm.gov.au/media/digital-business-plan-drive-australias-economic-recovery">JobMaker Digital Business Plan</a> to drive economic recovery.</p>
<p>Advanced (or higher) apprenticeships combine higher and vocational education. Student “apprentices” are exposed to a combination of systematic, <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/traditional-trade-apprenticeships-training-activity,-employer-incentives-and-international-practice">on-the-job (vocational) training <em>and</em> higher degree education</a>.</p>
<p>This approach is the basis of the German education and training system. In recent years, concerns about manufacturing’s decline in many developed economies have prompted governments to <a href="http://dfat.gov.au/about-us/publications/international-relations/Pages/australia-germany-advisory-group.aspx">adopt aspects of the German model</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-uk-is-rethinking-university-degrees-and-australia-should-too-82973">The UK is rethinking university degrees and Australia should too</a>
</strong>
</em>
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<hr>
<p>In Australia, Siemens, the AiGroup and Swinburne University launched the <a href="https://www.australianmanufacturing.com.au/40304/ai-group-teams-up-with-siemens-swinburne-university-to-deliver-high-level-industry-4-0-apprenticeship-initiative">first</a> digital technologies advanced apprenticeships pilot in 2017. In a two-year Associate Degree in Applied Technologies, student-apprentices work for a host employer and attend university for periods of 6-8 weeks followed by similar periods of applied learning in the workplace. They do 22 weeks of full-time study a year, with 26 weeks in the workplace and four weeks’ annual leave. The program has <a href="https://new.siemens.com/au/en/company/press-centre/2018/australian-training-awards-2018.html">won industry awards</a>. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Supervisor explains something to two students" src="https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/361267/original/file-20201002-14-qawilb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">In advanced apprenticeship programs students divide their time by university and the workplace.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/group-young-students-technical-vocational-training-1265556712">Shutterstock</a></span>
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<p>The extra funding will extend the program beyond Victoria to New South Wales, Queensland, Tasmania and Western Australia.</p>
<h2>Preparing skills for future jobs</h2>
<p>Advanced apprenticeships are especially relevant to rapidly changing sectors such as advanced manufacturing. Higher-level skills are increasingly in demand as <a href="https://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf">emerging and disruptive technologies</a> automate lower-level tasks. </p>
<p>Jobs that draw on digital and related skills have been growing more rapidly than jobs in the so-called legacy economy. This is because the technological innovations underpinning the digital economy demand higher-level skills. These disruptive technologies include artificial intelligence, robotics, machine learning and digitisation. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/jobs-are-changing-and-fast-heres-what-the-vet-sector-and-employers-need-to-do-to-keep-up-118524">Jobs are changing, and fast. Here's what the VET sector (and employers) need to do to keep up</a>
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</em>
</p>
<hr>
<p><a href="https://www.theaustralian.com.au/nation/coronavirus-many-stooddown-workers-will-never-get-their-jobs-back/news-story/5bd06ec322c3fa6be84a471f47b24f66">COVID-19 has accelerated this trend</a>. The need for up-skilling and training is urgent, to ensure tomorrow’s graduates, as well as the existing workforce, have the skills to take advantage of job opportunities in the digital economy. </p>
<p>The federal government believes in the power of free markets. But it recognises <a href="https://doi.org/10.1093/oxrep/grw024">market failure exists</a> when it comes to students’ preferences for skills development versus educational institutions having the right training to meet future industry needs. As a result, many young people’s career expectations were concentrated in <a href="https://theconversation.com/if-youre-preparing-students-for-21st-century-jobs-youre-behind-the-times-131567">ten so-called “20th century” careers</a> such as doctors, teachers, lawyers and business managers. They could struggle to find relevant and consistent work in the future.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/if-youre-preparing-students-for-21st-century-jobs-youre-behind-the-times-131567">If you're preparing students for 21st century jobs, you're behind the times</a>
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<hr>
<h2>This approach doesn’t offer a quick fix</h2>
<p><a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-fourth-industrial-revolution-the-implications-of-technological-disruption-for-australian-vet">Our research</a> highlights a major gap in Australia between what education and training providers are delivering and what business and industry need. Programs such as advanced apprenticeships in digital technologies will help to reduce this mismatch.</p>
<p>However, the pilot programs are not a silver bullet to solve the problems of skills and employability in Australian manufacturing, for several reasons.</p>
<p>First, this is a long-term solution. In advanced apprenticeship programs, students take two years to gain the associate degree and longer for a full university degree. Swinburne University’s first pilot intake in 2017 has only just gained undergraduate qualifications. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Two apprentices examine a component in a high-tech factory" src="https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/361269/original/file-20201002-24-1bj4ekx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Students undertaking advanced apprenticeships take two years to complete an associate degree and longer for a full university degree.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/portrait-engineer-apprentice-examining-component-factory-1107628646">Shutterstock</a></span>
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<p>This training will not solve the mass unemployment due to the COVID-19 shock nor cushion the impacts of the <a href="https://www.abc.net.au/news/2020-09-25/coronavirus-job-losses-unemployment-jobseeker-jobkeeper-cut/12699028">roll-back of Jobkeeper and Jobseeker</a>.</p>
<p>Second, while the government says its manufacturing strategy will create up to <a href="https://www.smh.com.au/politics/federal/we-make-things-in-australia-pm-s-plan-to-boost-manufacturing-20200930-p560qy.html">80,000 direct jobs and about 300,000 more indirect jobs</a>, advanced apprenticeships will not be the main training pathway. These programs have relatively small intakes and are niche in nature. </p>
<p>The first Swinburne pilot enrolled only 20 students. Similar small intakes are likely at other universities in the extended program. </p>
<p>One aim of the pilots is <a href="https://www.knoxbiz.com.au/content/2086/swinburne-advanced-apprenticeships-pilot-eoi">to involve more local firms and small to medium-sized enterprises</a>. But how many will be willing (and able) to invest in these initiatives amid the <a href="https://www.nationalskillscommission.gov.au/news-centre/impact-covid-19-australian-businesses-part-one">economic uncertainties of the pandemic</a>?</p>
<h2>More questions than answers</h2>
<p>The lack of detail in the apprenticeship announcement raises other questions.</p>
<p>First, it is unclear to what extent the government has collaborated or consulted with the states and territories and industry bodies. This is essential because the pilots involve both vocational and higher education aspects of learning. The <a href="https://theconversation.com/the-government-keeps-talking-about-revamping-vet-but-is-it-actually-doing-it-117743">Joyce Review and the Productivity Commission</a> both emphasised the need for collaboration. </p>
<p>Second, why are only universities being targeted? And why do the extended pilots include only two dual-sector universities (Swinburne and RMIT)? </p>
<p>Perhaps the aim was to align the training element with the research element for the federally funded <a href="https://www.business.gov.au/Grants-and-Programs/Industry-Testlabs-for-Australia">Industry 4.0 Testlabs</a> in six selected universities. However, not all these universities are part of the advanced apprenticeship pilots.</p>
<p>Despite the positive spin about inter-government collaborations as a result of COVID-19, this does not appear to be happening in skills and training. Industry groups have therefore <a href="https://www.aigroup.com.au/policy-and-research/businesspolicy/industry-transformation/higher-apprenticeships-national-march-2020/">taken the initiative</a> to work directly with the states and territories and <a href="https://www.southmetrotafe.wa.edu.au/testimonial/automation-careers-are-jobs-future">with vocational education providers</a>.</p>
<p>Further details may be revealed after the budget and the Productivity Commission’s final report on its <a href="https://www.pc.gov.au/inquiries/current/skills-workforce-agreement#report">review of the National Agreement for Skills and Workforce Development</a>. </p>
<p>For pilot programs to be successful, especially in the context of high market uncertainty and rapid technological development, they need to be given room for <a href="https://bridges.monash.edu/articles/Creativity_paradox/4968554">experimentation</a>. The extended advanced apprenticeship pilots are welcome steps in this direction. They will help overcome the inaction of recent times on the changes needed in education, skills and training to ensure students are better able to meet the future needs of employers.</p><img src="https://counter.theconversation.com/content/147113/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>There is a growing mismatch between what education and training provide and the skills needed in workplaces being reshaped by the digital economy. Advanced apprenticeships can help close the gap.Pi-Shen Seet, Professor of Entrepreneurship and Innovation, Edith Cowan UniversityJanice Jones, Associate Professor, College of Business, Government and Law, Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1411342020-08-13T20:09:18Z2020-08-13T20:09:18ZA 3-decade ‘moving picture’ of young Australians’ study, work and life, thanks to LSAY<figure><img src="https://images.theconversation.com/files/350985/original/file-20200804-22-1reruft.jpg?ixlib=rb-1.1.0&rect=9%2C56%2C6253%2C4638&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/teenage-students-using-laptops-library-143880715">Shutterstock</a></span></figcaption></figure><p>The Longitudinal Surveys of Australian Youth (<a href="https://www.lsay.edu.au/">LSAY</a>) unpack the lives of young Australians as they leave school, enter further study or the workforce and make the transition into adulthood. </p>
<p>The latest findings are now available for the group of young people who completed their first questionnaire back in 2009 at age 15. This group’s <a href="https://www.lsay.edu.au/data/access">11th and final survey</a> shows young people are completing university at higher rates than ever before, while participation in apprenticeships and traineeships is taking a dive.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/most-young-people-who-do-vet-after-school-are-in-full-time-work-by-the-age-of-25-133060">Most young people who do VET after school are in full-time work by the age of 25</a>
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<p>The information collected from these groups of students, or “cohorts”, is used to better understand what helps or hinders this transition. This includes things like the effect of schools on year 12 completion, whether government benefits like <a href="https://www.servicesaustralia.gov.au/individuals/services/centrelink/youth-allowance">Youth Allowance</a> help students complete their studies, and the factors that help a young person find full-time work sooner. </p>
<p>Each cohort starts with about 14,000 students in the first survey, or “wave”. From the age of 15 to 25, they complete a 20-minute survey once a year to share what’s been happening in their lives. LSAY asks about their experiences at school, their post-school study and work, as well as their health and home life. </p>
<p>Six cohorts have taken part so far. The recent release of findings from the fifth cohort’s final survey is a milestone, with LSAY <a href="https://www.lsay.edu.au/data/access">data now available across three decades</a>. This means we can study generational changes in transition patterns.</p>
<p>To capture the many changing events or factors that affect young peoples’ transition, the survey has added questions about caring responsibilities, volunteering activities, participation in the gig economy, their personality traits and whether they have access to social support. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/students-own-low-expectations-can-reinforce-their-disadvantage-23501">Students' own low expectations can reinforce their disadvantage</a>
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<h2>Data dating back to the ’70s</h2>
<p>LSAY is one of Australia’s biggest and longest-running panel surveys. More than 60,000 young people have been surveyed since 1995. It’s recognised as one of eight <a href="https://thesource.dss.gov.au/final-report-review-of-australias-longitudinal-data-system">core longitudinal data assets in Australia</a>.</p>
<p>The surveys grew out of the Youth in Transition (<a href="https://dataverse.ada.edu.au/dataverse/yit">YIT</a>) studies in the 1970s.
The decade’s <a href="https://www.jstor.org/stable/10.7591/j.ctt207g7cv.4?seq=1#metadata_info_tab_contents">oil price shocks</a> caused unemployment to soar, with young people hit the hardest. This created a need to better understand their school-to-work transition in the face of global technological and economic change. </p>
<p>Then came the Australian Longitudinal Surveys (<a href="https://www.aph.gov.au/binaries/library/pubs/bp/1990/90bp21.pdf">ALS</a>) and Australian Youth Surveys (<a href="https://dataverse.ada.edu.au/dataverse/australian-youth-survey?q=&types=dataverses%3Adatasets&page=1&sort=nameSort&order=asc">AYS</a>) in the 1980s. One of the more prominent pieces of research using these data found the aptitude of new teachers fell substantially as teacher pay declined compared to other salaries.</p>
<p>These three longitudinal studies were combined to create the LSAY program. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/if-you-have-a-low-atar-you-could-earn-more-doing-a-vet-course-than-a-uni-degree-if-youre-a-man-121624">If you have a low ATAR, you could earn more doing a VET course than a uni degree – if you're a man</a>
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<h2>Researchers mine LSAY for insights</h2>
<p>More than <a href="https://www.lsay.edu.au/research">300 published research papers</a> have used LSAY data. The report <a href="https://www.lsay.edu.au/publications/search-for-lsay-publications/25-years-of-lsay-research-from-the-longitudinal-surveys-of-australian-youth">25 years of LSAY: Research from the Longitudinal Surveys of Australian Youth</a> showcases some of the highlights.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="McDonald's worker hands over order at a drive-through counter." src="https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/350998/original/file-20200804-18-18hi7ae.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">LSAY shows working a few hours a week while at school helps get a full-time job later.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>LSAY research has shown working just a few hours a week while at school <a href="https://www.lsay.edu.au/publications/search-for-lsay-publications/2398">improves prospects of getting a full-time job</a>. But working long hours has a slightly negative effect on school completion. The research also found females are better at balancing school and work than their male peers. </p>
<p>Research has also shown that students participating in school-based vocational education and training (VET) had <a href="https://melbourneinstitute.unimelb.edu.au/publications/research-insights/search/result?paper=3194369">higher rates of school completion</a>, full-time employment and incomes in their first year after school than non-VET students with similar characteristics. Ex-VET students were also more likely to be in a job they liked as a career. These benefits were associated with school-based VET programs with a workplace learning component.</p>
<p>The Productivity Commission used LSAY data to <a href="https://www.pc.gov.au/research/completed/university-report-card">investigate the demand-driven university system</a>. Many disadvantaged students successfully attended university as a result of the expansion of the system. However, those with lower literacy and numeracy were more likely to drop out. The study recognised schools and universities need to do more to prepare and support students, and that university might not always be the best option. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/more-students-are-going-to-university-than-before-but-those-at-risk-of-dropping-out-need-more-help-118764">More students are going to university than before, but those at risk of dropping out need more help</a>
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<p>LSAY has been an important source of evidence for policy. National reviews and inquiries informed by LSAY data include the <a href="https://docs.education.gov.au/documents/national-partnership-youth-attainment-and-transitions-second-interim-evaluation-report">COAG Reform Council’s reporting on youth transitions</a> (2009), the <a href="https://www.voced.edu.au/content/ngv%3A32134">Bradley Review of Higher Education</a> (2008) and the <a href="https://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=edt/schoolandwork/report.htm">House of Representatives inquiry into combining school and work</a> (2008-2009).</p>
<p>The recent Education Council <a href="https://www.pathwaysreview.edu.au/">Review of Senior Secondary Pathways</a>, released in July, draws heavily on LSAY to establish how students can choose the best pathway for their transition from school. </p>
<p>LSAY has a high degree of comparability with international youth surveys. These include the Transition from Education to Employment (<a href="https://www.tree.unibe.ch/index_eng.html">TREE</a>) study in Switzerland, the Youth in Transition Survey (<a href="https://open.canada.ca/en/suggested-datasets/youth-transition-survey">YITS</a>) in Canada, the Education Longitudinal Study (<a href="https://nces.ed.gov/statprog/handbook/els2002.asp">ELS</a>) and National Longitudinal Survey of Youth (<a href="https://www.nlsinfo.org/content/cohorts/nlsy79">NLSY</a>) in the United States, and <a href="https://esrc.ukri.org/research/our-research/next-steps-formerly-longitudinal-study-of-young-people-lsype/">Next Steps</a> in the UK. </p>
<p>Most of these have a starting sample of about 9,000 individuals. Next Steps has 16,000. LSAY’s starting sample of 14,000 young Australians makes it one of the largest surveys of its kind in the world. </p>
<h2>Tracking lives through the GFC and COVID-19</h2>
<p>These datasets enable us to transform a snapshot of a person’s life into a moving picture. Compared with cross-sectional studies, these longitudinal datasets provide a much clearer picture by accounting for personalities, life events and pathways. </p>
<figure class="align-center ">
<img alt="Four fingers representing people with different personalities" src="https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/352616/original/file-20200812-16-1ovbxt3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The longitudinal dataset helps account for different personalities.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/finger-art-concept-group-people-different-324484541">Shutterstock</a></span>
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<p>Combining a longitudinal study with cohort studies sheds more light on this picture by controlling for inter-generational differences, or crises such as wars, financial downturns or natural disasters. </p>
<p>For example, using data from four LSAY cohorts, <a href="https://content.apa.org/fulltext/2016-06225-001.html">one study</a> found the well-being of those whose transitions occurred during the global financial crisis (<a href="https://www.rba.gov.au/education/resources/explainers/the-global-financial-crisis.html">GFC</a>) was much worse on several measures, including standard of living, home life, career prospects, social life and independence. </p>
<p>The extraordinary challenges Australian youth face as a result of the coronavirus pandemic will be documented when the sixth LSAY cohort, now aged 20, complete their sixth survey in 2020 and further surveys in the years thereafter. </p>
<p>By providing a valuable resource to explore the longer-term effects of this crisis, LSAY continues to stand the test of time.</p><img src="https://counter.theconversation.com/content/141134/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Somayeh Parvazian works for National Center for Vocational Education Research. </span></em></p><p class="fine-print"><em><span>Ronnie Semo works for the National Centre for Vocational Education Research.</span></em></p>LSAY is one of the biggest and oldest surveys of its kind in the world. It follows young Australians from the age of 15 to 25 to find out what helps and hinders them along the way.Somayeh Parvazian, Survey Methodologist, National Centre for Vocational Education Research (NCVER)Ronnie Semo, Senior Research Officer, National Centre for Vocational Education Research (NCVER)Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1428182020-07-16T06:17:18Z2020-07-16T06:17:18ZJobTrainer explained: what is it, who qualifies, what does it pay?<figure><img src="https://images.theconversation.com/files/347844/original/file-20200716-25-1x1h41i.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5184%2C3453&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The Australian government has announced a A$2 billion skills package it has dubbed JobTrainer.</p>
