tag:theconversation.com,2011:/es/topics/vocational-training-9115/articlesVocational training – The Conversation2024-03-07T08:44:06Ztag:theconversation.com,2011:article/2232342024-03-07T08:44:06Z2024-03-07T08:44:06ZSouth Africa: women play a key role in early childhood learning and care – but they need help accessing university<p>In South Africa, the <a href="https://www.gov.za/sites/default/files/gcis_document/201610/national-integrated-ecd-policy-web-version-final-01-08-2016a.pdf">early childhood development sector</a> is <a href="https://womensreport.africa/wp-content/uploads/2021/08/WomensReport_2021.pdf">dominated by women</a> who build creches from the ground up. These women offer services to communities that go far beyond childcare. They teach, feed and nurture children and keep them safe. They also build sustainable businesses and provide employment opportunities to members of their communities.</p>
<p>Previously managed under the Department of Social Development and currently under the Department of Basic Education, the early childhood development sector runs on an entrepreneurship model. Some individuals in the sector opt to set up and run childcare businesses; there are also many not-for-profit early childhood development centres. It’s a model that lends itself to informal sector economic practices.</p>
<p>Like most women in the informal sector in developing countries, these early childhood development practitioners work long hours for very little money. This reality echoes the findings of <a href="https://documents1.worldbank.org/curated/en/115591468211805723/pdf/825200WP0Women00Box379865B00PUBLIC0.pdf">a World Bank report</a> which showed that women who trade in any part of the informal sector in African countries are prone to economic exploitation.</p>
<p>Most of the women who run these facilities have certificates and diplomas from vocational colleges. But they are unable to get accepted at universities so they cannot pursue degrees. This limits their earning ability and their ability to formalise their businesses.</p>
<p>Having taught in vocational colleges, I set out to better understand the obstacles faced by women early childhood development practitioners who wanted to further their studies by going to university. I <a href="https://journals.co.za/doi/full/10.14426/jovacet.v6i1.317">conducted research</a> for my doctoral studies on practitioners and their learning journeys, as well as a focus on what’s known as recognition of prior learning. </p>
<p>This concept assumes that people learn through experience; it then provides access to qualifications based on that experience. In some cases, people can also gain university credits through recognition of prior learning. This can then be used towards the completion of a higher education qualification.</p>
<p>I interviewed 11 women, aged between 33 and 46, based in Cape Town. </p>
<p><a href="https://journals.co.za/doi/full/10.14426/jovacet.v6i1.317">My findings</a> suggest two potential changes to the existing system. One, there should be a standard policy across all South African universities related to recognition of prior learning as a criterion for entrance. And two, universities should accept women early childhood development practitioners who have successfully completed early childhood development qualifications at vocational colleges. </p>
<p>The benefits would be twofold. It would benefit the women, who could build better lives for themselves and their families. And it would benefit <a href="https://theelders.org/news/empowered-women-create-empowered-societies">society</a>. <a href="https://www.unicef.org/early-childhood-development">Research has shown</a> that early childhood development is critical to children’s lives.</p>
<h2>Women’s own stories</h2>
<p>All the women in my study held early childhood development qualifications from technical and vocational education and training colleges. These qualifications train women to work in centres with babies and children between the ages of 0 and 9. They completed their qualifications while working as teachers, principals and owners of early childhood development centres. </p>
<p>The women wanted to further their education by going to university and continue training as teachers and find better employment. They applied at different universities but were rejected, primarily because their matric results – the final secondary school exam – had not qualified them for university entrance and partly because of their ages.</p>
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Read more:
<a href="https://theconversation.com/radical-adjustments-needed-if-universities-are-to-make-it-easier-for-people-to-study-while-working-45531">Radical adjustments needed if universities are to make it easier for people to study while working</a>
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<p>In some cases they were unsuccessful because universities didn’t recognise their existing vocational college early childhood development qualifications. </p>
<p>The only route of access was therefore through recognition of prior learning. However, this programme is not offered at all higher education institutions for access into the faculty of education. </p>