<p>It follows JobKeeper, the wage subsidy program (<a href="https://theconversation.com/treasury-revises-jobkeepers-cost-down-by-massive-60-billion-sparking-calls-to-widen-eligibility-139231">worth about A$70 billion</a>); Jobseeker, which doubled the A$550-a-week unemployment benefit (as well as other government income payments, at a cost of A$14 billion); and JobMaker, providing <a href="https://www.arts.gov.au/departmental-news/250-million-jobmaker-plan-restart-australias-creative-economy">A$250 million</a> to stimulate work in the entertainment, arts and screen sectors. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/government-announces-2-5-billion-package-to-support-training-and-apprenticeships-142763">Government announces $2.5 billion package to support training and apprenticeships</a>
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<p>The JobTrainer package has two parts.</p>
<p>The first part, worth A$1.5 billion, is aimed at keeping those already in apprenticeships and traineeships employed.</p>
<p>The second part is aimed at school leavers and those looking for work. It provides A$500 million for vocational education and training courses. That funding is conditional on matching funds from state and territory governments.</p>
<h2>Subsidising wages</h2>
<p>The A$1.5 billion to subsidise the wages of currently employed apprentices and trainees extends a pre-existing program called <a href="https://www.employment.gov.au/supporting-apprentices-and-trainees">Supporting Apprentices and Trainees</a>.</p>
<p>It covers half the wage eligible employers pay apprentices and trainees, up to A$7,000 a quarter (A$28,000 a year). This compares to A$9,750 the Jobkeeper pays as a flat rate of A$750 a week.</p>
<p>But unlike JobKeeper, employers are not required to demonstrate reduced turnover to qualify.</p>
<p>There is a cut-off criteria according to organisation size, but it’s more generous than the scheme it extends. Previously the subsidy was only available to businesses with fewer than 20 employees. Now the limit is 200.</p>
<p>The federal government estimates about 90,000 businesses will use the scheme, supporting about 180,000 apprentices or trainees. The scheme is scheduled to run till March 31 2021.</p>
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<h2>Vocational education and training</h2>
<p>The second part of the JobTrainer announcement is expected to support an extra 340,000 free or low-cost course places from September 2020 – dependent on the states and territories matching the federal goverment’s A$500 million.</p>
<p>Funding will prioritise courses in areas the <a href="https://www.employment.gov.au/NSC">National Skills Commission</a> has identified to as likely to see job growth. Examples nominated include health care and social assistance, transport, warehousing, manufacturing, retail and wholesale trade.</p>
<p>Many of the 340,000 training places are likely to be shorter courses, known as <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/are-skill-sets-booming-an-analysis-of-training-package-skill-sets">skills sets</a>, which are parts of full qualifications.</p>
<p>These skills sets can provide students entry into new industries and also pathways to full qualifications which Australians can access through existing funding and subsidy arrangements.</p>
<p>Public, not-for-profit and private training organisations will all be eligible to apply for funding to provide these courses.</p>
<p>The vocational education and training system has <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/australian-investment-in-education-vet">suffered many problems over the past decade</a> – including policies that resulted in <a href="https://theconversation.com/why-exploitation-and-corruption-continue-to-dog-australias-vet-sector-80321">widespread rorts</a> and funding cuts. </p>
<p>Even with an extra $1 billion in funding, total government support is still likely to be lower than its 2012 peak.</p>
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<h2>What’s missing from JobTrainer</h2>
<p>JobTrainer doesn’t provide any new incentives or subsidies to encourage employers to take on new apprentices or trainees.</p>
<p>In April and May 2020 the number of new apprentices and trainees <a href="http://www.naaa.com.au/wp-content/uploads/2020/07/Covid-19-impact-on-Apprenticeships.pdf">fell 33%</a> on the same months in 2019.</p>
<p>The Mitchell Institute <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/new-modelling-warns-youth-unemployment-to-skyrocket-as-apprenticeships-disappear">has previously highlighted</a> how fewer apprenticeships and traineeships can have negative long term effects.</p>
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Read more:
<a href="https://theconversation.com/trade-apprentices-will-help-our-post-covid-19-recovery-we-need-to-do-more-to-keep-them-in-work-135830">Trade apprentices will help our post COVID-19 recovery. We need to do more to keep them in work</a>
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<p>This is especially true for school leavers. About <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/school-to-work-pathways">12% of all school leavers</a> take an apprenticeship or traineeship as a pathway into the workforce.</p>
<p>Not making a successful transition from school to the workforce is associated with <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/who-are-the-persistently-neet-young-people">poor long-term outcomes</a>. These include higher rates of long term unemployment, high incidences of health problems and a lifetime engagement with the workforce characterised by low pay and precarious work.</p>
<p>Fewer new apprenticeships also disrupts the pipeline of skilled workers. An apprenticeship usually takes four years. This means a reduction in new apprentices now will result in fewer people completing their apprenticeship in four years’ time. </p>
<p>The JobTrainer policy probably won’t be enough to keep all current apprentices and trainees in their jobs. Employers faced with reduced work and uncertain conditions may still make the difficult decision to suspend or cancel a training contract. </p>
<p>But it is certainly welcome assistance to keep those losses to a minimum.</p><img src="https://counter.theconversation.com/content/142818/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The Australian government’s JobTrainer programs provides A$1.5 billion in wage support for apprentices and trainees.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1397612020-06-03T02:54:03Z2020-06-03T02:54:03ZMorrison’s VET reforms offer the same old promises, with no more money<figure><img src="https://images.theconversation.com/files/339344/original/file-20200603-133910-vwx87s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/teacher-helping-college-student-studying-carpentry-284521790">Shutterstock</a></span></figcaption></figure><p>Prime Scott Morrison <a href="https://www.abc.net.au/news/2020-05-26/key-points-from-scott-morrison-press-club-ir-skills/12287690">last week outlined</a> a plan to create jobs and revitalise the economy post COVID-19. Part of this so-called Jobmaker plan <a href="https://www.smh.com.au/politics/federal/jobmaker-scott-morrison-s-skills-overhaul-to-drive-coronavirus-recovery-20200525-p54w9v.html">includes an overhaul</a> of the “bewildering”, “unresponsive” and “fundamentally flawed” skills sector. </p>
<p>Morrison’s reforms are based on <a href="https://www.pmc.gov.au/resource-centre/domestic-policy/vet-review/strengthening-skills-expert-review-australias-vocational-education-and-training-system">Steven Joyce’s 2019 review</a> of Australia’s vocational education and training (VET) system, of which all recommendations were accepted by the federal government. </p>
<p>But actors in the sector may be sceptical of the “overhaul” based on their experience of past changes. Reforms in 2014 were similarly aimed at making VET more responsive to industry needs and cutting red tape, all the while pulling funding from the sector. </p>
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Read more:
<a href="https://theconversation.com/the-government-keeps-talking-about-revamping-vet-but-is-it-actually-doing-it-117743">The government keeps talking about revamping VET – but is it actually doing it?</a>
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<p>The end result was a substantial contraction of the sector, as well as significant rorting by private organisations.</p>
<h2>What’s happened since the last reforms?</h2>
<p>Governments from both parties have introduced <a href="https://www.voced.edu.au/vet-knowledge-bank-timeline-australian-vet-policy-initiatives">33 significant sector reforms</a> since 1998. And the Coalition has made a number of attempts to reorganise VET since being elected in 2013.</p>
<p>The result is an industry suffering from “<a href="https://www.afr.com/policy/health-and-education/a-vet-reform-every-two-and-a-half-weeks-20190908-p52p42">reform fatigue</a>”, and teachers experiencing <a href="https://www.smh.com.au/business/workplace/staff-would-not-recommend-tafe-as-a-good-place-to-work-20191202-p53g0y.html">dissatisfaction with their work and low morale</a>.</p>
<p>The sector has also shrunk. Between 2013 and 2018 total <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/government-funded-students-and-courses-2018">full-time equivalent student hours</a> decreased by 30% – while total student numbers decreased from 1.9 million to fewer than 1.1 million. </p>
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Read more:
<a href="https://theconversation.com/most-young-people-who-do-vet-after-school-are-in-full-time-work-by-the-age-of-25-133060">Most young people who do VET after school are in full-time work by the age of 25</a>
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<p><a href="https://www.voced.edu.au/content/ngv%3A43376">Apprenticeships</a> were particularly impacted by the changes. While 214,000 apprentices completed their training in 2013, this went down to 89,000 in 2018. This was accompanied by a substantial drop in <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2019/12/Australian-Investment-in-Education-VET.pdf">financial support from government</a> – from A$6.8 billion to A$5.3 billion. </p>
<p>Meanwhile, efforts to decrease regulation to make the sector more responsive to the market resulted in <a href="https://theconversation.com/privatisation-of-vocational-education-isnt-working-37788">substantial rorts by private providers</a>, who greatly tarnished the reputation of the sector as a whole.</p>
<h2>How Morrison’s reforms compare</h2>
<p>Morrison’s disparaging rhetoric towards VET harks back to federal industry minister <a href="https://www.afr.com/policy/health-and-education/macfarlane-makes-good-start-on-needed-vocational-training-changes-20140915-jeoh8">Ian Macfarlane’s</a> attempts at reform in 2014, when he aimed to update a “fractured, unwieldy and overly bureaucratic” sector to be “streamlined and effective”. </p>
<p>Morrison outlined three key problems to overcome in the VET system. First, the system is too complex and unresponsive to industry demand. Second, it does not offer clear information about the skills needed for the future. And third, the system is inconsistent between states and there is poor accountability over how money is spent.</p>
<p>To solve these problems, the government will establish pilot <a href="https://www.employment.gov.au/SO">Skills Organisations</a> to “enhance the […] leadership of industry in the skills pipeline”, by giving industry more control over the contents of qualifications. </p>
<p>These organisations are reminiscent of <a href="https://www.minister.industry.gov.au/ministers/macfarlane/media-releases/governments-second-tranche-vet-reforms-deliver-industry-led-and">Macfarlane’s 2014</a> Industry Skills Councils. These were aimed at giving industry “the freedom to design the type of training they’re after”. </p>
<p>Given this still a recurring issue, it appears previous efforts to give industry more voice in training package design have not achieved their goals. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/jobs-are-changing-and-fast-heres-what-the-vet-sector-and-employers-need-to-do-to-keep-up-118524">Jobs are changing, and fast. Here's what the VET sector (and employers) need to do to keep up</a>
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<p>Morrison also announced the establishment of the National Skills Commission to provide a countrywide view of Australia’s skills needs and coordinate state VET activities. </p>
<p>This draws from another past VET reform. Paul Keating established the Australian National Training Authority in 1992. It had a very similar remit to this new skills commission but was dissolved by the Howard government in 2005.</p>
<p>A final feature Morrison’s skills overhaul shares with its predecessors is a <a href="https://www.smh.com.au/politics/federal/jobmaker-scott-morrison-s-skills-overhaul-to-drive-coronavirus-recovery-20200525-p54w9v.html">lack of commitment</a> to increasing funding to the sector. Morrison said he wanted to better target A$1.5 billion of federal funding to the sector, rather than committing to providing additional financial support. </p>
<p>While <a href="https://theconversation.com/reforms-to-vet-are-a-good-thing-but-nowhere-near-enough-31620">funding was raised</a> as a key issue during the 2014 reforms, it remains relevant. Vocational education is still <a href="https://theconversation.com/vocational-education-and-training-sector-is-still-missing-out-on-government-funding-report-88863">comparatively underfunded compared to schools and higher education</a>.</p>
<p>Without increasing funding to the sector, it is hard to imagine it achieving the goals set up for it by Morrison and the Joyce review.</p><img src="https://counter.theconversation.com/content/139761/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Patrick Locke is an employee of the NSW Department of Education. This article reflects his own personal views, rather than the position of the NSW Department of Education.</span></em></p>Reforms in 2014 were similarly aimed at making VET more responsive to industry needs and cutting red tape, all the while pulling funding from VET.Patrick Locke, Research Associate, LCT Centre for Knowledge-Building, Department of Sociology and Social Policy, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1358302020-04-12T20:04:35Z2020-04-12T20:04:35ZTrade apprentices will help our post COVID-19 recovery. We need to do more to keep them in work<figure><img src="https://images.theconversation.com/files/326367/original/file-20200408-193256-1gz8p91.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/silhouette-engineer-worker-checking-project-building-1588752748">Shutterstock</a></span></figcaption></figure><p>The Australian government needs to urgently act to protect <a href="https://www.ncver.edu.au/research-and-statistics/collections/apprentices-and-trainees-collection">Australia’s 180,000 trade apprentices</a> from the economic effects of the coronavirus.</p>
<p>Advertised <a href="https://gan-australia.org/apprenticeship-vacancy-index/">vacancies for new apprentices</a> have collapsed due to COVID-19 – from 1,731 vacancies in January to 880 in March 2020. </p>
<p>If the trend continues over the next year it will lead to a loss of 35,000 new apprenticeship jobs. But the reduction may be much larger, given the uncertain economic environment ahead.</p>
<p>The low number of new apprenticeship vacancies doesn’t show the full extent of the problem. There are currently another <a href="https://www.ncver.edu.au/research-and-statistics/collections/apprentices-and-trainees-collection">180,000 enrolled apprentices</a>, many of whom may have already lost their jobs or been stood down.</p>
<p>Australia must ensure we do not lose the workforce we will need as part of any recovery effort after the coronavirus restrictions end.</p>
<h2>What is the impact?</h2>
<p>While official data on the early impact of the coronavirus on apprenticeship numbers won’t be available for another six months, the size of the challenge can be estimated by looking at apprenticeship figures during the previous few years.</p>
<p><a href="https://www.ncver.edu.au/research-and-statistics/collections/apprentices-and-trainees-collection">Data shows</a> the industries with high numbers of apprentices include construction, automotive, electrotechnology, hospitality and beauty services.</p>
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<p>Many of these industries are already hard hit by the coronavirus outbreak, particularly hospitality.</p>
<p>While some industries may remain open, such as construction, any downturn will likely impact apprentices. <a href="https://www.ncver.edu.au/__data/assets/file/0026/7829/effectofdownturn_2419.pdf">Evidence shows</a> apprenticeship numbers are sensitive to changes in the employment market. </p>
<p>Increases in unemployment result in a decrease in apprentice numbers, as well as employers taking on fewer new apprentices.</p>
<p>This means even in industries that remain open, higher unemployment will likely have big impacts on apprenticeship numbers.</p>
<p><a href="https://www.ncver.edu.au/__data/assets/file/0026/7829/effectofdownturn_2419.pdf">Research has shown</a> changes in the number of new apprentices take between six months and a year and a half to flow through into total apprentice numbers. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/employer-incentives-may-not-be-the-most-cost-effective-or-fair-way-of-boosting-apprenticeship-numbers-114986">Employer incentives may not be the most cost-effective or fair way of boosting apprenticeship numbers</a>
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<p>Apprenticeships are usually three to four years in length. Economic downturns affect the pipeline of apprentices moving through the system. The result is that a decline in people starting apprenticeships can be felt for many years to come. </p>
<p>This means Australia risks a generation of lost apprenticeships as young people lose connections with their employers and cannot complete their training. It also threatens any recovery effort by removing skilled workers from industries trying to rebuild after the pandemic.</p>
<h2>What has happened previously?</h2>
<p><a href="http://library.bsl.org.au/jspui/bitstream/1/1491/1/op04330.pdf">Research</a> from the 2008 global financial crisis and 1992 recession shows the impact of economic downturns on apprenticeship numbers.</p>
<p>During the GFC there was a 6% seasonally adjusted drop in people starting apprenticeships. While this drop was relatively small, many of those who lost their jobs during this period did not return to complete their apprenticeship training.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-be-too-quick-to-dismiss-dying-trades-those-skills-are-still-in-demand-107894">Don’t be too quick to dismiss ‘dying trades’, those skills are still in demand</a>
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<p>The <a href="http://library.bsl.org.au/jspui/bitstream/1/1491/1/op04330.pdf">1992 recession</a> tells a more disturbing story. The 5% increase in unemployment resulted in a 25% drop in apprenticeship numbers.</p>
<p><a href="https://theconversation.com/which-jobs-are-most-at-risk-from-the-coronavirus-shutdown-134680">Early indications</a> show this downturn will be much more severe than the GFC and the 1992 recession. There are <a href="https://www.abc.net.au/news/2020-03-28/coronavirus-economic-crisis-to-reshape-our-idea-of-a-depression/12098308">early forecasts</a> of a 7% increase in unemployment, to almost 12%. </p>
<p>There are also no guarantees of a quick return to the normal employment conditions necessary to maintain current apprenticeship numbers.</p>
<h2>What can be done?</h2>
<p>The wage subsidies announced by the Australian government are a great start to maintaining current apprenticeships. <a href="https://docs.employment.gov.au/system/files/doc/other/qa_supporting_apprentices_and_trainees_and_the_jobkeeper_payment_01042020_dese.pdf">Many employers will be eligible</a> to access the JobKeeper payment to pay apprentices A$1,500 per fortnight. </p>
<p>Businesses ineligible for the JobKeeper payments, may be able to access the <a href="https://www.employment.gov.au/supporting-apprentices-and-trainees">Supporting Apprentices and Trainees</a> program. This program was announced in early March and means the government will pay employers up to 50% of an apprentices wage.</p>
<p>However, these measures only help current apprentices and don’t allow new apprentices to move into the system. Also, they only last six months. We need to begin planning to make sure apprentices stay working while offering opportunities for new apprentices following the coronavirus response.</p>
<p>One way to do this is to support education institutions to offer training to out-of-work apprentices. This is difficult during current restrictions because <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/online-delivery-of-vet-qualifications">online learning</a> may not be appropriate for many apprenticeships. But education institutions, particularly TAFEs, can offer simulated work environments.</p>
<p>This will allow any out-of-work apprentices to gain valuable training and work towards meeting qualification requirements.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/jobkeeper-payment-how-will-it-work-who-will-miss-out-and-how-to-get-it-135189">JobKeeper payment: how will it work, who will miss out and how to get it?</a>
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<p><a href="https://www.jrf.org.uk/file/36474/download?token=BCEs5muH&filetype=findings">Intermediate labour market programs</a> can also help keep apprentices in work while the job market remains weak. These programs have traditionally been used as a bridge to employment for the long-term unemployed. </p>
<p>They provide actual work experience and usually involve working on projects that have a community benefit. Work should start now to ensure such programs are ready to be deployed if needed. </p>
<p>It is vital to make sure we keep apprentices enrolled and connected to workplaces. If we don’t, we risk causing problems that will last beyond the current period and impact the lives of Australia’s young people and the economy.</p><img src="https://counter.theconversation.com/content/135830/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Increases in unemployment result in a decrease in apprentice numbers, as well as employers taking on fewer new apprentices. Australia can’t lose the workforce we might need for our recovery efforts.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1240742019-09-30T21:08:43Z2019-09-30T21:08:43ZHow to benefit from internships, service learning, apprenticeships and co-op work<figure><img src="https://images.theconversation.com/files/294233/original/file-20190925-51463-2os056.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Work-integrated learning experiences provide people with hands-on opportunities to apply concepts learned in the classroom in the real world.
</span> <span class="attribution"><span class="source">Bruce Mars/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>Meeting employers’ need for experience — often identified in job postings — is the great catch-22 of starting any career. Many employers require experience for a job, but people cannot gain experience if no one hires them. </p>
<p>Through my <a href="https://www.concordia.ca/faculty/saul-carliner.html#IDX_PUBLICATION">research and related work</a> on informal <a href="https://www.td.org/books/informal-learning-basics">learning in the workplace</a>, credentialing <a href="https://doi.org/10.1108/EJTD-01-2015-0006">and careers in the 21st century</a>, as well as supervision of over 60 internships, I’ve seen the frustration and anxiety of students trying to enter the workforce or switch career tracks.</p>
<p>Fortunately, many post-secondary programs offer optional <a href="http://www.heqco.ca/SiteCollectionDocuments/HEQCO_WIL_Guide_ENG_ACC.pdf">work-integrated learning experiences for students</a>, and most of these provide a useful experience credit for a resumé or portfolio piece to share. For those not in school, similar opportunities are available through some social service agencies. </p>
<p>Work-integrated learning experiences provide people with hands-on opportunities to apply concepts and processes learned in the classroom in the real world. These experiences also develop other skills needed in the workplace that often receive less attention in school, such as interpersonal communication and working collaboratively.</p>
<p>The late British education researcher Michael Eraut studied how people transition from school to work <a href="https://www.routledge.com/Developing-Professional-Knowledge-And-Competence/Eraut/p/book/9780750703314">and what it means to develop professional competence</a>. He noted that <a href="https://doi.org/10.1348/000709900158001">the type of learning that happens on the job complements the classroom</a>. Work-integrated learning introduces people to the types of judgment calls they need to make in the workplace. It provides them with access to workers who can advise them on these decisions and an opportunity to experience the impact of what people decide. </p>
<h2>Work-integrated learning experiences</h2>
<p>The level of <a href="https://pdfs.semanticscholar.org/729f/6b66afd6841d4c474cb4f6fbc3e4ce79ad41.pdf">support and opportunities available for work-integrated learning </a> varies among programs. The institution matches students with employers; many institutions also let students suggest placements if these placements meet institutional criteria. Universities and colleges may offer one or more categories of work-integrated learning opportunities.</p>
<h2><em>1. Internships</em></h2>
<p>Internships are temporary job placements that provide an opportunity to work in a job and, ideally, under close supervision. Higher education institutions offer two types of internships. </p>
<p>In the first, students primarily observe professionals performing their jobs and debrief the experience. Examples include medical students observing doctors making rounds with patients and third-year elementary education students observing teachers in the classroom. These internships primarily provide students with opportunities to see the work environment, observe the everyday challenges and discuss professionals’ responses. Students receive academic credit (which usually involves additional reading and writing papers on their observations) but are not paid, as the students are not performing productive work.</p>
<p>In the second type of internship students work on real projects for real organizations and apply skills mastered in the classroom. Students typically receive academic credit, and are expected to perform additional reading and write papers about what they’ve learned. Because these interns perform productive work from which employers benefit, students receive pay.</p>
<h2><em>2. Apprenticeships</em></h2>
<p>In an apprenticeship, a new worker learns a job with a more experienced worker. Typically longer than internships (for example, these could be as long as one to four years) and more common in vocational programs than academic ones, apprenticeships have characteristics of both types of the above-mentioned internships. </p>
<p>Apprentices spend early phases observing work and gradually assume full responsibility for tasks. Apprentices usually receive pay for their work, but a lower, training wage.</p>
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<img alt="" src="https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/294236/original/file-20190925-51438-13pmeac.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Apprentices spend early phases observing work and gradually assume full-responsibility for tasks.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<h2><em>3. Co-operative education</em></h2>
<p>Co-operative education is a work-integrated learning experience in which students may typically extend the last year of undergraduate studies to two years and alternate terms when they work with ones in which they study. </p>
<p>Some students work for the same employer for all of their work terms; others work for a different employer each work term. Although co-operative education has been common in engineering and business disciplines for many years, <a href="http://www.concordia.ca/academics/co-op/programs.html">options are now available for students</a> in <a href="https://www.ryerson.ca/co-op/coopPrograms/">many fields</a> including professional writing and arts management. </p>
<p>Because students perform productive work for employers, their work is paid. But because students are technically not enrolled in classes during their work terms, they don’t receive academic credit. The co-op experience appears on a transcript of extracurricular programs and non-credit courses from the student’s university.</p>
<h2><em>3. Service learning</em></h2>
<p>Service learning provides students with <a href="https://www.utsc.utoronto.ca/ctl/service-learning-outreach">opportunities to work on real world projects during regular courses</a>, usually for non-profit organizations. </p>
<p>Where there is institutional support for service learning, instructors decide whether or not or how to include community-based learning experiences in their courses. Service learning projects are parts of courses, so students receive academic credit. Instructors decide how much service learning contributes to the grade. </p>
<p>Because students perform the projects for non-profit organizations, they typically do not receive pay but may use the work as a <a href="https://doi.org/10.1108/10650741211192064">portfolio piece to show future employers</a>. </p>
<h2>Take advantage of work-integrated learning</h2>
<p>Students should:</p>
<ol>
<li><p>Ask for and respond to feedback from the job supervisor. This feedback provides people with insights on how they’re performing and the areas they need to continue developing.</p></li>
<li><p>Keep a log of learning (no matter how informal) and try to take true advantage of the learning aspects of any reports that have to be authored as part of the experience. What lessons were learned? What questions remain? How might similar situations be handled in the future?</p></li>
<li><p>Read professional literature, such as industry news, professional magazines and journals in your discipline, as these can clarify experiences observed in the workplace and put them into a broader perspective.</p></li>
<li><p>Be on the best behaviour: hiring is a real possibility. Internships, apprenticeships and co-operative education provides employers with opportunities to try out workers before making longer-term employment commitments. </p></li>
</ol>
<p>Admittedly, some employers are not in a position to continue the relationship after the experience ends. But many employers are, and choose to make an offer to their intern or co-op student. Of all the interns I supervised between 2003 and 2019, more than half of them received offers from their internship employers. The others found work within a month or two of completing their programs. </p>
<p>Work-integrated learning provides the opportunity to gain that first job credit on the resumé, while also facilitating the transition from school to work. </p>
<p>[ <em>Like what you’ve read? Want more?</em> <a href="https://theconversation.com/ca/newsletters?utm_source=TCCA&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=likethis">Sign up for The Conversation’s daily newsletter</a>. ]</p><img src="https://counter.theconversation.com/content/124074/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Saul Carliner is a past president and current Board member of Agence Ometz, which is specifically mentioned in the article (including the disclosure). </span></em></p>For post-secondary students, work-integrated learning experiences offer opportunities to gain that first experience on the resumé while planning a transition from school to work.Saul Carliner, Professor of Education, Concordia UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1149862019-05-16T05:35:06Z2019-05-16T05:35:06ZEmployer incentives may not be the most cost-effective or fair way of boosting apprenticeship numbers<figure><img src="https://images.theconversation.com/files/272448/original/file-20190503-103063-kd0gxw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Trade apprenticeships are male-dominated and already have a high level of support.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>The Coalition has promised to create <a href="https://www.liberal.org.au/our-plan-delivering-high-quality-skills-and-vocational-education">80,000 new apprenticeships</a> in areas of skills shortages if it wins the election. Most skilled trades (such as motor mechanics, panel beaters, carpenters, automotive electricians, plumbers, hairdressers) have <a href="https://docs.jobs.gov.au/documents/historical-list-skill-shortages-australia-0">recently been in shortage</a>. </p>
<p>The Coalition aims to reduce the shortages through <a href="https://theconversation.com/dont-be-fooled-billions-for-schools-in-budget-2019-arent-new-and-what-happened-to-the-national-evidence-institute-114193">doubling employer incentive</a> payments, making cash payments to apprentices and creating training hubs in regional areas and other areas of need. </p>
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<p>Labor <a href="https://www.billshorten.com.au/2019_budget_in_reply_address_canberra_thursday_4_april_2019">said it would</a> pay upfront fees for 100,000 TAFE places. Labor has also <a href="https://www.alp.org.au/policies/labors-plan-for-apprentices/">said it would</a> provide incentives for employers and apprentices for an additional 150,000 apprentices.</p>
<p>It’s clear trade apprentices and associated skills shortages are a central concern of both parties. But it’s not clear providing incentives is the best way to handle the issue, as history shows government incentives to employers have made little difference to the (mostly male) trade apprenticeship numbers.</p>
<h2>Difference between apprentice and trainee</h2>
<p>In considering the policies of both parties, it’s important to understand the differences between longer-term trade apprenticeships and shorter-term traineeships. </p>
<p>An apprentice, in the narrow use of the word, is <a href="https://www.australianapprenticeships.gov.au/australian-apprentices">contracted in a trade</a> such as that of an electrician, carpenter, chef or hairdresser. An apprenticeship can take up to four years to complete. Trade apprentices <a href="https://www.australianapprenticeships.gov.au/publications/ncver-report-1-overview-australian-apprenticeship-and-traineeship-system">make up a small proportion</a> of the vocational education and training sector – around 14% of all government funded vocational students.</p>
<p>Many of the <a href="https://docs.jobs.gov.au/documents/ratings-summary-labour-market-analysis-skilled-occupations">main trades</a> frequently appear on the <a href="https://docs.jobs.gov.au/documents/historical-list-skill-shortages-australia-0">skills shortage list</a>. Shortages are seen to <a href="http://www.monash.edu.au/education/non-cms/centres/ceet/docs/workingpapers/wp52nov03shah.pdf">inhibit productivity</a> in industries and the broader economy.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-be-too-quick-to-dismiss-dying-trades-those-skills-are-still-in-demand-107894">Don’t be too quick to dismiss ‘dying trades’, those skills are still in demand</a>
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<p>Traineeships were <a href="https://www.voced.edu.au/content/ngv%3a16849">established in the late 1980s</a> to provide apprentice-type training for young people in non-trade occupations such as sales and clerical, and many of the care occupations including disability and aged care. </p>
<p>The aim was to provide options, particularly for early school leavers, which combine work experience and learning on the job. It was hoped this would enhance early school leavers’ job prospects and add to the stock of skills in the economy.</p>
<p>Traineeships <a href="https://www.australianapprenticeships.gov.au/publications/ncver-report-1-overview-australian-apprenticeship-and-traineeship-system">usually take</a> one to two years to complete, much shorter than trade apprenticeships.</p>
<h2>History of incentives</h2>
<p>From the 1970s, the federal government had been providing financial incentives to employers of trade apprentices. The states also provided assistance. From the mid-1990s the federal government <a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/ncverreport1.pdf">extended incentives to trainees</a>, existing workers and to part-time and older workers. </p>
<p>Together with the introduction of a low training wage for trainees, the incentives <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-impact-of-wages-and-the-likelihood-of-employment-on-the-probability-of-completing-an-apprenticeship-or-traineeship">led to a rapid expansion</a> in the numbers of trainees in the late 1990s and to new training modes including fully on-the-job training. There was a sharp increase in the number of training organisations as employers were allowed to choose a private or public provider for off-the-job training (often one day a week).</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/274821/original/file-20190516-69182-18l5n2k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Traineeships are different from apprenticeships, and are usually in non-trades such as clerical occupations.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p>A <a href="https://www.voced.edu.au/content/ngv%3A1123">1999 review into the system</a> found some firms were using traineeships as a source of wage subsidies and, in many instances, provided little training to the trainees. For some, the skills acquired were not valued by employers over general work experience obtained during the traineeship. And the <a href="https://www.voced.edu.au/content/ngv%3A8138">issue continued</a> into the next decade.</p>
<p>In 2011, an <a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/apprenticeshipsforthe21stcenturyexpertpanel_0.pdf">expert panel noted</a> Australia was the only country that paid government incentives, on a large scale, to employers of apprentices and trainees. The panel reported research that showed incentives paid to employers for the shorter traineeships represented a significant part of the wage costs (in some cases about 20%) and contributed to the large increase in trainee numbers. </p>
<p>For the longer, and more costly, training of trade apprentices, government payments to employers represented a much smaller proportion of the wage and training costs. And so, the incentives had only a marginal effect on the numbers of trade apprentices employed. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/there-is-no-apprenticeships-crisis-in-australia-83044">There is no apprenticeships 'crisis' in Australia</a>
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<p>The expert panel suggested the government would be better to confine its payments to programs that added value to the economy, such as those in community services, health and information technology.</p>
<p>The panel also recommended the government not give funds directly as incentives to employers. Instead, both employers and government would pay into an employer contribution scheme. Employers who met benchmarks such as a strong induction process and effective mentoring would have their contribution rebated, either in part or in full.</p>
<p>These recommendations were particularly aimed at the non-completion rates of apprentices – on average <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/understanding-the-non-completion-of-apprentices">less than half complete</a> their apprenticeships with their first employer. The most common reason given is dissatisfaction with the employment experience including difficulties with employers or colleagues.</p>
<h2>Drop in trainee numbers</h2>
<p>The government at the time didn’t take up the recommendation of an employer contribution scheme. It retained incentives for apprenticeships in trades on the <a href="https://www.australianapprenticeships.gov.au/national-skills-needs-list">national skills needs list</a> such as construction and telecommunications, and for traineeships in priority occupations in aged care, childcare, disability care and nursing.</p>
<p>It abolished incentives for existing workers in other traineeships. Together with cuts in state subsidies to the providers of off-the-job training in some courses, these changes led to a <a href="https://www.ncver.edu.au/research-and-statistics/data/all-data/historical-time-series-of-apprenticeships-and-traineeships-in-australia-from-1963-to-2018">large fall in traineeship numbers</a>.</p>
<p>For example, by 2018, traineeships in clerical and sales <a href="https://www.ncver.edu.au/research-and-statistics/data/all-data/historical-time-series-of-apprenticeships-and-traineeships-in-australia-from-1963-to-2018">had fallen by more than 70%</a> from 2012. Older and female workers were most affected.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-vocational-education-sector-needs-a-plan-and-action-not-more-talk-102770">The vocational education sector needs a plan and action, not more talk</a>
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<p>But the numbers of starting <a href="https://www.ncver.edu.au/research-and-statistics/data/all-data/historical-time-series-of-apprenticeships-and-traineeships-in-australia-from-1963-to-2018%20http://www.mitchellinstitute.org.au/reports/finding-the-truth-in-the-apprenticeships-debate/">apprenticeships in trades</a> in the last ten years in the largest three groups – construction trades, automotive and engineering, and electrotechnology and telecommunications – is virtually unchanged. And a fall in automotive was offset by increases in the others. </p>
<p>These results were largely in keeping with intentions of the expert panel in 2011.</p>
<h2>A male dominated industry</h2>
<p>Trade apprenticeships are male dominated. In 2018, <a href="https://www.ncver.edu.au/research-and-statistics/data/all-data/historical-time-series-of-apprenticeships-and-traineeships-in-australia-from-1963-to-2018">65,000 males</a> started trade apprenticeships compared to 9,000 females. And females bore the larger share of the reduction in traineeships since 2012. It seems unlikely many of the women who missed out on traineeships are among the entrants to higher education where women form the majority of undergraduates.</p>
<p>The <a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/ncverreport4.pdf">available research</a> shows electrotechnology and telecommunications trades and construction trades graduates are relatively well paid, while hairdressers are the worst paid.</p>
<p>Trade apprentices are already the best-supported VET students during training. They can access <a href="https://www.australianapprenticeships.gov.au/trade-support-loans">trade support loans</a> of up to $20,000 over four years – with a 20% discount of the debt on completion. Apprentices can <a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/summary_aaip_table_1_july_2018.pdf">receive allowances</a> for living away from home, and the government provides support for adult apprentices as well as rural and regional skills shortage incentives. </p>
<p>Employment of apprentices and their mentoring is assisted by the <a href="https://www.australianapprenticeships.gov.au/australian-apprenticeship-support-network">Australian Apprenticeship Support Network</a>, at an annual cost of nearly A$200 million.</p>
<p>State governments also <a href="https://www.monash.edu/__data/assets/pdf_file/0006/1476123/2018-September-5-Burke-Monash-Commission.pdf">provide additional support</a> for employers and apprentices. For instance, Queensland has a program <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/government-funding-of-vet-2017">including schemes</a> aimed at the unemployed. Western Australia has announced the provision of employer incentives in its 2019 budget. NSW has <a href="https://www.education.vic.gov.au/training/providers/funding/Pages/fundedcourses.aspx?%20Redirect=1%20https://www.training.nsw.gov.au/smartandskilled/prices_fees.htm">abolished tuition fees</a> for apprenticeships.</p>
<p>Extra government incentives to improve apprenticeship numbers do not seem to be the most effective, or equitable, policy. The next government must undertake a comprehensive review of incentives and all other forms of apprenticeship assistance. </p>
<p>The review should revisit the advice of the 2011 expert panel and ideally, should be conducted in the context of a review all tertiary funding (similar to what Labor is proposing).</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/vet-needs-support-to-rebuild-its-role-in-getting-disadvantaged-groups-into-education-and-work-101390">VET needs support to rebuild its role in getting disadvantaged groups into education and work</a>
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<img src="https://counter.theconversation.com/content/114986/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gerald Burke does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Both major parties have promised more money to help boost apprenticeship numbers, including by providing incentives to employers. But history shows this isn’t the best way to spend public dollars.Gerald Burke, Adjunct Professor, Education, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1170972019-05-14T20:16:16Z2019-05-14T20:16:16ZBeyond the dollars: what are the major parties really promising on education?<figure><img src="https://images.theconversation.com/files/274302/original/file-20190514-60554-kfqfg5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">How do the major parties’ education commitments stack up?</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>As voters head to the polls, <a href="https://www.abc.net.au/news/2019-04-29/poll-reveals-76-per-cent-of-voters-picked-a-side-before-campaign/11056140">around one-quarter will decide who to vote for on the day</a>. Analysis shows <a href="https://www.abc.net.au/news/2019-04-17/vote-compass-election-most-important-issues/11003192">climate change and the economy</a> are foremost in voters’ minds.</p>
<p>But education remains a key issue, as evidenced by <a href="https://www.abc.net.au/news/2019-05-07/federal-election-labor-coalition-education-policy-explained/10880502">a flurry of education-related announcements</a> in the final stretch of the campaign.</p>
<p>Here’s what you need to know about the major parties’ education commitments, and what the millions and billions here and there really mean.</p>
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Read more:
<a href="https://theconversation.com/how-has-education-policy-changed-under-the-coalition-government-113921">How has education policy changed under the Coalition government?</a>
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<h2>Early childhood education and care</h2>
<p>Two years of high-quality, play-based learning at preschool can have a <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/10/Two-Years-are-Better-than-One.pdf">significant impact</a> on children’s development. It can put them <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/10/Two-Years-are-Better-than-One.pdf">close to eight months ahead</a> in literacy by the time they start school. The benefits are <a href="https://www.aihw.gov.au/getmedia/321201fc-ca0c-4c20-9582-7c3dc5c9d1b9/19438.pdf.aspx?inline=true">greatest for children from disadvantaged backgrounds</a>, which makes preschool a valuable tool for reducing inequality.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/both-major-parties-are-finally-talking-about-the-importance-of-preschool-heres-why-it-matters-114974">Both major parties are finally talking about the importance of preschool – here's why it matters</a>
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<p>Labor has promised to make childcare free for most low-income households and to provide up to an 85% subsidy for households under $175,000. It has committed to <a href="https://www.theguardian.com/australia-news/2018/oct/04/bill-shorten-reveals-17bn-plan-to-fund-access-to-preschool-or-kindergarten">funding an extra year of preschool</a> for three-year-olds. This is <a href="https://www.education.act.gov.au/__data/assets/pdf_file/0004/1159357/Lifting-Our-Game-Final-Report.pdf">evidence-based</a> and builds on commitments by several states to support two years of preschool.</p>