<p>Jenna (not her real name) found out from a friend about one university’s recognition of prior learning programme. The application process was arduous and costly – Jenna paid R2,750 (about US$145) overall. She submitted her work history, certificates, a motivational letter, and letters of support from the principal of the early childhood development centre where she worked and from a mentor. She also submitted lesson plans and a portfolio reflecting her teaching philosophy. </p>
<p>Her application was successful. However, at the close of my study, because of ineffective administration from the university’s side, Jenna had not yet entered into the first year of her degree programme.</p>
<p>The <a href="https://www.saqa.org.za/">South African Qualifications Authority</a> allows only 10% of entrants into any undergraduate and postgraduate university programme via recognition of prior learning. Some of my participants also applied at a different university, located in the Western Cape, where Cape Town is, for this alternative route. They were advised that, even if they successfully completed the recognition of prior learning process, there was no guarantee they’d be accepted into their desired programme, because of the 10% rule. </p>
<p>In my study, different institutions managed recognition of prior learning very differently, which caused a lot of confusion for my participants – and, by extension, the many people hoping to access it. Some institutions do not consider recognition of prior learning at all. </p>
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Read more:
<a href="https://theconversation.com/economies-grow-when-early-childhood-development-is-a-priority-69660">Economies grow when early childhood development is a priority</a>
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<h2>Answers</h2>
<p>I argue for a number of steps to be taken.</p>
<p>Firstly, universities should provide access to early childhood development teachers who have successfully completed vocational qualifications. They can do this by recognising these qualifications.</p>
<p>Secondly, universities should recognise prior learning and standardise recognition of prior learning processes in their access criteria. </p>
<p>Thirdly, they should make the process more affordable and easier to navigate. </p>
<p>This would help early childhood development teachers to keep learning, no matter their age. And that would be good for South Africa more broadly: when women learn, children and communities learn and grow as well.</p><img src="https://counter.theconversation.com/content/223234/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kaylianne Aploon-Zokufa receives funding from The European Union (EU) Department of Higher Education and Training’s Teaching and Learning Development Capacity Improvement Programme (TLDCIP).</span></em></p>There should be a standard policy across all South African universities related to recognition of prior learning as a criterion for entrance.Kaylianne Aploon-Zokufa, Lecturer, University of the Western CapeLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2056522023-12-17T19:17:42Z2023-12-17T19:17:42ZUniversity isn’t right for everyone. Pushing young people to go can have devastating effects<figure><img src="https://images.theconversation.com/files/547106/original/file-20230908-21-vuv5u4.jpg?ixlib=rb-1.1.0&rect=0%2C8%2C6000%2C3979&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>Australian school students feel immense pressure to go to university, often at the exclusion of all other pathways, which can lead to devastating mental health effects. </p>
<p>That’s among the headline findings of our decade-long program of research on the aspirations and post-school trajectories of young Australians. </p>
<p>Our <a href="https://www.tandfonline.com/doi/full/10.1080/00131911.2023.2287417">research</a>, published today in the journal <a href="https://www.tandfonline.com/journals/cedr20">Educational Review</a>, reveals the unintended consequences of government higher education policies, inadequate school career advice, and a wider public devaluing of the vocational education and training sector.</p>
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Read more:
<a href="https://theconversation.com/why-would-you-go-to-uni-a-new-study-looks-at-what-young-australians-do-after-school-200073">'Why would you go to uni?' A new study looks at what young Australians do after school</a>
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<h2>Our research</h2>
<p>Since 2012, we’ve conducted one of the largest <a href="https://www.aspirations.edu.au/the-research">studies</a> to date on the aspirations of Australian youth, involving more than 10,000 students in Years 3-12.</p>
<p>Recently, we followed up with 50 of these young people <a href="https://www.ncsehe.edu.au/publications/aspirations-equity-higher-education-course-choice/">post-school</a> to see where they ended up in terms of their career and educational pathways.</p>