<p>Labor has also pledged to <a href="https://www.alp.org.au/media/1878/2019_labor_fiscal_plan.pdf">increase wages for some early childhood educators</a>, to be rolled out over a decade, and to reinstate funding for the National Quality Agenda, which lapsed in 2018. This reflects the <a href="http://www.mitchellinstitute.org.au/papers/quality-key-early-childhood-education-australia/">importance of quality</a> in early childhood services, to improve outcomes for children.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/274303/original/file-20190514-60567-16s1axn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Both the Coalition and Labor are taking early childhood education and care seriously this election.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
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<p>The Coalition is taking a more cautious approach to spending on the early childhood sector. <a href="https://www.theaustralian.com.au/nation/politics/review-of-preschool-funding-a-concern/news-story/9a750093c75df2cf750d6ead8e57cfc1">It has pledged funding for four-year-old preschool</a>, but only for another year, and it has not renewed funding for the National Quality Agenda.</p>
<p>The Coalition will likely retain the <a href="https://www.abc.net.au/news/2018-07-01/child-care-subsidy-changes-what-you-need-to-know/9924950">means-tested subsidy</a> introduced as part of its major childcare reforms in 2018. While these reforms benefited an estimated one million lower-income families, the means test also left around 280,000 families worse off, <a href="https://theconversation.com/labors-childcare-plan-parents-children-and-educators-stand-to-benefit-but-questions-remain-116143">including families</a> with neither parent in work.</p>
<p>Advocates argue <a href="https://www.smh.com.au/politics/federal/funding-for-preschool-places-will-shape-australia-s-future-20181011-p50905.html">preschool should be seen as an integral component of the education system</a> and a fundamental right for all children, and all parties should take a cross-partisan approach and <a href="https://www.education.act.gov.au/__data/assets/pdf_file/0004/1159357/Lifting-Our-Game-Final-Report.pdf">commit to long-term funding</a>. The major parties are certainly not at that point yet, but there are indications they’re heading in the right direction.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/labors-childcare-plan-parents-children-and-educators-stand-to-benefit-but-questions-remain-116143">Labor's childcare plan: parents, children, and educators stand to benefit, but questions remain</a>
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<h2>Schools</h2>
<p>Given states and territories are largely responsible for schools, federal investment should be targeted where it can make the most difference. Two key areas are <a href="https://www.thesaturdaypaper.com.au/opinion/topic/2019/04/13/the-funding-gap-education/15550776007987">needs-based funding</a>, to ensure additional support is available to students who need it the most, and central investment in research and evidence-based practice. </p>
<p>Both major parties have promised a <a href="https://www.abc.net.au/radio/programs/am/evidence-institute-measure-effectiveness-australian-education/9933872">national evidence institute</a>. <a href="http://www.tanyaplibersek.com/world_class_schools_national_press_club_address_wednesday_20_february_2019">Labor</a> has allocated funds for it, with the <a href="https://theconversation.com/dont-be-fooled-billions-for-schools-in-budget-2019-arent-new-and-what-happened-to-the-national-evidence-institute-114193">Coalition</a> yet to do so. This initiative reflects the urgent need to ensure evidence helps to shape the education system. The <a href="https://www.pc.gov.au/inquiries/completed/education-evidence/report/education-evidence-overview.pdf">Productivity Commission</a> has recommended such an institute, to connect educators and policymakers with the latest research on teaching and learning.</p>
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Read more:
<a href="https://theconversation.com/three-things-australias-next-education-minister-must-prioritise-to-improve-schools-115223">Three things Australia's next education minister must prioritise to improve schools</a>
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<p>On funding, the Coalition wants us to judge it on its reforms to the <a href="https://theconversation.com/turnbull-announces-schools-funding-and-a-new-gonski-review-77011">schools funding package</a>, which is now mostly modelled on the needs-based funding approach outlined in the Gonski Review. But funding has still not reached the recommended levels. The Coalition has supported the <a href="https://www.education.gov.au/national-school-resourcing-board">National School Resourcing Board</a> to review these funding arrangements and develop a fairer model for all schools.</p>
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<p>Labor has promised to increase funding for schools. <a href="https://www.alp.org.au/policies/fair-funding-for-australian-schools/">Labor’s offer</a> would bring schools closer to meeting the levels of funding recommended by Gonski. </p>
<p>Funding isn’t a magic bullet, but it <a href="https://www.nber.org/papers/w25368.pdf">plays an important role in improving outcomes for all students.</a>.</p>
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<strong>
Read more:
<a href="https://theconversation.com/what-the-next-government-needs-to-do-to-tackle-unfairness-in-school-funding-110879">What the next government needs to do to tackle unfairness in school funding</a>
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<h2>Tertiary education</h2>
<p>Vocational Education and Training (VET) has experienced a series of unsuccessful reforms over the past decade. <a href="https://www.vu.edu.au/about-vu/news-events/news/dual-sector-vcs-call-for-more-connection-between-two-systems">VET plays an important role in the tertiary sector</a>, so it’s good to see both major parties addressing this in their platforms. </p>
<p><a href="https://www.education.gov.au/skills-and-training-budget-overview-2019-20">The Coalition’s plan</a> comes out of <a href="https://www.pmc.gov.au/news-centre/domestic-policy/vet-review-completed-and-final-report-delivered-government">a major recent review of the VET sector</a> and includes more money for apprentices and rural programs; the establishment of a National Skills Commission and a National Careers Institute; and simplifying systems for employers.</p>
<p>Labor has pledged to fund up to <a href="https://www.alp.org.au/policies/fee-free-tafe/">100,000 TAFE places</a>. It has also promised a major <a href="https://www.afr.com/news/politics/labor-proposes-once-in-a-generation-university-and-tafe-inquiry-20180222-h0whln">inquiry into tertiary education</a>, looking at VET and universities side by side. This could potentially move us towards a fairer system that puts <a href="http://www.mitchellinstitute.org.au/presentations/reconceptualising-tertiary-education/">VET and universities on an even footing</a> and better caters to the varied needs of students and employers.</p>
<p>Both <a href="https://www.alp.org.au/media/1710/190404_skills_and_training_fact_sheet.pdf">Labor</a> and the <a href="https://www.liberal.org.au/our-plan-delivering-high-quality-skills-and-vocational-education">Coalition</a> have committed to increased support for apprenticeships, through financial incentives for employers. </p>
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<p>For universities, Labor says it will bring back <a href="http://www.tanyaplibersek.com/speech_address_to_the_universities_australia_conference_canberra_thursday_28_february_2019">demand-driven funding</a>, which existed between 2012 and 2017, where universities are paid for every student studying and there is no limit on the number of students that can be admitted to courses. <a href="https://theconversation.com/labor-wants-to-restore-demand-driven-funding-to-universities-what-does-this-mean-116060">Evidence suggests</a> this has been effective in boosting studies in areas where there are skills shortages, such as health, and also appears to have improved access to education for disadvantaged groups. </p>
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Read more:
<a href="https://theconversation.com/demand-driven-funding-for-universities-is-frozen-what-does-this-mean-and-should-the-policy-be-restored-116060">Demand-driven funding for universities is frozen. What does this mean and should the policy be restored?</a>
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<p>Due to costs, the Coalition has moved to a <a href="https://www.smh.com.au/opinion/bold-and-successful-experiment-comes-to-premature-end-with-22-billion-university-funding-cut-20171220-h07tfa.html">funding model based on population</a> and <a href="https://docs.education.gov.au/node/52006">university performance</a>. It has also promised <a href="https://www.liberal.org.au/our-plan-quality-education">extra support</a> for regional students and universities. This could help address the <a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1228&context=research_conference">large gaps</a> in university participation between young people from major cities, and rural and regional Australia.</p>
<h2>Making an informed choice</h2>
<p>When casting our votes, we would do well to look past the dollar signs, and think about how each party is shaping an education system that will deliver quality learning for all Australians, from all kinds of backgrounds, from childhood through to adulthood.</p>
<p>The Coalition has delivered needs-based funding for schools and promises a greater focus on regional and rural students in all sectors. But there are some apparent gaps in early learning and tertiary policy and funding.</p>
<p>Labor has pledged more funding in all sectors. It has made a prominent commitment to early childhood education and care. However, <a href="https://theconversation.com/compare-the-pair-key-policy-offerings-from-labor-and-the-coalition-in-the-2019-federal-election-116898">Labor’s policies are expensive</a> and would need to be implemented effectively to make sure they achieve the intended outcomes for students and deliver the <a href="http://www.mitchellinstitute.org.au/reports/costs-of-lost-opportunity/">financial benefit to the economy</a> in the long-term.</p>
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Read more:
<a href="https://theconversation.com/compare-the-pair-key-policy-offerings-from-labor-and-the-coalition-in-the-2019-federal-election-116898">Compare the pair: key policy offerings from Labor and the Coalition in the 2019 federal election</a>
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<img src="https://counter.theconversation.com/content/117097/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kate Noble does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>If you’re confused about all the millions and billions thrown around for education by the two major parties, here’s the low-down on what the policies actually mean.Kate Noble, Education Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1153962019-05-13T21:33:09Z2019-05-13T21:33:09ZHigh school dropouts cost countries a staggering amount of money<figure><img src="https://images.theconversation.com/files/272884/original/file-20190506-103085-1od64qe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Policies that cut school expenditures under the premise of "doing more with less" can also contribute to a decrease in high school graduation rates that could easily cancel out those savings.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Recently, the Ontario government proposed educational reforms that collectively amount to savings of <a href="https://peopleforeducation.ca/our-work/changes-to-ontario-education-funding-and-policy-will-have-a-long-term-impact/">almost $1 billion, according to an analysis by the charity People for Education</a>. </p>
<p>As a result of reforms, students will receive less attention in <a href="https://www.cbc.ca/news/canada/toronto/ontario-class-size-change-could-lead-to-layoffs-1.5060829">bigger classes in Grades 4 to 12</a> and have fewer targeted resources available to them due to a <a href="https://cupe.on.ca/governments-changes-to-education-include-309-million-in-hidden-cuts-that-will-inflict-damage-on-students/">reduction of education grants</a>. At the secondary level, students will find <a href="https://www.thespec.com/news-story/9338499-ontario-student-group-issues-report-protesting-education-cuts-mandatory-e-learning/">fewer course options or fewer class sections due to teacher loss</a> while being required to <a href="https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you-2.html">complete a minimum of four mandatory e-learning courses</a>. </p>
<p>The potential consequences of mandatory e-learning for students who already <a href="https://www.nationalobserver.com/2019/04/09/news/ontario-may-create-student-inequality-mandatory-online-learning-report">struggle in ordinary face-to-face classroom situations</a> are particularly troubling. Longitudinal research suggests the <a href="https://journals.sagepub.com/doi/pdf/10.1177/2158244013503834">level of individual support students receive from their teachers in high school</a> is important to staying in school. Are the most <a href="https://www.cbc.ca/news/canada/hamilton/school-cuts-1.5100625">vulnerable students</a> being put at increased risk for dropping out? </p>
<p>School failure has profound economic consequences for individuals and society. While the purpose of education should never be reduced to <a href="https://unesdoc.unesco.org/ark:/48223/pf0000105586">promoting economic growth</a>, every child out of school represents lost personal and social opportunities — and staggering economic costs — for countries. </p>
<h2>Canada behind industrialized nations</h2>
<p>High school completion rates have been <a href="https://www150.statcan.gc.ca/n1/pub/75-006-x/2017001/article/14824-eng.htm">steadily increasing in Canada</a> and <a href="https://www.globalpartnership.org/blog/no-time-lose-road-universal-primary-and-secondary-education">around the world</a> for decades. Recent statistics indicate the “on-time” high school graduation rate across <a href="https://www150.statcan.gc.ca/n1/pub/81-604-x/2018001/ch/cha-eng.htm">Canada is 79 per cent while the “extended-time” rate — students who needed up to an additional two years — is 88 per cent</a>. </p>
<p>Yet particularly when we look at Canada in comparison to other industrialized nations, it’s clear Canada could improve. <a href="https://www150.statcan.gc.ca/n1/en/pub/81-604-x/81-604-x2016001-eng.pdf?st=Lw1fSHL8">Japan and Finland boast a graduation rate of 97 per cent</a>. Canada is currently <a href="https://www.weforum.org/agenda/2015/05/which-country-comes-top-for-skills-and-education/">fourth in the world at taking advantage of human capital</a> but possesses relative areas of <a href="http://reports.weforum.org/human-capital-report-2015/economies/#economy=CAN">weakness in secondary education attainment rates for 15- to 24-year-olds when ranked internationally</a>.</p>
<p>Differences in high school completion rates exist across Canada’s <a href="https://www150.statcan.gc.ca/n1/pub/81-604-x/2018001/ch/cha-eng.htm">provincial and territorial education systems</a>. For example, Alberta and Québec both have extended-time graduation rates of 83 per cent while Newfoundland, New Brunswick and Ontario boast rates of 94 per cent, 93 per cent and 92 per cent, respectively. These graduation rates should serve as important benchmarks to help monitor and evaluate educational reforms and hold provincial governments accountable for policy choices.</p>
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<img alt="" src="https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/273873/original/file-20190510-183100-1whnad0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Graduation rates should serve as benchmarks for monitoring and evaluating educational reforms.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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<h2>Estimating the costs</h2>
<p>Economic and public policy estimates of the total cost of dropouts <a href="https://theconversation.com/closing-doors-what-do-school-dropouts-cost-us-9499">vary depending on the range of sectors examined</a> and the methodologies used. </p>
<p>A <a href="https://www.cbc.ca/news/canada/high-school-dropouts-cost-social-and-justice-%20system-1-3b-a-year-study-1.862489">comprehensive 2008 study of the cost of dropouts in Canada</a> estimated impacts on labour, employment, health, social assistance and criminal justice systems to find <a href="https://www.researchgate.net/publication/237239069_Cost_Estimates_of_Dropping_Out_of_High_School_in_Canada">if Canada increased its high school graduation rate by one per cent, the estimated savings would be over $7.7 billion annually</a>. This study considered the estimated loss of private earnings, public tax revenues, employment revenue premiums and the cost of employment insurance. It also examined what are called “intangible costs” — the non-market effects of less schooling associated with reduced quality of life.</p>
<p>For Ontario, which possesses more than <a href="https://www.statista.com/statistics/449110/enrollment-in-public-elementary-and-secondary-schools-in-canada-by-province/">40 per cent of the country’s student population</a>, this $7.7 billion annual savings would amount to a relative share of more than $3 billion. It’s worth noting this conservative estimate was based on dollar amounts more than 10 years ago and the projection applies to only a one per cent increase in high school graduates. </p>
<p>U.S. research has indicated that in practical terms, <a href="http://www.oecd.org/education/school/45158221.pdf">$1 spent on education provides a lifetime benefit to society of $2</a>. Each new graduate in the U.S. provides a <a href="https://www.nytimes.com/2012/01/26/opinion/the-true-cost-of-high-school-dropouts.html">net benefit to taxpayers of approximately US$127,000 over the graduate’s lifetime</a>. </p>
<p>Collectively, this research suggests that the difference in high school completion rates between Canada and top industrialized countries such as Japan or Finland carry staggering economic costs.</p>
<h2>Improving high-school completion</h2>
<p>We can’t do justice to the wide range of factors that influence high school completion rates in this short review, but we offer some key education system features that are within policymakers’ control. </p>
<p>To reduce school failure, governments would be wise to invest in quality early years education that <a href="https://theconversation.com/new-research-shows-quality-early-childhood-education-reduces-need-for-later-special-ed-112275">demonstrably reduces the need for later special education</a>; provide additional support and funding aimed at bringing students into a successful school career when students are identified as <a href="https://edi.offordcentre.com/researchers/how-to-interpret-edi-results/">being vulnerable or at risk</a>; support curriculum and professional development to bolster <a href="https://theconversation.com/culturally-responsive-teaching-in-a-globalized-world-109881">culturally responsive teaching</a>; avoid early tracking of students into different ability groups; ensure students are <a href="https://link.springer.com/book/10.1007/978-3-319-74063-8">equitably directed to school choices</a>; provide <a href="http://www.oecd.org/newsroom/educationreduceschoolfailuretoboostequityandgrowthsaysoecd.htm">funding according to student needs, particularly for disadvantaged students and schools</a>; in tandem with equitable and targeted support for all students’ academic achievement, including <a href="https://nationalpost.com/pmn/news-pmn/canada-news-pmn/toronto-school-board-considering-overhaul-of-streaming-practice-in-grades-9-10">ensuring equal access to academic-track coursework</a>, <a href="https://www.oecd.org/education/a-skills-beyond-school-commentary-on-canada.pdf">improve the quality of secondary vocational or apprenticeship courses</a>. </p>
<p>It is important to remember that expenditures that lead to a one per cent increase in graduation rates may represent good value for money based on benefit-to-cost ratio calculations. On the other hand, policies that cut expenditures under the mantra of “doing more with less” can also contribute to a decrease in high school graduation rates that could easily cancel out those savings.</p><img src="https://counter.theconversation.com/content/115396/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Louis Volante receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC).</span></em></p><p class="fine-print"><em><span>Jo Ritzen and John Jerrim do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>While the purpose of education can’t be reduced to promoting economic growth, every child out of school represents both lost opportunities — and huge economic costs — for countries.Louis Volante, Professor, Brock UniversityJohn Jerrim, Lecturer in Economics and Social Statistics, UCLJo Ritzen, Professor of International Economics of Education, Science and Technology, Maastricht UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1078942018-12-05T18:54:50Z2018-12-05T18:54:50ZDon’t be too quick to dismiss ‘dying trades’, those skills are still in demand<figure><img src="https://images.theconversation.com/files/248880/original/file-20181204-34142-90zjgp.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Patternmaker Paul Kay is now used to the idea of working by himself.</span> <span class="attribution"><span class="source">Jesse Stein</span>, <span class="license">Author provided</span></span></figcaption></figure><p>With the re-election of the Andrews government in Victoria, the <a href="https://www.vic.gov.au/freetafe/free-tafe.html?Redirect=1">Free TAFE for Priority Courses</a> policy will be rolled out in 2019. This is a positive step towards <a href="https://theconversation.com/free-tafe-in-victoria-who-benefits-and-why-other-states-should-consider-it-96102">repairing the TAFE system</a>, which has been damaged by years of funding cuts and competition with an unregulated private training sector.</p>
<p>One question moving forward is whether or not free TAFE will support manufacturing. Although Australian manufacturing now carries a stigma of decline, since 2016 productivity and employment in manufacturing has actually <a href="http://www.tai.org.au/sites/defualt/files/Stanford%20Swann%202017%20Manufacturing%20A%20Moment%20of%20Opportunity.pdf">increased</a>. But if we want to continue this upward trend, we must avoid being held back by a <a href="https://d3n8a8pro7vhmx.cloudfront.net/theausinstitute/pages/2829/attachments/original/1529900135/Advanced_Skills_for_Advanced_Manufacturing_Formatted.pdf?1529900135">lack of skilled workers</a> to supply this expansion. </p>
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Read more:
<a href="https://theconversation.com/tafe-helps-skills-shortage-more-than-private-providers-10906">TAFE helps skills shortage more than private providers</a>
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<p>It’s often assumed digital technologies have replaced traditional trades, and so we must focus our energies on STEM training. To some extent this is true, but right now Australia’s manufacturing skills shortage isn’t only about STEM. We also need skilled workers on the industrial craft side of the spectrum. That is, trades sometimes considered to be dying such as boilermaking, fitting and turning, moulding, toolmaking, and engineering patternmaking. </p>
<h2>The skills shortage in Australian foundries</h2>
<p>The skills shortage in the foundry sector is a clear example of this problem. Australian foundries make a wide variety of cast metal objects, including mining and agricultural equipment and railway parts. Secretary of the <a href="https://www.australianfoundryinstitute.com.au/">Australian Foundry Institute</a>, Joe Vecchio told me:</p>
<blockquote>
<p>Everyone keeps saying foundries are a dinosaur industry, they’re dying. But every foundry is busy right now, and they want new apprentices. </p>
</blockquote>
<p>For many years, foundries have experienced difficulty finding qualified tradespeople and apprentices in engineering patternmaking and moulding. Many have resorted to using unskilled labour and providing in-house training. </p>
<p>These shortages haven’t been fully acknowledged on the <a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/nsnl.pdf">National Skills Needs List</a>. Although Victoria’s free TAFE program includes hints of manufacturing support, there are some notable gaps. </p>
<h2>What is engineering patternmaking and why does it matter?</h2>
<p><a href="http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/5F06748296B2BBAECA257B9500131029?opendocument">Engineering patternmakers</a> use technical drawings to construct a 3D pattern (like a model), which is used to produce a mould for metal casting or plastics production. Patternmakers make patterns for objects as large as the buckets on the end of diggers and bulldozers, and as small as the moulds for glucose jube lollies.</p>