<p>Our findings reveal some significant and, at times, devastating insights into how young Australians – particularly those from underrepresented backgrounds – have experienced the “push” towards higher education.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A crisp winter light falls upon the University of Sydney." src="https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/547108/original/file-20230908-19-vuv5u4.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">Not everyone needs to go to university.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Pressure to attend university and the devaluing of TAFE</h2>
<p>The young people in our research consistently said university was explicitly pushed as the only post-school pathway worth pursuing during their schooling. Other pathways were often deemed to be “not good enough”. One university graduate told us:</p>
<blockquote>
<p>I think there’s quite a lot actually of […] pressure given, not from all teachers, but some teachers, to really go towards higher education […] I’d say I felt pressured as a group, or as like, as a generation […] I just think that was just an overarching expectation.</p>
</blockquote>
<p>This pressure frustrated some students. Angus* fulfilled his dream of becoming a chef by training at TAFE and eventually working in a top restaurant in London. In his first interview in 2014 he described restaurants as a place he “fits in”. </p>
<p>However, he also told us he had been repeatedly told by his teachers that “cheffing’s a horrible job”:</p>
<blockquote>
<p>Almost every teacher at my school wanted to push me into their career path, [and I was told], ‘You’re very smart […] you should go to uni’ [otherwise I] might not become successful […] They always pushed me towards university. Regardless of what my feelings were, to be honest, I never felt truly supported by my career adviser.</p>
</blockquote>
<h2>Limited career education in school</h2>
<p>Young people also overwhelmingly said the career education provided at school was unhelpful, impersonal, and pushed them towards university. </p>
<p>Career guidance was mainly focused on achieving a high ATAR (university entrance rank), with one student describing how her career adviser spent “more time trying to calculate my ATAR than imparting actual advice”.</p>
<p>Alternative entry pathways into university often weren’t openly discussed or fully understood. Such pathways were often devalued in favour of achieving the best ATAR possible. One young person told us:</p>
<blockquote>
<p>I think with the pressure in schools on ATARs and that sort of thing – and they have to put that pressure on because they want you to do well. But it sort of develops a stigma around, well, if I don’t do Year 11 and 12 […], then I can’t get into university, without [young people understanding] there’s actually [alternative] pathways.</p>
</blockquote>
<h2>Stress and poor mental health</h2>
<p>Many young people therefore felt high levels of stress and poor mental health during the final years of high school and the beginning of university, with some “losing the plot” or feeling “burnt out”.</p>
<p>The most extreme mental ill health reported in our interviews was experienced by Dahlia, a young Indigenous woman.</p>
<p>When we first spoke to her in 2016, she was a high achieving Year 11 student with aspirations to become a criminal psychologist. </p>
<p>When we next spoke to her in 2021, she described how the pressure of Year 12 caused her to drop out of school. During this year, Dahlia had severe mental ill health and made an attempt to end her life. </p>
<p>She later completed a traineeship in early childhood and care, before entering university to study a combined degree in primary and early childhood teaching. Dahlia was eager for her experience to be a warning about the pressure and stress of Year 12 exams:</p>
<blockquote>
<p>It was just a burn out, like, I was just so overwhelmed. I felt like I was so pressured to do the best and I felt like I wasn’t the best […] then I’d get anxiety about not being as good as everyone thinks I am […] that’s why I really wanted to do this interview, because I wanted to put it out there that high school is not the be all, end all […] getting that high [Year 12] mark isn’t the be all, end all. </p>
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<a href="https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A group of high school students look at a laptop." src="https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=384&fit=crop&dpr=1 600w, https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=384&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=384&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=483&fit=crop&dpr=1 754w, https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=483&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/547109/original/file-20230908-17-efu6e7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=483&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">Many young people feel high levels of stress during the final years of high school.</span>
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<h2>Where to from here?</h2>