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<img alt="" src="https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=345&fit=crop&dpr=1 600w, https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=345&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=345&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=433&fit=crop&dpr=1 754w, https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=433&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/248886/original/file-20181204-34157-1chombc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=433&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">A pattern for bear-shaped jubes, made by W.G. Kay & Co.</span>
<span class="attribution"><span class="source">Jesse Adams Stein</span>, <span class="license">Author provided</span></span>
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<p>While traditionally trained as woodworkers, patternmakers today are trained to use a range of materials and technologies, including computer aided design (digital drafting software known as CAD) and CNC machines (computer-numerically-controlled machine tools that use digital data to direct a machine on multiple axes).</p>
<p>Two things make patternmakers valuable for a thriving manufacturing sector: versatility and precision. Patternmakers aren’t tied to a single industry, and they are sticklers for dimensional accuracy. Patternmakers’ materials and production knowledge means their advice to designers and manufacturers can result in a far more successful final product. </p>
<p>Right now, only seven apprentices are undertaking a patternmaking apprenticeship in Australia. To give you some idea of this disparity, Australia has approximately <a href="https://joboutlook.gov.au/Occupation.aspx?search=&code=3234">4,200 qualified patternmakers and toolmakers</a> currently working in a variety of industries associated with metals and plastics production. The situation is similar for moulders. </p>
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Read more:
<a href="https://theconversation.com/to-fix-higher-education-funding-we-also-need-to-fix-vocational-education-102634">To fix higher education funding, we also need to fix vocational education</a>
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<p>The only remaining apprentice training location for patternmakers and moulders is <a href="https://international.tafeqld.edu.au/study-with-us/locations/skillstech">TAFE SkillsTech</a>, in Brisbane. One of the barriers for employers taking on new apprentices is sending them to Queensland for block training. If you run a foundry in Tasmania, for instance, it costs a lot to send an apprentice to Queensland if you factor in travel, accommodation and meals. Added to this is the challenge of sending 16-year-olds - almost exclusively boys - on their own. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=794&fit=crop&dpr=1 600w, https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=794&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=794&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=998&fit=crop&dpr=1 754w, https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=998&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/248888/original/file-20181204-34122-1pppkvy.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=998&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The patternmaking process.</span>
<span class="attribution"><span class="source">Tim Wighton</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>For foundry and patternmaking employers outside Brisbane, taking on new apprentices often isn’t worth the expense or the stress. </p>
<p>Patternmaking business owner <a href="https://catalogue.nla.gov.au/Record/7765725?lookfor=author:%22kay%20paul%201954-%22%20AND%20title:%22paul%20kay%20interviewed%20by%20jesse%20adams%20stein%20in%20reshaping%20australian%20manufacturing%20oral%20history%20project%22&offset=1&max=1">Paul Kay</a>, after a failed attempt to send an apprentice to Queensland said he had just started getting used to the idea of working by himself. </p>
<p>Another patternmaking business owner, <a href="https://catalogue.nla.gov.au/Record/7765727?lookfor=my_parent:%22(AuCNL)7540760%22&offset=5&max=9">Peter Phipps</a> said he might have to look overseas to employ someone, which he feels is too much hassle. </p>
<p>Presently some foundries are resorting to informally upskilling carpenters and cabinetmakers in patternmaking. But this approach carries risks. Other people from other trades may be very good at Computer Aided Design, but don’t necessarily understand patternmaking concepts like metal shrinkage and other intricacies of moulding and casting processes. </p>
<h2>What can be done?</h2>
<p>The decline of foundry trades isn’t a natural result of market economics or automation. The market demand is there. It was a political choice to ignore these skills, and it can be a political choice to revive them. It’s encouraging to see the free TAFE program supports a <a href="https://www.skills.vic.gov.au/victorianskillsgateway/students/pages/coursesearchdescription.aspx?type=course&keyword=certificate%20ii%20in%20engineering%20pathways&courseid=11204&14=1&utm_source=freetafe.vic.gov.au&utm_medium=referral&utm_campaign=freetafe2018&utm_term=certificate-ii-in-engineering-pathways&utm_content=construction-infrastructure-apprenticeship-pathway">Certificate II in Engineering Pathways</a>, for instance, but this is a baby step.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/248889/original/file-20181204-34125-1p32jjb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A pattern and casting made using the pattern.</span>
<span class="attribution"><span class="source">Peter White, Dolman Pattern & Model Makers</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>In the immediate term, apprenticeships in the foundry sector must be made more attractive by providing adequate government funding for apprentices to attend training in Queensland. This would support their travel and safe housing on campus, and be customised to meet the unique educational and social needs of teenage apprentices. </p>
<p>Moving into the future, the survival of engineering patternmaking – among other trades – must be taken seriously, rather than written off as already redundant. If funded and prepared adequately, apprentice training could be revived at a state-based TAFE level, with an emphasis on merging digital fabrication skills with traditional craft knowledge.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australia-needs-to-do-more-to-arrest-the-decline-in-apprenticeships-47942">Australia needs to do more to arrest the decline in apprenticeships</a>
</strong>
</em>
</p>
<hr>
<p>If we let industrial craft disappear, the ramifications will abound in the products themselves. High quality manufacturing requires high quality workmanship – without those skills, production will be wasteful and full of rejects. Australian manufacturing will gain a reputation for unreliable production.</p>
<iframe width="100%" height="200" src="https://player.whooshkaa.com/player/episode/id/308702?visual=true&sharing=true" frameborder="0" style="width: 100%; height: 200px"></iframe>
<hr>
<p><em>To learn more about engineering patternmaking and the craft shadows of manufacturing, listen to the newly released <a href="https://historylab.net/">HistoryLab</a> podcast episode, <a href="https://historylab.net/s2ep2-invisible-hands/">Invisible Hands</a>.</em></p><img src="https://counter.theconversation.com/content/107894/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jesse Adams Stein receives funding from the UTS Chancellor's Postdoctoral Research Fellowship and the National Library of Australia, Canberra. She was the collaborating historian for the History Lab podcast, Invisible Hands.</span></em></p>The skills shortage in the foundry sector shows there is a continuing demand for “traditional” trades.Jesse Adams Stein, Chancellor's Postdoctoral Research Fellow, Faculty of Design, Architecture & Building, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/872952017-11-22T12:08:19Z2017-11-22T12:08:19ZTime for Britain to face up to its post-Brexit skills shortage<figure><img src="https://images.theconversation.com/files/194584/original/file-20171114-27612-nr54xf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/united-kingdom-uk-flag-pattern-on-443094868">Chinnapong/Shutterstock</a></span></figcaption></figure><p>A new and <a href="https://www.theguardian.com/politics/2017/nov/20/theresa-mays-cabinet-agrees-to-pay-more-to-break-brexit-deadlock">dramatic wrinkle</a> seems to be added to the process of Brexit talks every week. But rumbling underneath the political positioning are some fundamental problems for business. Perhaps the most startling challenge is the prospect of a cavernous skills gap.</p>
<p>A lot of attention has been paid to the problems of low-skilled workers – the “left-behind” <a href="https://www.jrf.org.uk/report/brexit-vote-explained-poverty-low-skills-and-lack-opportunities">who voted for Brexit</a> in the first place, and the migrants who are currently propping up the agricultural economy and doing the jobs that UK workers don’t want to do. But a more pressing issue is the fact that for too long a large proportion of our skilled labour has been coming from outside the UK. </p>
<p>This is not only in the form of skilled individuals who are recruited to work for companies and public sector organisations in the UK, but also in the way Britain outsources the manufacture of complex parts to companies in the rest of Europe.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=459&fit=crop&dpr=1 600w, https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=459&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=459&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=577&fit=crop&dpr=1 754w, https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=577&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/194586/original/file-20171114-27576-1vbhqha.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=577&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Can the UK bring skills back home?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/kragujevac-serbia-circa-april-2012-workers-179623988">bibiphoto/Shutterstock</a></span>
</figcaption>
</figure>
<h2>Qualified successes</h2>
<p>After Brexit – and already people are <a href="https://www.theguardian.com/politics/2017/aug/27/million-skilled-eu-workers-planning-to-leave-uk-brexit">starting to drain away</a> from the country – there will be virtually nobody to fill the gap between low skilled and unskilled labour at the bottom, and highly specialised professionals at the top.</p>
<p>This is because over the past 20 years the UK has lost the training habit for skilled technician-level people. The country will soon pay the price unless the government and the business sector can work together quickly to redress the balance.</p>
<p>First, we need to reduce our current obsession with the “traditional” academic education route, in which GCSEs lead to A-levels, which lead inexorably to university degrees. This has resulted in qualification inflation, whereby jobs that were once trained for through apprenticeships and college courses are now accessible only to graduates. Young people are racking up <a href="https://www.theguardian.com/money/2017/jun/15/uk-student-loan-debt-soars-to-more-than-100bn">large amounts of debt</a> in pursuit of degrees that will never “pay for themselves” in terms of large salaries. And yet there seems to be no alternative.</p>
<p>Second, we need to increase both the quality and status of technical education and training. It should not be the B-stream option for students whose A-level results are not good enough for university, but a positive choice that is seen to lead to solid employment opportunities. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=497&fit=crop&dpr=1 600w, https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=497&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=497&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=624&fit=crop&dpr=1 754w, https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=624&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/194576/original/file-20171114-27607-137kxp3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=624&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">A new approach to higher ed.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/college-students-learning-education-university-teaching-337088186">Rawpixel.com/Shutterstock</a></span>
</figcaption>
</figure>
<p>It is ironic that, when polytechnics became universities after the <a href="http://www.legislation.gov.uk/ukpga/1992/13/contents">Further and Higher Education Act</a> in 1992, one of the first things they did was phase out BTECs and other sub-degree technical qualifications, passing them on to colleges of further education.</p>
<p>This sent out a clear message about the worth of these qualifications, and therefore of the benefits of pursuing them. Reversing this perception, and raising the profile and prestige of the technical training route, will require new leadership from the sector.</p>
<h2>Staying put</h2>
<p>Finally, there needs to be a fundamental rethink of recruitment, training, and HR policies on the part of employers. Recruitment has become very lazy: almost every job description now seems to start with the word “graduate”. Training, too, has become truncated and superficial – so-called “apprenticeships” tend to last no longer than a year, and are more like work experience than developing the next generation of skilled workers. </p>
<p>It’s as if employers have believed the hype about people who expect to move jobs every couple of years, and have given up rather than giving them reason to stay.</p>
<p>There are some honourable exceptions. Accountant and consultancy firm PwC introduced a <a href="https://www.pwc.co.uk/industries/government-public-sector/education/higher-apprenticeships/higher-apprenticeships-what-is-a-higher-apprenticeship.html">Higher Apprenticeship</a> that provides a work-based route to chartered accountant status straight from school. And Rolls Royce’s <a href="http://careers.rolls-royce.com/site-services/countries/germany/apprentices-and-school-leavers/create-your-future/engineering-apprenticeships#/">engineering apprenticeships</a> are successfully competing with top universities to attract talented young people. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/194578/original/file-20171114-27576-1ej1x4w.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Engineering a new deal for apprentices.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/indianapolis-circa-october-2016-rollsroyce-corporation-495749437">Jonathan Weiss/Shutterstock</a></span>
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</figure>
<p>The benefits to both sides are clear. New recruits are paid throughout their training – not a lot at first, maybe, but it’s better than accumulating debt. And the companies can train them in precisely the skills and behaviours they need. In addition, if the trainees are treated well and can see a clear path to progress through the company, there is little reason for them to leave. Employers can continue to reap the benefits of their investment.</p>
<p>There will always be people for whom a traditional academic education is the best choice, and jobs that are particularly suited to graduates. Similarly, there will always be people who are naturally inclined to move about, eager to change jobs, employers, and even careers at regular intervals. But there is no reason to assume that everyone is like this – and nothing to suggest that it would be good for employers or the economy if they were.</p>
<p>If nothing else, the spectre of Brexit has at least forced many within the UK to take a long, hard look at our highly unbalanced economy and recognise where we have let things slide. Whatever happens in the future, the balance has to be restored, and that means starting now.</p><img src="https://counter.theconversation.com/content/87295/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew White and Frank McLoughlin work for Said Business School (SBS) and Education and Training Foundation (ETF) respectively, on a project to train senior leaders from the Further Education Sector. In this respect, the ETF are clients of SBS. </span></em></p>Worries about the loss of low-skilled labour risk obscuring a genuine flaw in the UK economy at the upper end of the scale.Andrew White, Associate Dean for Executive Education and Corporate Relations, University of OxfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/830442017-08-31T20:23:47Z2017-08-31T20:23:47ZThere is no apprenticeships ‘crisis’ in Australia<figure><img src="https://images.theconversation.com/files/183934/original/file-20170830-23670-me3vib.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">When separating out apprenticeships and traineeships, it becomes clear that apprenticeships are not in crisis.</span> <span class="attribution"><span class="source">Shutterstock/SpeedKingz</span></span></figcaption></figure><p>It’s rare to find an issue that unites both sides of politics, employers and trade unions, yet these unlikely allies have all claimed there is an apprenticeships “crisis”. </p>
<p>In 2016, Labor leader Bill Shorten <a href="http://www.billshorten.com.au/more_apprenticeships_means_more_good_jobs_and_real_skills">said</a> that the number of Australians training for apprenticeships was at its lowest level since 2001, blaming Coalition funding cuts for plummeting numbers. </p>
<p>This year, the assistant minister for vocational education and skills, Karen Andrews, <a href="https://ministers.education.gov.au/andrews/skilling-australia-fund">explained</a> the Coalition government’s new Skilling Australians Fund would restore “alarming” apprenticeship numbers to 2012 levels. She said:</p>
<blockquote>
<p>Labor’s withdrawal of employer incentives contributed to a massive decline. </p>
</blockquote>
<p>The Australian Council of Trade Unions <a href="http://www.actu.org.au/actu-media/media-releases/2016/statement-from-actu-president-ged-kearney-on-free-falling-apprenticeship-numbers">claims</a> apprenticeship numbers have experienced a “catastrophic drop” under the Abbott/Turnbull government. </p>
<p>The Business Council of Australia, Australian Chamber of Commerce and Industry, and the Australian Industry Group <a href="http://www.bca.com.au/media/coalition-of-business-groups-calls-for-decisive-action-to-rescue-australias-ailing-apprenticeship-system">also claim</a> that apprenticeships have declined by 45% since 2012. </p>
<p>A <a href="http://www.mitchellinstitute.org.au/reports/finding-the-truth-in-the-apprenticeships-debate/">new report from the Mitchell Institute</a> exposes some of the misconceptions behind these claims, finding some truth and a more purposeful way forward in the apprenticeships debate.</p>
<h2>What’s causing the confusion?</h2>
<p>The term “apprenticeship” can be misleading, as it is often used to refer to both traditional apprenticeships and traineeships. Both apprenticeships and traineeships involve a combination of employment and a formal contract of training, but have quite different backgrounds and applications. </p>
<p>Apprenticeships are largely in the trades – areas like electrical, plumbing, construction and commercial cooking – and typically involve a four-year contract. Most people still associate apprenticeships with trades. </p>
<p>Traineeships, while also combining employment and formal training, were created by the Commonwealth government in the 1980s to provide job opportunities for young people, particularly in the services sector. </p>
<p>Both apprenticeships and traineeships have an important role to play. However, information (and numbers) relating to both systems are often presented together as “apprenticeships”, creating a misleading picture about the state of the traditional trade-based apprenticeship system.</p>
<h2>What’s the real story?</h2>
<p>When separating out apprenticeships and traineeships, it becomes clear that apprenticeships are not in crisis. In fact, some trade apprenticeships have experienced growth in recent years. </p>
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<iframe src="https://datawrapper.dwcdn.net/5GjQD/1/" scrolling="no" frameborder="0" allowtransparency="true" allowfullscreen="allowfullscreen" webkitallowfullscreen="webkitallowfullscreen" mozallowfullscreen="mozallowfullscreen" oallowfullscreen="oallowfullscreen" msallowfullscreen="msallowfullscreen" width="100%" height="500"></iframe>
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<p>The chart above shows trade commencements (mostly traditional trade apprenticeships) have been relatively stable over the past 20 years or so, and are certainly not falling off a cliff. </p>
<p>Non-trade commencements (mostly representing traineeships), on the other hand, have experienced a sharp decline since 2012. </p>
<p>However, our report shows the high numbers of traineeships in 2011 to 2012 were caused by a number of policy changes. These include the availability of employer incentives, and the expansion of the trainee system to cover existing, not just new workers, and part-time as well as full-time staff. </p>
<p>Together, these policies made it very appealing for companies to take on a trainee, or to <em>make</em> an existing employee a trainee, as in some cases the incentive acted as an effective wage subsidy. </p>
<p><a href="https://www.australianapprenticeships.gov.au/sites/ausapps/files/publication-documents/ncverreport4.pdf">Evidence emerged</a> that these incentives were being misused, and the Commonwealth Government rightly scaled back eligibility from 2012 to 2013. This explains the steady rise and then significant drop in trainee commencements over this period.</p>
<p>However, these changes did not affect funding for trade apprenticeships at all. </p>
<h2>What’s the story with apprenticeships?</h2>
<p>The situation with traditional trade apprenticeships is more complex. A number of factors influence apprenticeship commencements across different occupations. </p>
<p>The first point to make is that not all trade apprenticeships have declined since 2013. As the chart below shows, some have grown – and the extent of decline varies between occupations. </p>
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<p>If funding changes do not account for the decline in commencements, what other factors might explain it?</p>
<p>The answer is a range of economic and social factors, including negative and low growth in full-time employment throughout 2013 to 2016, ongoing structural change in the composition of the labour market and the relevance of the current apprenticeship model in some occupations, as well as supply factors, including potentially a decline in the quality of the apprenticeship applicant pool. </p>
<h2>Where to from here?</h2>
<p>Both sides of politics, employers and unions should – and clearly do – care about apprenticeships. </p>
<p>However, the apprenticeship system would be better served if less time was spent on political point-scoring and more on acknowledging this complex picture.</p>
<p>Both apprenticeships and traineeships have a vital role to play in building the skills base of the future Australian workforce. But they also need to remain relevant and responsive to changing needs, and sit within an integrated and considered tertiary education and training system, encompassing a range of VET and higher education options.</p>
<p>There’s a long way to go to achieve that goal, but finding some truth in the apprenticeships debate is a good start.</p><img src="https://counter.theconversation.com/content/83044/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The so-called ‘crisis’ has united both sides of politics, employers and trade unions, but wrongly conflates apprenticeships and traineeships to skew the picture.Peter Noonan, Mitchell Professorial Fellow, Victoria UniversitySarah Pilcher, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/754262017-05-31T09:29:31Z2017-05-31T09:29:31ZThe NHS faces a staffing crisis for years to come<figure><img src="https://images.theconversation.com/files/168916/original/file-20170511-32588-1s04m86.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption"></span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/confirm/168769841?src=slhzZpa4RZdBCFxVirtPSA-1-63&size=medium_jpg">Monkey Business Images/Shutterstock</a></span></figcaption></figure><p>From August, nursing, midwifery and most allied health students will no longer have their tuition fees paid by the NHS, nor will they receive maintenance bursaries. This will undoubtedly affect the number of students opting to study these subjects. And it will negatively impact NHS England staffing levels in three years’ time. </p>
<p>Many nursing students are <a href="http://www.socialsciencespace.com/2014/09/in-the-uk-are-student-populations-growing-older/">mature students</a> and having their fees paid has been an incentive to study. At Bournemouth University, we have a large number of mature students who have a mortgage and dependent children, so they may be reluctant to take on more debt. Taking away the bursary could prevent many talented people from becoming tomorrow’s nurses, midwives, physiotherapists, occupational therapists and speech-and-language therapists, to name just some of the healthcare degrees that will no longer be funded by the government.</p>