<p>The pressure to attend university compounds stress and poor mental health for some young people. This isn’t surprising given the transition to adulthood is the peak period for the <a href="https://onlinelibrary.wiley.com/doi/10.5694/mja2.51327">onset of mental disorders</a>. </p>
<p>We must urgently address the limited career education available to students and the narrow version of success linked to <a href="https://theconversation.com/they-dont-expect-a-lot-of-me-they-just-want-me-to-go-to-uni-first-in-family-students-show-how-we-need-a-broader-definition-of-success-in-year-12-196284">Year 12 exams and the ATAR</a> in schools and society.</p>
<p>This would involve:</p>
<ul>
<li><p>providing adequate training and resources to schools and career advisers</p></li>
<li><p>raising the status of vocational education and careers; and</p></li>
<li><p>valuing alternative pathways to university, such as <a href="https://theconversation.com/what-are-enabling-programs-how-do-they-help-australians-get-to-uni-210269">enabling programs</a>.</p></li>
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<a href="https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A woman looks very stressed." src="https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/547107/original/file-20230908-29-c5ry5k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&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 pressure to attend university can compound stress.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<p><a href="https://www.education.gov.au/australian-universities-accord/resources/accord-interim-report">The Universities Accord</a> (a major federal government-led review that seeks to “reimagine” higher education for the next 30 years) provides an opportunity to change the lives and trajectories of Australian students. Ensuring the higher education sector is fair and equitable is at the heart of this process.</p>
<p>Its <a href="https://www.education.gov.au/australian-universities-accord/resources/accord-interim-report">interim report</a> claims that “too few Australians are going to university.” This is based on estimates that more than 50% of new jobs in the next five years will require a university degree. </p>
<p>However, the skills gap is even greater in technician and trade careers <a href="https://www.nationalskillscommission.gov.au/sites/default/files/2022-10/2022%20SPL%20Key%20Findings%20Report%20-%206%20October%202022_0.pdf">than professional occupations</a>.</p>
<p>This means the spotlight can’t only be on universities; a focus on vocational education and training pathways (such as TAFE) is crucial too.</p>
<p>To confront the challenges of the coming century, we need a broader public conversation about the place of tertiary education – not just university – and the diverse educational and career pathways available.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/they-dont-expect-a-lot-of-me-they-just-want-me-to-go-to-uni-first-in-family-students-show-how-we-need-a-broader-definition-of-success-in-year-12-196284">'They don’t expect a lot of me, they just want me to go to uni': first-in-family students show how we need a broader definition of 'success' in year 12</a>
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<p><em>*Names have been changed to protect identities.</em></p><img src="https://counter.theconversation.com/content/205652/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The Aspirations Longitudinal Study and related studies (2010-2021) were funded by the Australian Research Council, the NSW Department of Education, and the National Centre for Student Equity in Higher Education.</span></em></p><p class="fine-print"><em><span>Sally Patfield currently receives funding from the NSW Department of Education, the Commonwealth Department of Education, and the Paul Ramsay Foundation.</span></em></p>We uncovered some significant and often devastating insights into how young Australians – particularly those from disadvantaged backgrounds – have experienced the ‘push’ towards university.Kristina Sincock, Researcher and Project Manager, University of NewcastleFelicia Jaremus, Senior research officer, University of NewcastleSally Patfield, Senior Research Fellow, Teachers and Teaching Research Centre, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2169722023-11-20T13:17:01Z2023-11-20T13:17:01ZEducation linked to better employment prospects upon release from prison<p>Better job prospects. Higher wages. A greater chance of staying out of jail. Those are the key outcomes that we discovered for incarcerated people who get an education while serving their time.</p>
<p>Our <a href="https://doi.org/10.1007/s12103-023-09747-3">findings were published</a> in the American Journal of Criminal Justice. They are based on an analysis of research studies on the effects of prison education in the U.S. We examined a range of programs, from adult basic education to college. We analyzed 152 data points from 79 research papers published between 1980 and 2023.</p>
<p>Specifically, our analysis found: </p>
<p>• <strong>Reduced recidivism</strong>: Participating in prison education decreases the chances of recidivism by 6.7 percentage points – from 46% to 39.3%.</p>