<p>The <a href="https://www.theguardian.com/education/2017/feb/02/nursing-degree-applications-slump-after-nhs-bursaries-abolished">Royal College of Nursing</a> (RCN) confirms that nursing and midwifery student applications across England are down by 23% this year. This doesn’t necessarily mean that the places on these courses won’t be filled, as they are often oversubscribed, but it’s a worrying dip, nonetheless. </p>
<p>If the government – whoever they may be after June 8 – is serious about securing an NHS workforce for the future, they need to be serious about investing in it now.</p>
<h2>Inventing new roles</h2>
<p>There are over <a href="https://www.theguardian.com/commentisfree/2016/oct/24/nurses-brexit-cuts-eu-staff-nhs-crisis">55,000 EU nationals</a> working as nurses and doctors in the NHS. As a result of Brexit, fewer nurses from the EU are applying for jobs in the NHS. And the RCN confirms that student nurse applications from EU citizens are <a href="https://www.ucas.com/corporate/news-and-key-documents/news/applicants-uk-higher-education-down-5-uk-students-and-7-eu-students">down 7%</a> this year. </p>
<p>New healthcare roles have been created in an attempt to counteract the changes to student funding and to Brexit, such as the new nursing associate role. A nursing associate is more junior than a registered nurse, but they can go on to become a registered nurse either by completing a degree-level nursing apprenticeship or by taking a shortened nursing degree at university.</p>
<p>The government has also expanded the range of apprenticeship schemes, such as nursing-degree apprenticeships and apprenticeships which support the development of <a href="https://www.gov.uk/government/news/new-nursing-degree-apprenticeship">advanced-practice nurses</a>. But none of these initiatives is a quick fix. </p>
<p>In fact, with the introduction of the apprenticeship levy, introduced for all large organisations since April 2017, the government hopes to train 100,000 apprentices in the NHS by 2020. These apprenticeships will include nursing associates and healthcare assistants (a position below nursing associates). This means that all organisations, not just the NHS, who have an annual wage bill of £3m or more will have an apprenticeship levy of 0.5% of their total wage bill deducted to pay towards the government’s apprenticeships scheme. However, paying for a three-year degree apprenticeship by the NHS Trusts will far exceed what the levy will pay for. </p>
<h2>Dire consequences</h2>
<p>Nursing shortages will not just be bad for patients, they will be bad for nurses too. A study, published in JAMA, showed that a poor nurse-to-patient ratio can result in an increase in <a href="http://jamanetwork.com/journals/jama/fullarticle/195438">patient mortality</a> and have a detrimental effect on the health and well-being of the nurse, leading to job dissatisfaction and more nurses quitting.</p>
<p>The NHS cannot survive the continued and worsening workforce shortage and retain its reputation for high-quality patient care. So, unless incentives are introduced, such as fees paid for those with a first degree to enter these programmes at the postgraduate level, or assistance with childcare, or similar incentives that would encourage candidates to enter healthcare professions, the workforce crisis in the NHS can only continue to spiral out of control.</p><img src="https://counter.theconversation.com/content/75426/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Elizabeth Rosser does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The double-whammy of Brexit and the withdrawal of healthcare-student bursaries will cause massive shortfalls in NHS staff.Elizabeth Rosser, Acting Dean of the Faculty of Health and Social Sciences, Bournemouth UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/700192016-12-09T11:45:31Z2016-12-09T11:45:31ZJeremy Hunt’s apprentice-style training for nurses is a bad idea<figure><img src="https://images.theconversation.com/files/149247/original/image-20161208-31352-1hoslst.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/confirm/529665391?src=MkPBzTZDfJ231fNdwfZ8Vg-1-13&id=529665391&size=medium_jpg">Billion Photos/Shutterstock.com</a></span></figcaption></figure><p>Healthcare workers who want to become nurses but who lacked the qualifications to go to university will be able to train as nursing apprentices, <a href="http://www.bbc.co.uk/news/health-38146395">says health secretary Jeremy Hunt</a>. This is bad for nursing and bad for patients.</p>
<p>For good reasons, we long ago stopped this style of training. Nursing students were being used as “pairs of hands” and they were not being prepared well to work in the modern NHS. Anne Marie Rafferty, professor of nursing policy at King’s College London, <a href="http://journals.rcni.com/doi/pdfplus/10.7748/ns.31.14.8.s4">described the reinvention</a> of nursing apprenticeships as “an act of historical amnesia”.</p>
<p>I do not see the point behind apprentice-style training for nurses. According to the proposal, apprentices will be able to <a href="https://www.nursingtimes.net/news/education/nurse-apprenticeships-to-begin-in-september-2017/7013196.article">study at university</a> while they are paid to work in the NHS. They will not be part of the nursing workforce, but will get a degree and become registered like other nurses. However, the university route to becoming a nurse is already open to anyone, if they have the right entry qualifications. Why do we need another route? If these healthcare workers lack the right qualifications, how will they cope with university education? How many will drop out, damaged and disillusioned? And why would it be attractive to the NHS to fund these apprentices when from 2017 it will <a href="https://www.theguardian.com/society/2016/jul/21/nhs-bursaries-for-student-nurses-will-end-in-2017-government-confirms">no longer fund</a> nursing student bursaries or pay fees? These questions need to be answered.</p>
<h2>Smart people need not apply</h2>
<p>The idea of nursing apprentices is bad for nursing because it says that you do not have to be very clever to be a nurse. If you do not have to be very clever then you do not have to be educated, and you can learn about nursing on the job. Of course, much of nursing education is learned working with patients. But that is after a lot of time learning about how the body works and how people behave when they are ill. Nursing students also practice with special manikins which can react almost like real patients. They meet patients early in their course, but are watched closely by qualified nurses. As they learn more they take on more important jobs.</p>
<p>Nursing students spend half of their time in clinical practice and half of their time in the classroom. If nursing apprentices learn mainly “on the job” and not in the classroom, then they will lack the skills of other nursing graduates. These skills are mainly about how to learn and how to apply what is learned, how to make connections and how to react in situations that are unusual. This is often called “thinking outside the box” and it could be what makes graduate nurses <a href="https://theconversation.com/youre-more-likely-to-survive-hospital-if-your-nurse-has-a-degree-61838">better at saving lives</a> than nurses who are not graduates.</p>
<p>Graduate nurses are so valued in the US that in 2010 the Institute of Medicine, a division of the US National Academy of Science, said their numbers should be <a href="http://www.nejm.org/doi/full/10.1056/NEJMp1011639#t=article">increased from 50% to 80%</a>. In the UK all new nurses are now graduates of mainly full-time university courses.</p>
<p>Nursing apprentices will earn degrees, but the kind of degree will be different from the established degrees because these courses are designed for people without the right entry qualifications. We cannot be sure that nursing apprentice graduates will be as good as other graduates. The benefits of graduate nurses may be reduced with the introduction of apprentice-style training.</p>
<figure class="align-left ">
<img alt="" src="https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/149259/original/image-20161208-31352-1uxr3wh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Jeremy Hunt: what is he thinking?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/download/confirm/528512278?src=rge-bKf6ktI89yM1A044Jw-1-3&id=528512278&size=medium_jpg">Twocoms/Shutterstock.com</a></span>
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<p>Allowing nursing apprentices to work with patients if they are not being prepared like university nursing students is a risk. They may not know what they are doing. To reduce this risk, they would have to be watched closely by qualified nurses. But qualified nurses already look after large numbers of nursing students. They will have little time to look after apprentices.</p>
<p>This reinvented route to a nursing qualification is unnecessary, ill-considered and dangerous. It creates two tracks to becoming a nurse and risks creating a two-tier system of nursing. Nurses qualifying by the nursing apprentice-style training may be looked at as being second rate. Unless Hunt can tell us what the value of apprentice nurses will be to nursing, to the NHS and to patients, universities currently providing nursing degrees should not become involved in supporting them.</p><img src="https://counter.theconversation.com/content/70019/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Roger Watson has previously received funding UK Department of Health and the Nursing and Midwifery Council</span></em></p>Nursing apprenticeships didn’t work out the first time and now they’re back, and pose a risk to patients.Roger Watson, Professor of Nursing, University of HullLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/650122016-09-07T13:35:48Z2016-09-07T13:35:48ZLearn to love colleges – before they disappear<figure><img src="https://images.theconversation.com/files/136895/original/image-20160907-25279-12689a5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Empty seats. </span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/29203742@N02/8543791544/in/photolist-e1ZayL-r3hLV2-r38Ld4-24LhP-ERXZZ-6Kef1C-8RVec-89xCbV-fHTV6-7CiWeV-6wmgck-hmrmPy-9rDjDD-7oiWag-dkEt5g-q8pU4E-ozRC1H-6akUXN-ddfwgR-sozjAU-bRSE8t-8GfiFn-6chQ8v-6akXL5-6agNKD-da9dnT-mA7EHE-6zoCEw-5E5xAJ-6akXE3-e6PRNT-GHoZ3h-r3qsYp-M92Pr-qD2ik9-g5SL9T-qpMFov-qNXtsd-bUqc9U-cpswQj-q6hHPW-4yFw22-eu9Q3D-ovdRBH-5XExCC-61xF7P-ot3Xoh-r3cYqo-5Y5syR-5pQFtx">Fiona Skinner</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>It’s the start of a new term again at further education colleges across the UK, but it must be difficult for many students and staff to be enthusiastic about the year ahead. The whole college system is going through its biggest period of reform since the 1990s. Much of it is drastic and irreversible, and few outside the sector appear to be paying much attention.</p>
<p>British colleges are nothing less than a powerhouse for the economy. They support a surprising range of multi-billion pound industries, including motoring, construction, oil and gas, catering, tourism and health and beauty. There will be a college graduate supporting crucial functions within nearly every organisation. </p>
<p>Colleges also employ highly-skilled staff who are currently fighting to maintain conditions and quality of provision. They have had to live with 10% budget <a href="http://www.audit-scotland.gov.uk/uploads/docs/report/2016/nr_160825_scotlands_colleges.pdf">cuts</a> on <a href="https://www.theguardian.com/commentisfree/2015/nov/10/tories-further-education-cuts-david-cameron">average</a> across <a href="http://www.audit.wales/sites/default/files/download_documents/FEI-briefing-paper-english.pdf">the</a> UK over the last six years in the face of government austerity. </p>
<p>Wales and more recently Scotland have been at the forefront of reform by merging numerous institutions to form larger regional colleges. One example, <a href="http://www.edinburghcollege.ac.uk">Edinburgh College</a>, was formed from the mergers of Stevenson, Jewel and Esk and Telford colleges in 2012. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=396&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=396&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=396&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=498&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=498&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136896/original/image-20160907-25240-cnpvc1.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=498&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Former Jewel and Esk Valley college in east Edinburgh.</span>
<span class="attribution"><a class="source" href="http://www.geograph.org.uk/photo/2881947">Geograph</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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<p>Now England is undergoing a similar process, with the UK government carrying out phased area reviews since last year. Where the Scottish and Welsh governments’ proposals <a href="http://www.gov.scot/Publications/2011/09/15103949/15">were</a> largely sold as <a href="http://gov.wales/docs/dcells/publications/100301transformationpolicyen.pdf">providing</a> a regionalised response to industry and community needs with a more streamlined offering, England has added an <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/446516/BIS-15-433-reviewing-post-16-education-policy.pdf">explicit mandate</a> to reduce costs. The proposals cite the need for resilient and efficient larger organisations to help tackle the country’s financial deficit. </p>
<p>The English public would do well to look north and west to see how their two neighbours have fared. In Scotland, <a href="http://www.audit-scotland.gov.uk/docs/central/2015/nr_150402_scotlands_colleges.pdf">the reforms</a> do not <a href="http://www.audit-scotland.gov.uk/uploads/docs/report/2016/nr_160825_scotlands_colleges.pdf">appear</a> to be making colleges better placed to serve industry. Scotland is predicting annual savings of £50m by 2020, around 10% of total spend, though this doesn’t take account of merger costs such as redundancies. </p>
<p>The price is a <a href="http://www.audit-scotland.gov.uk/uploads/docs/report/2016/nr_160825_scotlands_colleges.pdf">9% drop </a> in full-time equivalent staff, reduced student numbers (for example a <a href="http://www.audit-scotland.gov.uk/docs/central/2015/nr_150402_scotlands_colleges.pdf">41% drop</a> in over 25s studying) and severe cuts to courses – including a <a href="http://www.audit-scotland.gov.uk/docs/central/2015/nr_150402_scotlands_colleges.pdf">48% reduction</a> in part-time courses between 2009 and 2015. Budgets are <a href="http://www.audit-scotland.gov.uk/uploads/docs/report/2016/nr_160825_scotlands_colleges.pdf">down 18%</a> in the past six years – well in excess of the UK average. </p>
<h2>Gone unnoticed</h2>
<p>If the college sector is to be the cornerstone of <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180504/DFE-00031-2011.pdf">economic recovery</a> in the UK, it is hard to see how a sector crippled by such swingeing funding cuts can respond effectively. Yet the lack of objection from the wider public has been striking. </p>
<p>The only significant protests have been by college staff, including strikes over pay and conditions – <a href="http://www.bbc.co.uk/news/uk-scotland-scotland-politics-37280475">recent industrial action</a> in Scotland for college support workers being the latest example. There has been commentary in the further education press, but that is largely read only within the sector. It doesn’t seem to have filtered through to the national consciousness. </p>
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<a href="https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136893/original/image-20160907-25257-1rmknoa.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Canteen at City of Glasgow College.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/gav195/4336074334/in/photolist-7BavQj-8yff8n-8NM6iG-ophkyX-6u2CPE-dVz13r-6tXj3M-41ipyF-6tXn7R-ehWuLu-xKZqQ-soUxgZ-6u2yFq-oB2m1H-6tXtPZ-e3gbsE-6tXiUt-atCBTF-v3bL13-41nEJq-8qY67T-sppGDq-ob2DGe-7yu8n2-9UXtVd-6u2yhN-yAsVQ-ohdrHc-8LW7SC-e9h2fa-6tXiAt-mB7itF-wRMZi-4iZVLi-8r2e61-6u2vmd-FipiX-41nE1o-bNo25c-6u2uT3-41nF63-77MduV-muSSXC-pUWvRo-cHmxb5-dR8sQn-8bvQBP-nEacdq-3jJx2X-4BaFUC">Gavin Ritchie</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
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</figure>
<p>So why have the restructuring and funding cuts largely gone unnoticed? Why are there not debates in pubs and offices the length of the country? If funding had been cut in schools in this way, there would be public outcry. Or imagine what would happen if you reduced part-time university places by 48%. <a href="https://www.theguardian.com/education/2016/apr/15/secondary-schools-sharpest-cuts-funding-since-1970s-thinktank">Schools</a> and <a href="http://russellgroup.ac.uk/news/university-funding-cuts/">universities</a> have seen cuts to government funding in recent years, too, but they have been less severe. And where universities can offset government cuts with student fees, including lucrative international ones, UK colleges are free at the point of use. </p>
<p>In terms of perception, the difference with schools is arguably that most of us went to one. Even if we didn’t enjoy it, we fundamentally understand their (supposed) purpose and accept it as part of our national structure. And all the way through school, we hear about universities. Indeed, schools are in many ways structured to lead us there, offering students a progression towards the <a href="http://www.a-levels.co.uk">A-levels</a> or <a href="https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/scottish-highers">Highers</a> in their senior years that will equip them for first year at university. </p>
<p>The UK has placed such value on higher education <a href="https://www.timeshighereducation.com/features/danny-dorling-six-trends-in-university-admissions/2018407.article">that nearly</a> 40% of school leavers now go directly on to become university undergraduates – vastly <a href="http://www.parliament.uk/briefing-papers/sn04252.pdf">more than</a> a generation ago. Arguably one result has been that further education has suffered from a crisis in prestige and a lack of public understanding of its critical role in supporting the economy. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=428&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=428&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=428&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=538&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=538&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136897/original/image-20160907-25272-2w05s4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=538&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Who better?</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/pic-144197953/stock-photo-black-graduation-cap-with-degree-isolated-on-white-background.html?src=hBpNNRkCqh9ZEP7172brJQ-1-6">Mega Pixel</a></span>
</figcaption>
</figure>
<h2>Misunderstood colleges</h2>
<p>Further education can feel like a lesser cousin, a place for those supposedly not good enough to study elsewhere. This is simply not true. The UK’s colleges provide some of the greatest learning opportunities and life chances available within the education system. </p>
<p>Apprenticeships in skilled disciplines supported by time-served and highly-valued experts in colleges are far more important than the UK as a nation recognises. Providing second-chance education to adults is also critical. In particular, it entails lifelong access to learning for impoverished communities. Neither schools nor universities are equipped to provide these services.</p>
<p>It is time to get excited about our colleges and start demanding that our government does much more to protect them. It is not wrong to change a system or sector – far from it. But change needs to be sustainable and delivered for the right reasons, and it is currently unclear if this is really the case with UK colleges. Without a groundswell in national support, I fear that one day we will wake up to find they have all but disappeared.</p><img src="https://counter.theconversation.com/content/65012/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gary Husband does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Welcome to further education – unloved cousin of schools and universities.Gary Husband, Lecturer, University of StirlingLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/634672016-09-07T12:44:01Z2016-09-07T12:44:01ZTo drive Bond-style classic cars into the future, Britain needs a new generation of Qs<figure><img src="https://images.theconversation.com/files/136878/original/image-20160907-25244-1l58mpj.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C1024%2C682&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/jimmonk/9904636403/in/photolist-g6eRka-g6e36c-poQdWK-g6eaxe-g6dGe7-g6difw-g6ekc7-p7k3cg-5oVUgY-7aZLkW-p3Fimt-7aFssq-FG64EZ-79YSEc-BYeohB-719g9Q-7bQUoB-7aZGSL-719dRj-qQfmWw-8DJbaN-719epu-8DENYT-C3sULz-b6DKRe-7aZJju-pdmcMv-7aBFst-pN1BLz-pvQBQ4-p7kYvf-pzUiuL-5oRUm8-pnx2EC-oZ1ybz-7aVSBB-719ftS-8DJ5J5-CizyjK-hesbCj-8DF6r4-pethV2-8DF6j2-8DJ4Bf-apfyCw-iMoXzk-apfCFN-bdhmig-g9eztH-78pthF">Jim Monk/Flickr</a></span></figcaption></figure><p>Britain excels at heritage-as-spectacle affairs, and they rarely get better than the <a href="https://www.goodwood.com/flagship-events/goodwood-revival/">Goodwood Revival</a>. The latest instalment of this classic motoring festival kicks off on Friday September 9, at a historic racing track in the heart of the Sussex countryside. Since its launch in 1998, it has become phenomenally successful. More than 100,000 visitors come through the gates over three days, the majority in meticulously curated <a href="https://www.goodwood.com/flagship-events/goodwood-revival/explore-revival/best-dressed/">vintage outfits</a>. But the real magic is the dedication, skills and labour which underpin the nostalgia by getting the cars to the track in the first place. </p>
<p>Goodwood might be <a href="https://www.hagerty.com/articles-videos/Articles/2007/09/27/The-Best-Event-in-the-World">the best event of its type in the world</a>. Only vehicles that would have been eligible to race on the original circuit from 1948 to 1966 are allowed to do so now, and all other vehicles on the grounds have to be of the same period. Rare and beautiful beasts and gems arrive in “concours condition” while thousands more are found in the visitors’ parking. </p>
<p>Beyond Goodwood, there are more than <a href="http://www.fbhvc.co.uk/research/">850,000 “classic cars”</a> being kept from the scrap heap in the UK. That is thanks in part to the financial commitment and dogged devotion of owners, but in reality, the show can only go on thanks to the largely invisible labour of mechanical specialists, panel beaters, painters, welders, coachwork specialists, trimmers and other craftspeople who nurture and heal the classics’ many aching joints. </p>
<p>Behind every <a href="http://subscribe.octane-magazine.com/news/what-next-for-the-barn-finds/">barn-find-to-auction star </a> and <a href="http://www.westernmorningnews.co.uk/alan-family-heirloom-drive-classic-car-title/story-17361782-detail/story.html">heirloom car</a> is the story of those who repair, restore and maintain these machines laden with tales and memories. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=504&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=504&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136880/original/image-20160907-25272-1a2kyy6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=504&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Seen better days.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/waynerd/6277122067/in/photolist-ayFTGx-84NUjB-84S2Zf-84S24Y-owWQhG-84S291-4kih9Y-cmPMbN-6czS6Q-84S2z7-dutQZb-85XAaj-84S2xY-6WJPSH-bxaep1-9z7LLf-a7snLR-dQPMVf-6WNMcm-84NTQg-4o2AGW-5gco6S-93pSKx-6Xk3Gs-aFnNv6-aoLEy4-6L7p5R-8K5XBR-6Xk1fm-84anun-8JcVie-84a5GD-6WJQzD-9YJVdj-biatGc-aoEENf-84d9Yd-dutQgC-a7veRN-7wXNK8-84a5ZB-84ao8Z-a7veYC-6M1kgy-6LBQN6-anBrMX-dAC9fw-an5GYA-diAiXP-aoBVkt">Wayne Stadler/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<h2>Generation gap</h2>
<p>You can meet some of the specialist engineers behind the celebrated racing cars in the Goodwood Revival paddocks (special passes are required for this inner sanctum). However, the vast majority of classic car workers are toiling away across the country in small workshops and garages, often self-employed. Many are getting on a bit, becoming that grey-haired craftsman who knows how to fix things they don’t make anymore. </p>
<p>And so the <a href="http://www.fbhvc.co.uk/trade-and-skills/">Federation of Historic Vehicle Clubs</a> says we have a “ticking time bomb”: an imminent shortage of specialist skills for the classic cars we seem to love more and more. <a href="http://www.practicalclassics.co.uk/">Practical Classics</a>, a leading sector magazine with a firm hold on the grassroots’ pulse, found in a recent survey that craftsmen with traditional skills are retiring faster than they can be replaced. Attempts to bring more young people into suitable training having “only limited, localized success”. </p>