<p>This translates to safer communities and significant savings for the state. The <a href="https://doi.org/10.1177/0032855594074004004">average prisoner</a> in the U.S. spends nearly three years in prison, at a total cost of US$107,000.</p>
<p>Education programs in prisons not only decrease the likelihood that released prisoners commit future crimes and victimize more people and communities, but they reduce the likelihood of future incarceration costs.</p>
<p>• <strong>Improved employment prospects</strong>: Inmates who participated in educational programs had a 3.1 percentage point higher likelihood of securing employment after release than inmates who did not participate in programs – from 44.8% to 47.9%. In a society where ex-inmates often find <a href="https://www.irp.wisc.edu/publications/focus/pdfs/foc232h.pdf">doors closed because of their past</a>, this increase in employability is crucial for released prisoners’ successful reintegration.</p>
<p>• <strong>Increased earnings</strong>: Educated prisoners are not only more likely to find work but also more likely to find higher-paying jobs. Education increases the yearly wages of employed ex-offenders by $564. Though modest, the benefit is considerable when calculated over years.</p>
<p>While all forms of education yielded benefits, college programs, despite their higher costs, had the most profound impact on inmates with higher earnings and rates of employment. Most college programs are two to four years – representing a more intensive investment – but also a more transformative impact.</p>
<h2>Why it matters</h2>
<p>The <a href="https://www.prisonpolicy.org/research/economics_of_incarceration/">economic strain</a> of maintaining a vast prison population is already immense.</p>
<p>Our study finds that each dollar spent on all four major forms of education – adult basic education, secondary, vocational and college – <a href="https://doi.org/10.1007/s12103-023-09747-3">more than pays for itself</a>. The return on investment for prison programs varies from 61.15% for college to 205.13% for vocational coursework.</p>
<p>While our study considers only the measurable factors of incarceration and employment, many <a href="https://www.mackinac.org/archives/2023/s2023-01.pdf">other benefits</a> of decreased crime cannot be easily measured. These benefits include reduced costs to victims, courts and police. Fully including these benefits will only increase the return on investment.</p>
<p>The <a href="https://www.ed.gov/news/press-releases/us-department-education-launch-application-process-expand-federal-pell-grant-access-individuals-who-are-confined-or-incarcerated">recent restoration of Pell Grants for incarcerated students</a> – eliminated in 1994 during the “<a href="https://www.brennancenter.org/our-work/analysis-opinion/1994-crime-bill-and-beyond-how-federal-funding-shapes-criminal-justice">tough-on-crime</a>” era – is a testament to the growing acknowledgment of the importance of prison education. The Federal Bureau of Prisons has reintroduced <a href="https://www.bop.gov/resources/news/20230712_pell_grant.jsp">Second Chance Pell programs</a>, with promising results in the form of <a href="https://abcnews.go.com/US/wireStory/thousands-prisoners-us-free-college-paid-government-100436967">graduation and job offers</a>.</p>
<h2>What’s next</h2>
<p>The <a href="https://www.benstickle.com/">research team</a>, with support from the <a href="https://www.mackinac.org/">Mackinac Center for Public Policy</a>, a Michigan-based nonprofit think tank that promotes free markets and limited government, continues to dive deeper into this topic, evaluating how states can encourage prison education. We are also keen to study how the expanded access to Pell Grants might further influence effectiveness and reach of prison education programs. But more questions remain: How will these programs evolve with increased funding? Will the positive effect of education continue as these programs reach more incarcerated students?</p>
<p><em>The <a href="https://theconversation.com/us/topics/research-brief-83231">Research Brief</a> is a short take on interesting academic work.</em></p><img src="https://counter.theconversation.com/content/216972/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ben Stickle receives funding from Mackinac Center for Public Policy. </span></em></p><p class="fine-print"><em><span>Steven Sprick Schuster receives funding from Mackinac Center for Public Policy. </span></em></p>People who get an education while serving time are less likely to return to prison and more likely to enter the job market, an analysis finds.Ben Stickle, Professor of Criminal Justice Administration, Middle Tennessee State UniversitySteven Sprick Schuster, Assistant Professor of Economics, Middle Tennessee State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2103912023-09-13T13:09:34Z2023-09-13T13:09:34ZRehab for South Africa’s female inmates focuses on domestic chores – instead of finding good work<figure><img src="https://images.theconversation.com/files/541043/original/file-20230803-27-8xeebf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Patriarchal norms influence the design of rehabilitation programmes for women in jail.