<p>This is not just bad news for classic car obsessives, but offers another angle on the well-known British demand-and-supply skills mismatch. The <a href="http://www.fbhvc.co.uk/research/">Historic Vehicle Research Institute estimated in 2011</a> that classic motoring as a sector generates over £4 billion and more than 28,000 people earn all or some of their living from it. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=376&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=376&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=376&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=472&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=472&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136882/original/image-20160907-25244-1jtz98l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=472&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Spanner in the works?</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/jez_b/9883099574/in/photolist-fpi1Eq-oX5hoA-zjzqR3-ymjKDH-xozX6Q-g4ktbw-oX64CJ-asabB4-daRGhS-daRHES-apaqLS-gA5Nww-daRFra-qEQE5k-dd75ub-apaqFb-75DfVo-qJLc8P-dbhE52-qUoemr-8CbaaX-ao1nM2-dg6jpD-ap7ExH-ao1omT-8BVqTh-gA2JQh-ChF1xr-ap7DYr-ao3QuL-6Hjh9w-9ERLGU-5pjxBk-5poMzb-psACAJ-6Hj5CJ-5poNsu-5s75R4-qXi7TP-apb6WM-5sbqfA-6ZNpF2-CiM4zX-dg6jFV-gA3cWo-gA5Ghs-yAGNgj-ARJQyV-yka4YH-w7ujXh">Jez/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>Given the rise of a broader “vintage economy”, even the more humble classic family car can be worth something if some time and money is put into it. Check any local paper and there will likely be a classic car event near you, not to mention a full calendar of massive national events like the annual shows at <a href="http://www.necclassicmotorshow.com/">Birmingham’s NEC</a>. Sector media is rich, varied and globally acclaimed, auction houses and dealerships have done well out of the boom. <a href="https://www.classicdriver.com/en/article/cars/where-collector-car-market-going-say-experts">Despite a recent “cooling off”, the sector has grown rapidly in recent years</a>. The trouble is that the skills base is contracting. </p>
<h2>Diversion</h2>
<p>Classic car hobbyists have traditionally been amateur restorers or at least repairers. For many, much of the fun in classic car ownership is in the “tinkering” with a project car. As modern cars have become more dependent on electronics, first-hand experience of getting hands dirty fixing things has <a href="http://www.dailymail.co.uk/news/article-1337595/Modern-cars-baffling-DIY-mechanic.html">steeply declined</a>. As a new generation becomes interested in classic cars, they are also less able than ever to do the work themselves. That should further increase the demand for a skilled workforce. </p>
<p>So far, most of the lobbying and publicity has focused on apprenticeships, with the <a href="http://www.activatelearning.ac.uk/news/classic-vehicle-apprenticeship-fill-skills-gap">oft-repeated assertion </a> that 1,000 are needed to replenish the sector. Several colleges including Banbury and Bicester, City of Oxford, Reading and central Nottingham – near concentrations of car and classic car specialists – have launched schemes in recent years. Trainees are typically at a college 1-2 days a week and spend 3-4 days at the workplace, leading to Level three qualifications in around 36 months. </p>
<p>This sounds great on paper, but numbers are nowhere near what is desired despite good retention rates and decent buy-in from employers. One issue might be age: current funding schemes basically demand that over-25s pay their own way. This curtails their recruitment into a field most become aware of and drawn to slightly later in life. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=434&fit=crop&dpr=1 600w, https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=434&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=434&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=545&fit=crop&dpr=1 754w, https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=545&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/136884/original/image-20160907-25260-1ii2euk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=545&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Biker at Goodwood 2014.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/steelerobert/15230903351/in/photolist-pcUmVV-p7kRSN-8MmcsP-7y3Vwk-aq1FU2-5oY4vT-djiEGr-djiCxD-8BSgUp-dguzkp-3wcSoG-aq1HwK-fvgtrS-pXWc8j-djS5po-djiyjV-8MmJpX-djRXKY-djj6aU-7y3YDt-djiz6i-djiCfj-dguB59-fY2qEY-7y7K3E-p7mRNp-djRXV5-aq4icA-gr7H71-djiysi-djS2UX-poP841-djiAvf-djS9gP-djiwPu-djS8Sa-poQirr-dguKda-5p3ozS-peJzAV-diYW35-dguD2o-7y7MHd-5p3quw-fSQ8cG-dguEAo-db5yr1-7y7NyL-dguyMZ-aq1xhg">Robert/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
</figcaption>
</figure>
<p>This aligns with what is witnessed at the renowned full-time classic car restoration college course at <a href="http://www.leedscitycollege.ac.uk/courses-apprenticeships/departments/motor-vehicle-studies/motor-vehicle-classic-car-restoration-imial-diploma-level-2/">Leeds City College</a>, one of a handful in the country. Cohorts of 10 to 15 routinely comprise of trainees with highly varied career experiences behind them, many in their late 20s and early 30s. It is a big financial sacrifice and the decision to pursue something they love often follows from substantial soul-searching. If the accessibility to a broader age-range of trainees could be married with the practical experience provided by the apprenticeships schemes, it would be very good news for the future of historic motoring in the UK. </p>
<p>The Goodwood Revival roars on with all the self-assuredness of <a href="https://www.astonmartin.com/en/heritage/james-bond">James Bond’s Aston Martin</a> on a winding country road on a fine day. But it was always Q who kept Bond moving, and to make sure the ride is smooth and long into the future, Britain would be wise to make sure there are plenty more Qs in the making.</p><img src="https://counter.theconversation.com/content/63467/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ödül Bozkurt is a member of the SAAB Owners Club and a volunteer paddock steward at the Goodwood Revival. </span></em></p>The Goodwood Revival is a celebration of classic cars and the art of keeping them on the road and race track. Sadly, it is a dying art.Ödül Bozkurt, Senior Lecturer in Work and Employment, University of Sussex Business School, University of SussexLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/624182016-07-21T20:17:06Z2016-07-21T20:17:06ZWhat Australia can learn from England’s plan for vocational education<figure><img src="https://images.theconversation.com/files/131041/original/image-20160719-13868-ewd4hs.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The plan involves establishing two educational tracks for students to take.</span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>The UK has set out a plan to reform English vocational education. It’s <a href="https://www.gov.uk/government/publications/post-16-skills-plan-and-independent-report-on-technical-education">post-16 skills plan</a> will establish two educational tracks for students over 16 years old by building a technical education route to go alongside the well-established academic track. </p>
<p>The aim is to strengthen vocational education – now called “technical education” – which a series of reports found to be an incoherent mishmash of vocational, general and academic studies with weak educational and employment outcomes.</p>
<h2>Two options within technical education</h2>
<p>The technical route will have two options: college-based technical education, which will include industry placements, and employment-based technical education, such as apprenticeships, which include at least 20% college-based education. </p>
<p>College-based technical education will extend to diploma level and employment-based technical education will extend to baccalaureate level, incorporating the 1,000 <a href="http://www.hefce.ac.uk/kess/apprentice/">degree apprenticeships</a> which have been established since 2013. </p>
<p>This would reverse the blurring of academic, general and vocational education, which has been a major trend over the last few decades in England, as it has been in Australia, the US and elsewhere.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=851&fit=crop&dpr=1 600w, https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=851&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=851&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1070&fit=crop&dpr=1 754w, https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1070&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/131040/original/image-20160719-13871-wlfyfy.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1070&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">How the academic and technical options would work.</span>
<span class="attribution"><a class="source" href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536043/Post-16_Skills_Plan.pdf">Post-16 Skills Plan report, Department for Education</a></span>
</figcaption>
</figure>
<h2>Fifteen education routes</h2>
<p>The government will establish 15 technical education routes, which group occupations with shared requirements. </p>
<p>The routes were derived from an analysis of current labour market information and projections of future skills needs, which were reviewed with employers, academics and occupational bodies. </p>
<p>The technical education routes are based on related occupations rather than sectors. For example, the digital route includes many occupations such as web designer and network administrator, most of whom are employed outside the IT sector.</p>
<p>These technical education routes will help streamline the education system, providing clearer options for students in Years 11, 12 and 13. </p>
<h2>Reject the market in qualifications</h2>
<p>In England, vocational qualifications are designed and awarded by 158 different awarding organisations. Many of these are private for-profit companies, which seek to increase their business by multiplying qualifications. </p>
<p>In 2015, there were over 21,000 vocational qualifications. Prospective plumbers, for example, have to choose from 33 qualifications offered at three different levels by five different awarding organisations.</p>
<p>The government expressed concerns about the qualifications market:</p>
<blockquote>
<p>Instead of competition between different awarding organisations leading to better quality and innovation in the design of qualifications, it can lead to a race to the bottom in which awarding organisations compete to offer qualifications which are easier to pass and therefore of lower value.</p>
</blockquote>
<h2>Reject competency-based training</h2>
<p>In a move that should provoke deep reflection by Australian policymakers, the UK government’s panel rejected the competency-based training of Australian vocational education qualifications: </p>
<blockquote>
<p>We considered whether the current National Occupational Standards (NOS) could form the basis of technical education. However, NOS have been derived through a functional analysis of job roles and this has often led to an atomistic view of education and a rather tick-box approach to assessment. As such we do not consider them to be fit-for-purpose for use in the design of the technical education routes.</p>
</blockquote>
<h2>Public funds should not be allocated to for-profit providers</h2>
<p>The panel estimated that at least 30% of government funding for English vocational education is allocated to private providers. </p>
<p>But there was a strong view that public funds should not be allocated in this way:</p>
<blockquote>
<p>Given what appears to be the highly unusual nature of this arrangement compared to other countries and the high costs associated with offering world-class technical education, we see a strong case for public funding for education and training to be restricted to institutions where surpluses are reinvested into the country’s education infrastructure.</p>
</blockquote>
<p>It was suggested that publicly subsidised technical education should be delivered under not-for-profit arrangements and that new government funding should be “prioritised towards colleges and training providers who intend to reinvest all surpluses into education infrastructure”.</p>
<h2>Implications for Australia</h2>
<p>This has direct implications for Australia, where private providers now offer <a href="https://www.ncver.edu.au/publications/publications/all-publications/2872">46% of government-funded vocational education</a>. This is an extraordinary increase on the 29% share they had in 2011. </p>
<p>Australia might also consider the UK’s <a href="https://www.gov.uk/government/publications/apprenticeship-levy-how-it-will-work/apprenticeship-levy-how-it-will-work">apprenticeship levy</a>, which will be introduced from April 2017.</p>
<p>The levy will require employers with a payroll of over £3 million (A$5.2 million) to spend 0.5% of that on approved apprenticeships. </p>
<p>This will be similar to – but more rigorous than – the training guarantee Australia introduced in 1990 as part of the Higher Education Contribution Scheme (HECS). </p>
<p>While training levies work well in <a href="http://www.smf.co.uk/publications/fixing-a-broken-training-system-the-case-for-an-apprenticeship-levy/">62 developed countries</a> such as Austria, Denmark and France, Australia <a href="http://www.voced.edu.au/content/ngv%3A18958">withdrew its training guarantee in 1994</a> because it was unpopular among employers and was weak. </p>
<p>But the collapse in <a href="https://www.ncver.edu.au/publications/publications/all-publications/apprentices-and-trainees-2015-december-quarter">apprenticeship numbers</a> and the <a href="http://www.pc.gov.au/research/ongoing/report-on-government-services/2016/childcare-education-and-training/vocational-education-and-training#framework">31% cut in government funding</a> per vocational education student since 2005 may prompt the government to consider following England in introducing an apprenticeship levy.</p><img src="https://counter.theconversation.com/content/62418/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gavin Moodie is an adjunct professor of RMIT University which offers vocational education. He received funding from the National Centre for Vocational Education Research.
</span></em></p>England’s apprenticeship levy will require employers with a payroll of over £3 million (A$5.2 million) to spend 0.5% of that on approved apprenticeships.Gavin Moodie, Adjunct professor, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/602412016-06-03T00:01:35Z2016-06-03T00:01:35ZElection FactCheck Q&A: was Jacqui Lambie right about apprenticeships and 457 visas?<figure><img src="https://images.theconversation.com/files/124740/original/image-20160601-1964-1o7hic8.JPG?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Jacqui Lambie said on Q&A that apprenticeship numbers were going 'wayside'.</span> <span class="attribution"><span class="source">Q&A</span></span></figcaption></figure><p><strong>The Conversation is fact-checking claims made on Q&A, broadcast Mondays on the ABC at 9:35pm. Thank you to everyone who sent us quotes for checking via <a href="http://www.twitter.com/conversationEDU">Twitter</a> using hashtags #FactCheck and #QandA, on <a href="http://www.facebook.com/conversationEDU">Facebook</a> or by <a href="mailto:checkit@theconversation.edu.au">email</a>.</strong></p>
<hr>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/tZiYD3BW8XM?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Excerpt from Q&A, May 30, 2016.</span></figcaption>
</figure>
<blockquote>
<p>Because I can tell you what, right now our apprenticeships they’re going wayside and that’s another issue we have. We don’t have jobs and we don’t have jobs being presented to this country. We have over a million 457s out there and that’s another reason why we don’t have jobs here. – Tasmanian Independent Senator Jacqui Lambie <a href="http://www.abc.net.au/tv/qanda/txt/s4449977.htm">speaking</a> on Q&A May 30, 2016</p>
</blockquote>
<p>Apprenticeships and jobs are back in the news as the election campaign reaches its halfway mark.</p>
<p>Independent Tasmanian Senator Jacqui Lambie told Q&A that apprenticeships were “wayside” – which I interpret as meaning “falling” or “in decline”, given the common phrase “<a href="http://idioms.thefreedictionary.com/fall+by+the+wayside">falling by the wayside</a>”. (Watch from 1:42 in the clip above to see Senator Lambie’s statement.)</p>
<p>She also said one of the reasons jobs are scarce is because Australia has “over a million 457s out there”. </p>
<p>So are those two claims right?</p>
<h1>Checking the sources</h1>
<p>The Conversation asked a spokesperson for Senator Lambie for sources to support her assertions. The apprenticeship statement was not addressed in his reply, but there was a detailed response on the question of visas – so we’ll examine that issue first.</p>
<p>The spokesman cited the latest quarterly report available on the <a href="https://www.border.gov.au/about/reports-publications/research-statistics/statistics/live-in-australia/temporary-entrants-in-australia">Department of Immigration and Border Protection website</a>: <a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/temp-entrants-newzealand-dec31.pdf">Temporary Entrants and New Zealand Citizens in Australia as at 31 December 2015</a>. He pointed to figures on page 3 of the report, shown below, and said:</p>
<blockquote>
<p>We’ve received information from the Parliamentary Library that all Temporary visa entrants listed on page 3 are able to work at least a minimum of 20 hrs per week.</p>
<p>This includes Visitor Visa Holders, Student Visa Holders, Temporary Skilled, Working Holiday Maker, Bridging, Other Temporary Visa Holders and Temporary Graduates.</p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=373&fit=crop&dpr=1 600w, https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=373&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=373&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=469&fit=crop&dpr=1 754w, https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=469&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/124800/original/image-20160601-1425-ekbifb.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=469&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/temp-entrants-newzealand-dec31.pdf">Temporary Entrants and New Zealand Citizens report as at 31 December 2015, Department of Immigration and Border Protection, page 3</a>, <a class="license" href="http://creativecommons.org/licenses/by-nd/4.0/">CC BY-ND</a></span>
</figcaption>
</figure>
<p>The spokesman added:</p>
<blockquote>
<p>Senator Lambie used the term 457 Visa in its broadest or commonly known term – which included Overseas visitors or Temporary Entrants who are awarded primary 457 work visas and all other sub categories of 457 visas – which of course allow any Overseas visitor or Temporary Entrant to work in Australia.</p>
<p>Including Overseas Visitors from New Zealand (634,560) all of the 1,986,420 Temporary entrants listed (assuming they are of the correct or legal work age) – are able to legally work in Australia.</p>
<p>So by these figures it is correct to say that in Australia today, there are over one million Overseas Visitors or Temporary Visa Entrants – who are working – and therefore this fact adds to the reasons why Australians are unable to find employment.</p>
</blockquote>
<h2>“Over a million” 457 visa holders?</h2>
<p>The Department of Immigration and Border Protection issues regular statistics on the number of temporary residents in Australia, including 457 visa holders. </p>
<p>The 457 visa allows someone sponsored by an employer a temporary right to live and work in Australia. The visa applies to skilled workers whose skills or qualifications enable them to work in an occupation on the <a href="https://www.border.gov.au/Trav/Work/Work/Skills-assessment-and-assessing-authorities/skilled-occupations-lists/CSOL">Consolidated Sponsored Occupation List</a> issued by the federal government.</p>
<p>In addition to the annual statistics, the Department of Immigration and Border Protection releases quarterly data. The most recent figures available from the government in its <a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/457-quarterly-report-2016-03-31.pdf">Subclass 457 quarterly report</a> show that as of March 31, 2016, there were 97,766 people on primary 457 visas in Australia.</p>
<p>This is 9.2% lower than the number of primary 457 visa holders in Australia 12 months earlier (see page 7 of <a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/457-quarterly-report-2016-03-31.pdf">the report</a>).</p>
<p>Most 457 visa applications granted in the 12 months to March 31, 2016, were for professional occupations (55.4%). Less than a quarter (23.1%) were for technicians and trades workers, where training is traditionally through apprenticeship.</p>
<p>There were also 79,624 secondary 457 visa holders as at March 31, 2016. These include the partners, children and other dependent relatives of primary 457 visa holders and they also have work rights. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=300&fit=crop&dpr=1 600w, https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=300&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=300&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=377&fit=crop&dpr=1 754w, https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=377&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/124809/original/image-20160601-1964-1nkt8tg.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=377&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/457-quarterly-report-2016-03-31.pdf">Subclass 457 quarterly report quarter ending at 31 March, 2016, Department of Immigration and Border Protection, page 15</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>So Senator Lambie’s statement that there are over a million 457 visa holders in Australia is incorrect. The figure is closer to a rounded up 98,000 people (or about 177,000 if secondary visa holders – not all of whom are working – are included).</p>
<p>There are, however, other categories of temporary residents eligible to work in Australia. These include:</p>
<ul>
<li><a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/working-holiday-report-dec15.pdf">Working holiday</a> 417 visa holders: There were 155,183 working holiday maker visa holders (both 417 and 462 visas) in Australia as at December 31, 2015.</li>
<li><a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/student-visa-2015-16-to-2015-12-31.pdf">International student visa holders</a>: There were 328,151 student visa holders (including 570, 571, 572, 573, 574 subclasses) in Australia as at December 31, 2015. These people may only work up to 20 hours per week. </li>
<li><a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/temp-entrants-newzealand-dec31.pdf">Temporary Graduate visa holders</a> (subclass 485): To be eligible for this visa, a person needs to have been an international student resident in Australia for at least two years. There were 23,870 in Australia as at December 31, 2015. </li>
</ul>
<p>Other visa categories referred to by Senator Lambie’s office either do not allow visa holders to work (such as visitor visas) or only allow visa holders to work under certain circumstances or if certain conditions are met (such as bridging visas).</p>
<p>These figures also do not include New Zealand citizens or categories of permanent skilled migration or other categories of permanent migration (such as family reunion and humanitarian).</p>
<p>Technically, New Zealand citizens living in Australia hold a temporary visa: it is referred to as a Special Category Visa (SCV). But with very few exceptions, all New Zealand citizens have an automatic right to live and work in Australia, under the terms of the 1973 Trans-Tasman Travel Arrangement. As at December 31, 2015, there were <a href="https://www.border.gov.au/ReportsandPublications/Documents/statistics/temp-entrants-newzealand-dec31.pdf">634,560 New Zealand subclass 444 visa holders</a>.</p>
<p>So if you add all of the primary 457 visa holders (97,766 people) together with their relatives with secondary 457 visas (79,624), as well as working holiday visa holders (155,183), international student (328,151) and temporary graduate (23,870) visa holders together, the total number (684,594) is still considerably less than a million. </p>
<h2>Are apprentice numbers in decline?</h2>
<p>Senator Lambie also raised concerns about apprenticeship numbers.</p>
<p>The <a href="http://www.ncver.edu.au">National Centre for Vocational Education Research</a> (NCVER) produces quarterly reports on Australian apprentices. It estimates the number of apprentices currently in training using administrative data on the number of commencements, completions, cancellations and withdrawals. </p>
<p>Technically, an apprenticeship is a contract of employment combined with a contract of training, leading to a nationally recognised qualification. </p>
<p>This includes apprenticeships in traditional trades such as construction, electrical and engineering. It also covers traineeships in service industries such as retail and hospitality, which are generally shorter than traditional apprenticeships.</p>
<p>According to <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lVFNU8IwEP01HDvZtE3SHlHEtMqHLQw0FyaGVqo0FIiM-usNHb04Q4t725m3b98HEmiJhJan8kWacqfl9rwLuoqwe8u5D_GEcwoRG86SlM89wNQCMguAC9OH5n7K76l7Y-8DPgKIxmkyHN2lHkwYWiCBhNKmNhuUaXXKD6vjRh7ydQ_q9-dtqRolxx64AWFnbK3KNcryoGA-pdjBBBeODzJwwlCFDiWSFpgR5kP4o63leYe3RlsbA_0LgPBpYDncccwfpxgeSAcD_DK0BJhZF-yiTE5Q-s9Y4is6LV_3e9G3zey0yT8MWnZWU1fzKvA-nbeEf82KavEN-fUTxg!!/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">NCVER’s most recent report</a>, which covers the September 2015 quarter, there were 295,300 apprentices in training. Of those, 181,700 were in trade occupations and 113,600 were in non-trade occupations. </p>
<p>The number of apprentices in training has declined for the eighth successive quarter, as shown in the chart below.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=281&fit=crop&dpr=1 600w, https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=281&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=281&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=354&fit=crop&dpr=1 754w, https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=354&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/124734/original/image-20160601-1425-e54bs3.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=354&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Number of apprentices in training (‘000s), September 2010 - September 2015.</span>
<span class="attribution"><span class="source">NCVER, Apprentice and Trainee Collection, September 2015 quarter</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>The data show that between September 2010 and September 2015:</p>
<ul>
<li>The decline has affected both trade apprentices and non-trade apprentices, but the decline has been steeper among non-trade occupations. </li>
<li>The number of apprentices in training in September 2015 was one-third lower than it was in the same quarter five years earlier. </li>
<li>Apprentices in non-trade occupations have declined by half (51.4%).</li>
<li>There was a more modest decline among trade occupations (13.6%). Over the same period, the Australian workforce increased by 6.4%. </li>
</ul>
<p>Apprentice numbers are closely tied to the economic cycle and overall distribution of employment, but previous <a href="http://www.voced.edu.au/content/ngv%3A47754">research</a> shows there may be other reasons.</p>
<p>For example, the steep decline in apprenticeships in non-trade areas in 2012 followed the then Labor government’s decision to withdraw most employer subsidies from apprenticeships in occupations that were not associated with skill shortages.</p>
<p>Post-training employment outcomes are generally much stronger for apprentices in trade occupations than those from non-trade occupations. </p>
<h2>Verdict</h2>
<p>Jacqui Lambie was correct about apprenticeships going “wayside”, or falling. National Centre for Vocational Education Research figures show declines for both trade and non-trade apprentices.</p>
<p>But her assertion that there are “over a million” 457 visa holders in Australia is wrong. Even counting additional visa types, the number of temporary residents validly working in Australia is still far less than one million. </p>
<p>New Zealand citizens living in Australia are not typically counted as “temporary visa holders” because of the special arrangement between Australia and New Zealand. In any case, not all of the 634,560 New Zealanders will be in the labour force, since the total includes children and retirees. <strong>– Damian Oliver</strong></p>
<hr>
<h2>Review</h2>
<p>This is a sound analysis of Jacqui Lambie’s comments on apprenticeships. The FactCheck author accurately highlights the declining apprenticeship commencement figures, and the broader economic and political factors influencing apprenticeship commencements.</p>
<p>In reviewing available data relevant to the claim regarding 457 visas, the author has given Senator Lambie the benefit of the doubt by taking a broad interpretation of the 457 comment, to include other types of temporary working visas. The author has demonstrated, through a detailed overview of other types of temporary visas granting eligibility to work in Australia, that the claim made by Senator Lambie regarding the number of 457 visas is not accurate. <strong>– Kira Clarke</strong></p>
<hr>
<p><div class="callout"> Have you ever seen a “fact” worth checking? The Conversation’s FactCheck asks academic experts to test claims and see how true they are. We then ask a second academic to review an anonymous copy of the article. You can request a check at checkit@theconversation.edu.au. Please include the statement you would like us to check, the date it was made, and a link if possible.</div></p><img src="https://counter.theconversation.com/content/60241/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Damian Oliver is a member of the ALP.</span></em></p><p class="fine-print"><em><span>Kira Clarke receives funding from the National Centre for Vocational Education Research (NCVER).</span></em></p>Was Jacqui Lambie correct to say apprenticeships are going “wayside” and that there are more than one million 457 work visa holders in Australia?Damian Oliver, Deputy Director (Business Development), Centre for Management and Organisation Studies, UTS Business School, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/590382016-05-12T07:52:05Z2016-05-12T07:52:05ZFact Check: 790,000 new jobs by 2030 if UK remains in EU?<figure><img src="https://images.theconversation.com/files/121627/original/image-20160508-2513-1cfux2e.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Which way best?</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/cat.mhtml?lang=en&language=en&ref_site=photo&search_source=search_form&version=llv1&anyorall=all&safesearch=1&use_local_boost=1&autocomplete_id=&search_tracking_id=WLIATPIJRQN-SqOzb4rSPA&searchterm=new%20jobs&show_color_wheel=1&orient=&commercial_ok=&media_type=images&search_cat=&searchtermx=&photographer_name=&people_gender=&people_age=&people_ethnicity=&people_number=&color=&page=1&inline=329573831">Delpixel</a></span></figcaption></figure><p><em>Remaining in Europe will create an extra 790,000 UK jobs by the time these kids grow up, so whatever they want to be, they will have the best opportunities to get on in life if we stay in the EU.</em></p>
<p><strong>Britain Stronger in Europe <a href="https://www.youtube.com/watch?v=KBvUW3ryS9Y">ad campaign</a></strong></p>
<p>This prediction, which comes from <a href="http://www.cebr.com/reports/britain-stronger-in-europe/">a report</a> by the Centre for Economics and Business Research (CEBR), published last October, assumes something which may never happen – namely that the <a href="https://www.gov.uk/government/publications/2010-to-2015-government-policy-european-single-market/2010-to-2015-government-policy-european-single-market">European Single Market</a> will be completed. The CEBR’s broader claim is that the EU’s current project to complete the single market in areas such as transport, tourism, energy and online trade will lead to increased UK GDP of €275 billion (£218 billion). The report translates this into the 790,000 jobs. </p>
<p>The trouble is that many of the changes are likely to be resisted by the public because they will cost jobs – initially at least – particularly in sectors that have already suffered over the past few decades, such as energy. To realise the further integration involved, we would need to see a significant change in the <a href="http://whatukthinks.org/eu/opinion-polls/poll-of-polls/">national psyche</a>. If we managed this, we would still be at a disadvantage compared to other EU countries because the benefits depend on the free movement of labour. The fact that the UK is not within the <a href="http://www.schengenvisainfo.com/schengen-visa-countries-list/">Schengen area</a> or the eurozone makes these difficult to realise. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/KBvUW3ryS9Y?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
</figure>
<p>Even then, the savings are only of direct benefit to the profit margins of the companies that manage to survive the increased competition. Completing the single market won’t benefit workers as such. Reducing the number of “national” producers across 28 member states to allow the strongest companies to freely expand means redundancies as duplicated jobs are removed. This is similar to what has already happened in the EU. Over the last 25 years, under the <a href="http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:xy0026">Maastricht Treaty</a>, there has been job creation in the UK but the labour market has been hollowed out at the same time. We <a href="http://www.palgrave.com/us/book/9780230392540">have lost</a> traditional craft and manufacturing jobs to more competitive EU neighbours, while our market-oriented approach and poorer employment protection <a href="http://bit.ly/27fQOu5">led to</a> employers generating lots of low-paid services jobs. </p>
<p>To ensure a benefit from completing the single market to the population of the UK as a whole, profits from the companies who were benefiting would need to be reinvested for the common good. This would require a clear strategic plan for the economy, as opposed to just leaving it to market demand. We would recommend an apprenticeship system that led to sustainable careers, paralleling <a href="https://www.equalityhumanrights.com/en/our-work-scotland/our-work-scotland/research-scotland/modern-apprenticeships">similar schemes</a> in the Nordic countries, Switzerland and Germany. But even then, these schemes have been established for decades and are strongly culturally embedded. </p>
<p>It would help if Britain were closer to the <a href="http://www.investopedia.com/articles/investing/100714/nordic-model-pros-and-cons.asp">Nordic social model</a>, where there is greater empowerment within the workforce and wages are at a reasonable level. This means that employers have to invest in their labour, and apprenticeships are an important part of the picture. The UK stands out <a href="http://ec.europa.eu/eurostat/statistics-explained/index.php/Gender_pay_gap_statistics">as having</a> one of the largest gender pay gaps in the EU15, and it <a href="http://www.parliament.scot/S4_EconomyEnergyandTourismCommittee/General%20Documents/Proceedings_v2.pdf">clear that</a> the most successful economies not only have wage equality but also high levels of union representation and collective bargaining. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/121628/original/image-20160508-2551-2841u1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The apprentice (and the other one).</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/cat.mhtml?lang=en&language=en&ref_site=photo&search_source=search_form&version=llv1&anyorall=all&safesearch=1&use_local_boost=1&autocomplete_id=&search_tracking_id=WLIATPIJRQN-SqOzb4rSPA&searchterm=new%20jobs&show_color_wheel=1&orient=&commercial_ok=&media_type=images&search_cat=&searchtermx=&photographer_name=&people_gender=&people_age=&people_ethnicity=&people_number=&color=&page=1&inline=329573831">Phovoir</a></span>
</figcaption>
</figure>
<p>None of this is an argument for leaving the EU. If the UK did so, it would take an awfully long time to put in place new trade agreements and the impact on the economy in the interim would be catastrophic. </p>
<h2>Verdict</h2>
<p>Realising 790,000 jobs from continued EU membership by 2030 depends on completion of the European Single Market. Achieving that depends on getting a deal past the eurosceptic UK public and converting economic growth into jobs with a major strategic plan. It is certainly not as simple as saying that the jobs will come if we vote to remain on June 23. </p>
<h2>Review</h2>
<p><em>Nigel Driffield, Professor of International Business, University of Warwick</em> </p>
<p>I largely concur with the comments. The essential premise of the argument is one around trade creation. At present, particularly in public procurement and infrastructure projects, the EU is some way off completing the single market. While the spirit of the single market is that equal opportunities are afforded to all EU member states when firms are bidding for such contracts, in practice there is sufficient wiggle room to allow governments to emphasise regional development or other strategic priorities when allocating contracts. </p>
<p>There is a <a href="http://policyscotland.gla.ac.uk/do-eu-procurement-rules-discriminate-against-uk-and-scottish-construction-interests/">view that</a> the UK is somewhat “fairer” on this say than Germany, such that German firms win UK contracts but seldom the reverse. This however is a feature of the austerity and efficiency that is emphasised in UK procurement rather than anyone else not playing by the rules.</p>
<p>But as the comment also notes, trade creation implies a degree of trade competition, and there will doubtless be some “losers” – some UK firms will gain from further moves to a single market, while others lose out to EU competitors. This I assume is the reference to the job losses, and the degree of migration that might occur. When steel plants closed in Scotland and steel workers moved to Northampton in search of work, this was seen as normal, but for trade creation to yield benefits in full this requires, as the author notes, movement of labour across the EU. In many countries this is seen as problematic at the present time.</p><img src="https://counter.theconversation.com/content/59038/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Mike Danson is on the board of the Jimmy Reid Foundation, but the views in this piece are entirely his own.</span></em></p><p class="fine-print"><em><span>Nigel Driffield receives funding from ESRC, Leverhulme Trust, OECD, UNCTAD, European Commission DG Regio. He is an inactive member of the labour party and a member of the UCU. The views expressed in this piece are entirely his own. </span></em></p><p class="fine-print"><em><span>Abigail Marks does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>According to Team Remain, there’s a jobs bonanza around the corner if the UK stays in the union.Abigail Marks, Professor of Work and Employment Studies, Heriot-Watt UniversityMike Danson, Professor of Enterprise Policy, Heriot-Watt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/479422015-10-04T19:21:45Z2015-10-04T19:21:45ZAustralia needs to do more to arrest the decline in apprenticeships<figure><img src="https://images.theconversation.com/files/96016/original/image-20150924-17096-1vofzih.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Data on apprenticeship and traineeship take up among school-completers provides evidence of decline.</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>The <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lVFbT8IwFP41PC493dZSH6eI3ZSLGwbWF3LWVZmyMmAS5ddbTHwxgel5O8mX70oUWRBl8VC9YFttLK5Pv-LLmPo3UoaQTKTkEPeHszSTTwFQTuZEEaVt27Qrklt9MLvlfoU7U_ageS_Wlf5m2vfAFz6csI2uSpKXHDHkRnuG0dALWVF4yCl6ACJkKDAwAp147sThzEXwJ28OMpV33L92ECFHAPE4S4ej2yyACf8NgKvHgePwx4l8mFK4Zx0M8MNwwWTuUvTP2pSMZP-sJenK7XqrXrdbFbllNrY1Hy1ZdE7T1LUIPr23VB5nz_U8-gK6Lr2u/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">latest apprenticeship figures</a>, released by the National Centre for Vocational Education Research (NCVER) in September, show a decline in the number of apprentices commencing and completing training. Compared with the previous 12-month period, apprenticeship and traineeship commencements between March 2014 to March 2015 decreased by 19.8%. </p>
<p>Over this period, apprenticeship and traineeship completions also dropped an alarming 19.4%. A <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lVFbb4IwFP41PpIeivbyyC6usHkZuCh9MYXC7CaI2pnNX7-6xJcljnneTvLluyKJFkg26mBelTWbRq1PvyTLyMe3QvQhnghBIKLDWZKKlwB8guZIIlk0trUrlDXFodwt9yu1K3UP2o98bYofpn0PMOX0hG0Lo1GmNMeMlJXHGQReP8-5xxSrPKp9jaHgSlHqxDMnDhcuhH95c5CpeCD4xkGYGAFE4zQZju7TACbkNwD4853jwONYPE19eBx0MMCZ4Q-TmUtBL9oUA5ReWUvcldv1Zt62Wxm6ZTaNLT8tWnRO09Y1C76890QcZ1U9D78BiSsR7w!!/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">report</a> on completion and attrition rates released earlier this year predicted already low completion rates for apprentices and trainees to decline further. For apprentices and trainees commencing in 2014, completions were predicted to fall to 41.4% in trades and 57.5% in non-trades occupations.</p>
<p>These latest figures come on the back of a worrying pattern of <a href="http://www.theaustralian.com.au/national-affairs/education/skills-shortage-to-worsen/story-fn59nlz9-1227371842658?sv=3912c288db8d76d7be6e0f3e053803f9">apprenticeship decline</a> in recent years. Why the decline in this crucial sector of labour force development? And what can be done to address it?</p>
<h2>Why the decline in participation?</h2>
<p>Apprenticeship and traineeship commencements commonly <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/media/!ut/p/a1/rZTLdpswEIZfJRuWMgMCAd05TRzsnlyOHTcxmxwJBpuWWyQZN29f4bgnqWvHWZQFMOKf4Zfmk-zEfrSTmnfFkuuiqXnZxwl7Gjvu1zj2YBJenV_A-Ob2Zhx9cx24Z0awMIK7-Iq5570gvgYjmE1H15czCmGwzQf3woujECZwNwphPGKXgRu57s1390Q-sFP5D3ZiJ2mtW72yF3XaoXxKm1pjrS3YhuaBG3XG6-wMOzOsLKgwK_iZxBK5QhPnuEFJWmzaEonSXOqiXhLettLoixTVqmhV_582LTJ7EfogfC9nJA98RjxHUBJS1yO-IxxjK0sDD3fzgiPXEE6t68LkB2-C2zhmMA5G99NZPKcQBPbszZAvfMhzlpLMFYJ4KQARgQDiesLh3KWRH8Gu4OGVHMMtvC8YMT-jlHGSC24K8jwiggqf8EhkFFnO0HHsyd9T2HN4t0Wj-PH8nAxNg_qW_NL24-EOrbBstx1S67ZtpPmQcc1NJKpCKUOiBbxD3QdEBgMgHS-LbMsoUU2uN1wi4Z3aefoYtyOe1MoUySxIm7LEtC9tyHhjgBh7REte1IjkeW0YQVm-EOT9XRtRRlDpouIa1SuUJ7bFh4Ke-9epHAdoj5A9hCh739BPITv5xF7_ZEP_05YzjpZlI7bn0GJYCxou7URijhLlYC3N8ErrVn2xwILNZjNYNs2yxEHaVAO-tuBQ1qpRxvU_Yrut5vMqpC-EixCoX3bVA_k5_fMaqt8W0G4V/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">fluctuate with economic conditions</a>. In times of economic downturn, employers <a href="http://ftp.iza.org/dp4326.pdf">may be reluctant</a> to take on apprentices and trainees. They may also be financially unable to retain apprentices already under contract. </p>
<p>During the global financial crisis, training systems across Australia were faced with the dilemma of supporting an increase in “out-of-trade” apprentices who had lost employment. </p>
<p>Funding for <a href="https://education.gov.au/trade-training-centres-schools-program">Trade Training Centres</a>, the piloting of the <a href="https://theconversation.com/corporate-highs-the-us-p-tech-model-for-schools-in-australia-27912">P-TECH model</a> and programs promoting Science, Technology, Engineering and Mathematics (STEM) and non-traditional pathways <a href="http://www.security4women.org.au/issuesandprojects/current-projects/women-into-non-traditional-industries-and-occupations">for young women</a> are just some of the strategies being used to promote vocational and apprenticeship pathways within schools. </p>
<p>But despite these strategies and investments, data on apprenticeship and traineeship take up among school-completers provides <a href="http://www.education.vic.gov.au/about/research/pages/ontrack.aspx">further evidence of decline</a>. This is in contrast to increasing university participation rates, and increased numbers of young people going directly into the labour market. </p>
<p><a href="http://www.grouptraining.com.au/announcements/time-to-invest-in-proven-approaches-to-arrest-the-decline-in-apprenticeships">Group Training Australia</a> is among the many stakeholders that have expressed concern that young school-leavers and their families are overlooking apprenticeships and traineeships in favour of going to university. Earlier NCVER <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lVFbT8IwFP41PDY9vawbj_OC3ZSLGwbWF1K3TqpsDKhE_fUWE19McHreTvLlu2KFl1i1-miftLPbVm9OvxKrhNBLKTmkUykFJOFonuXygQEReIEVVmXrOrfGRVsezX51WOu9qQbQvT5ubPnFdBgADSmcsF1pK1xUnDDKWY0M0QxxwygaVgAoYFFIag5Aau3FCy8OZy6GP3nzkJm8EfTCQyI5BkgmeTYaX-cMpuInAIb3V56DTlJ5NyNwG_QwwDfDLyYLnyI8a1MGOP9nLWlfbt-bfd7tVOyX2bbOvDm87J2ma5qIvaOXTH7M62YRfwJXdxBv/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">research</a> found the likelihood of undertaking an apprenticeship is influenced by an inclination to go to university. </p>
<h2>Why such low completion rates?</h2>
<p>Completion rates for apprentices and trainees vary by industry and by occupation. Completions tend to be lower in occupations such as hairdressing (31% completion), construction and mining labouring (27%) and in automotive and engineering trades work (40.3%). </p>
<p>Completion rates are higher among health and welfare support workers (72.4%), engineering, ICT and science technicians (64%) and general clerical workers (68%).</p>
<p>Wages for apprentices and trainees are infamously low. However, this has not been found to be the main reason for drop-out or non-completion. Difficulties with an employer or colleagues, or wanting to change career direction, are among the <a href="http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lZDBbsIwEES_pQeOkTexY5tjCmodBEKCViW-IMd2glEwgbion1-DeqW0extpduftIIk2SHp1ca0K7uhVd9WSbss0mwhBYLYUgkLJXt5Wa_GOIaXoA0kktQ992KHK64s9b4edOlszgv6z7py-XRpGkDGgV2-vWmvs4Fp_U9oZVGGT6zonNklZahKCFU3GdaMTrg1mSlNuGhNRqogCd6aAP5FGy-S1EITN4w7hGZTTZzFl4wVE84_hl4gqMrC7ISJH638-NXtEHb92-9NJFrHlow_2K6DNw5r7w4HvmzldccB51z59A5deiJw!/dl5/d5/L2dBISEvZ0FBIS9nQSEh/">most commonly cited reasons</a> for cancelling an apprenticeship or traineeship contract. </p>
<p>A lack of pre-apprenticeship career advice also has an impact on completions. Apprentices entering the workforce without a solid understanding of the occupation or the requisite foundational skills are more likely to withdraw. The common anecdote here is of young cookery apprentices who arrive aspiring to be the next George Calombaris or Kylie Kwong and are disappointed to be cutting vegetables all day. </p>
<p>Similarly, some confusion exists within schools regarding the often rigorous mathematical requirements for some apprenticeships. Young people may be advised against taking higher-level maths because it is seen as not needed for “the vocational training kids”. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/96017/original/image-20150924-17059-137wdz2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Young apprentices may lack foundational skills or appropriate career advice to succeed in their training.</span>
<span class="attribution"><span class="source">shutterstock</span></span>
</figcaption>
</figure>
<h2>How should apprenticeship uptake be promoted?</h2>
<p>In response to the decline in apprenticeship commencements, various governments have announced funding to boost training numbers. This has included an increase in government incentives. </p>
<p>The NSW government <a href="https://www.nsw.gov.au/media-releases-premier/1000-new-apprentices-help-deliver-infrastructure-program">requires bidders</a> for major infrastructure projects to demonstrate how many apprentices will be recruited. Bidders must demonstrate how they will:</p>
<blockquote>
<p>… leave a lasting skills dividend for local communities.</p>
</blockquote>
<p>The federal government maintains a <a href="http://www.australianapprenticeships.gov.au/national-skills-needs-list">National Skills Needs List</a>, which identifies traditional trades experiencing skill shortage. Apprentices training in one of the listed skill-shortage areas may be eligible for government incentives. Occupations experiencing skill shortage include arborists, butchers, stonemasons and signwriters.</p>
<p>Recommendations from a <a href="http://www.australianapprenticeships.gov.au/publications/shared-responsibility-apprenticeships-21st-century">2010 expert panel</a> urged government action in growing apprenticeship participation among new learner groups. Current apprenticeship demographics indicate that two-thirds of apprentices and trainees are male. Female participation is particularly low in traditional trades occupations. </p>
<p>When compared with university and broader Vocational Education and Training (VET) participation, apprentices are a much less ethnically diverse cohort. Only 9% of apprentices in 2014 came from a non-English speaking background. This is compared with 20% non-English speaking learners in non-apprenticeship VET. Participation among Indigenous learners and learners with a disability is also lower than for non-apprenticeship VET. </p>
<h2>The important role apprentices play</h2>
<p>There are currently more than 310,000 apprentices and trainees under contract in Australia. While young people aged 15-24 still dominate the ranks of apprentices and trainees, there is a growing uptake among older learners. Almost one in four (22.5%) current apprentices and trainees are aged 25-39. </p>
<p>Outcomes for apprentices and trainees who complete their training are generally strong. The Australia Jobs 2015 <a href="https://docs.employment.gov.au/system/files/doc/other/australian_jobs_2015_1.pdf">report</a> indicates that 85.5% of apprentices and trainees are employed six months after completion. This compares with 77.6% for VET graduates generally and 68.1% for bachelor degree graduates. </p>
<p>At the recent International Network on Innovative Apprenticeship (INAP) <a href="http://federation.edu.au/faculties-and-schools/faculty-of-education-and-arts/research/2015-inap-conference">conference</a>, the then-assistant education minister (now minister), Simon Birmingham, <a href="https://ministers.education.gov.au/birmingham/inap-conference">warned</a>:</p>
<blockquote>
<p>Without a strong, consistent supply of apprentices, Australia’s economic performance would be placed at risk.</p>
</blockquote><img src="https://counter.theconversation.com/content/47942/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kira Clarke has received competitive grant funding from the National Centre for Vocational Education Research.</span></em></p>Why the decline in the number of Australians undertaking apprenticeships? What can be done to address it?Kira Clarke, Lecturer, Education Policy, Centre for Vocational and Educational Policy, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.