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Corrections facilities are supposed to help rehabilitate offenders. However, during apartheid, South Africa’s <a href="https://core.ac.uk/download/pdf/267012745.pdf">correctional system was a pillar of the repressive, discriminatory laws</a>. It was used to punish those – mainly the black majority – perceived to be a threat to the white minority regime.</p>
<p>Present day correctional services in South Africa remain <a href="https://repository.up.ac.za/bitstream/handle/2263/64290/Steyn_Profile_2017.pdf?sequence=1">patriarchal and discriminatory</a>. They disadvantage women by limiting their rehabilitation programmes to mostly domestic skills. In contrast, male offenders have a richer array of skills programmes to choose from. This increases their chances of being gainfully employed or self-employed, <a href="https://www.tandfonline.com/doi/full/10.1080/23311886.2022.2044123">lessening their chances of re-offending</a>. </p>
<p>There are 143,223 convicted prisoners in South Africa, of which <a href="https://www.prisonstudies.org/country/south-africa">3,724 are women</a>. Yet the idea of women in corrections continues to be a taboo subject. Because of the persisting patriarchal idea of women as nurturers, carers and homemakers, their mere presence in correctional facilities is considered to go against what society expects them to be. </p>
<p>Such beliefs contribute to how women are treated within correctional services and which rehabilitation programmes are deemed appropriate for them. </p>
<p>As psychology scholars, we set out to <a href="https://www.researchgate.net/publication/358198293_Women_offenders%27_experiences_of_rehabilitation_in_a_South_African_correctional_centre">explore</a> the rehabilitation experiences of women offenders in one of South Africa’s correctional centres for women classified as maximum security offenders. We interviewed 18 women at the Johannesburg Correctional Centre.</p>
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Read more:
<a href="https://theconversation.com/two-smart-ways-to-help-curb-reoffending-in-south-africas-prisons-106255">Two smart ways to help curb reoffending in South Africa's prisons</a>
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<p>Our findings indicate the need for culture and gender sensitive offender rehabilitation programmes and processes. They also highlight the role the women play in reshaping their identities. </p>
<h2>Enforcing women’s domestication</h2>
<p>Correctional services rehabilitation programmes aim to reduce offenders’ risk of reoffending (recidivism). They also seek to enhance the chances of successful community reintegration upon release. This is only possible if such programmes take seriously women’s needs, histories, cultures and overall worldviews. We found this was not the case.</p>
<p>For example, the women we surveyed highlighted the imposition of Bible reading sessions whether they were Christian or not. </p>
<p>Also, in order to restore the “traditional good woman narrative” – being a good mother and a good wife – correctional centres enforce domestication. Most of the rehabilitation programmes and processes for women tend to be centred on home life. Women are expected to do beadwork, knitting, sewing and laundry and to take care of the sick. </p>
<p>Giving incarcerated women less exposure to non-traditional vocational training, such as entrepreneurship and digital skills, limits their prospects in the job market and business upon their release. This raises <a href="http://www.scielo.org.za/pdf/sw/v53n2/08.pdf">their prospects of reoffending</a>.</p>
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Read more:
<a href="https://theconversation.com/nigeria-has-too-many-prison-inmates-awaiting-trial-technology-could-achieve-swifter-justice-193237">Nigeria has too many prison inmates awaiting trial. Technology could achieve swifter justice</a>
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<p>Those who try to defy these prescripts by accessing formal education through correspondence say they have to fight to overcome barriers. These include limited access to computers and a conducive learning environment (single cells instead of communal cells). A participant in <a href="https://journals.sagepub.com/doi/10.1177/0306624X19895974">one of our studies</a> indicated that women sometimes resort to court action to claim their right to education:</p>
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<p>We just struggle to have every little thing … We had to go to courts … We had to do motions just to make sure that we had laptop in our cells … I understand, they say the policy doesn’t allow that, but I mean education cannot be curtailed by anything, not even incarceration, it’s a right for me to study. </p>
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<p>Incarcerated women continue to be stigmatised and judged by the justice system and society at large for breaking the law, and the moral standards of what it means <a href="https://journals.sagepub.com/doi/epub/10.1177/02645505211010336">to be a good woman and a good mother</a>. </p>
<p>As a result, some of the women also look at rehabilitation processes as an opportunity for restoring their moral status as a good mother. </p>
<h2>‘Bad mothers’</h2>
<p>Our <a href="https://www.researchgate.net/publication/358198293_Women_offenders%27_experiences_of_rehabilitation_in_a_South_African_correctional_centre">findings</a> also showed that the incarcerated women experienced an internalised “bad mother” narrative. In trying to circumvent this, one of the participants pointed to good behaviour and studying with a view to restoring her motherhood status:</p>
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<p>Now if you doing … something better … then you are also sending a message to your kids because they will say okay at least mommy is studying. Even when you reprimand them when you say Lucy (pseudonym) do not do this then she will realise that okay mummy is a better person.</p>
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<h2>Correctional facilities mimic society</h2>
<p>Our study shows how the vocational activities for incarcerated women in South Africa are in line with what a patriarchal society demands. While it may be argued that the women are being equipped with skills they can use upon their release to earn an honest living, their relegation to such domestic activities as sewing and beading needs to be challenged.</p>
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Read more:
<a href="https://theconversation.com/juvenile-offenders-in-ghana-arent-prepared-for-rejoining-society-how-the-system-is-failing-them-203253">Juvenile offenders in Ghana aren't prepared for rejoining society - how the system is failing them</a>
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<p>While the odds of securing a “decent job” are reduced for many offenders, it doesn’t justify the relegation of women into stereotypical and gendered rehabilitative practices. We therefore argue that all incarcerated women should be more exposed to non-traditional vocational training which broadens their options beyond the job market into entrepreneurship post-incarceration. This is particularly important in view of women’s much more nuanced pathways to crime, with economic marginalisation as one of the factors, especially in the South African context. </p>
<p>Rehabilitation experiences for women offenders should include programmes that empower them financially, such as entrepreneurship and technical skills, including computer literacy. They must be equipped with skills that will contribute to lessening re-offending.</p><img src="https://counter.theconversation.com/content/210391/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sibulelo Qhogwana received funding from the Institute for the Humanities and Social Sciences. </span></em></p><p class="fine-print"><em><span>Puleng Segalo receives funding from the National Institute for the Humanities and Social Sciences. </span></em></p>Inmates who are mothers tend to be accused of being bad parents.Sibulelo Qhogwana, Senior lecturer, University of JohannesburgPuleng Segalo, Chief Albert Luthuli Research Chair, University of South AfricaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1967332023-01-24T04:30:42Z2023-01-24T04:30:42ZYoung port workers in the maritime city of Makassar lack digital skills. Vocational schools can be the solution<p>The city of Makassar in South Sulawesi, Indonesia has seen fast economic growth in the past few years. In 2019, the province’s growth <a href="https://pair.australiaindonesiacentre.org/research/connectivity/overview-south-sulawesis-economy/">reached 6.9%</a> – higher than the 5% national rate – with rapid infrastructure development, particularly in the maritime industry.</p>
<p>As the region’s industry grows, it is experiencing rapid digitalisation. <a href="https://pair.australiaindonesiacentre.org/wp-content/uploads/2022/11/YPS5-1-EN-ONLINE.pdf">Our study</a> with the bilateral research initiative Australia-Indonesia Centre (AIC) this year found significant gaps in digital literacy and skills between the education system and industrial needs in South Sulawesi.</p>
<p>Our team built an instrument that measured individuals’ digital competencies in nine dimensions – including computational thinking, digital communication, and supply chain-related digital skills. We then conducted a combination of interviews, focus-group discussions and surveys. These involved young port workers, port management, students from vocational education or VET, and school leaders.</p>
<p>The study found port employees have high scores in aspects such as digital identity and security (4.3 out of 5) and general technology operation (4.2). However, they fall short in five out of nine indicators, and significantly lack in computational thinking (2.36) and supply chain management-related digital skills (2.34).</p>
<p>Research has shown how these two competencies are critical in increasing the effectiveness of port operations.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=366&fit=crop&dpr=1 600w, https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=366&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=366&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=460&fit=crop&dpr=1 754w, https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=460&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/501481/original/file-20221216-14-9lvdt7.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=460&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">Makassar Port employees fall short in most digital skill indicators.</span>
<span class="attribution"><span class="source">(Australia-Indonesia Centre)</span>, <span class="license">Author provided</span></span>
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<p><a href="https://comskills.co.uk/wp-content/uploads/2021/11/defining-the-skills-citizens-will-need-in-the-future-world-of-work.pdf">Computational thinking</a>, for instance, affects how well operators can plan the loading and unloading of containers in ports. Similarly, <a href="https://www.sciencedirect.com/science/article/abs/pii/S2213624X1830350X">digital skills in supply chain management</a> are vital in operating logistical programs and platforms.</p>
<p>Our research suggests these gaps exist for a number of reasons. This includes the limited availability of training programs for young employees, and also school curricula and teachers who fail to equip graduates with sufficient digital competencies.</p>
<p>Here, we view vocational education as key in closing this digital skills shortage and identify opportunities to improve existing program offerings at local VET schools in Makassar.</p>
<p>In Indonesia, for instance, <a href="https://www.ditjenvokasi.id/perencanaan/renstra">VET schools</a> from secondary (known as “<em>SMK</em>”) to higher education (known as “<em>politeknik</em>”) in part aim to advance students’ digital skills. Their curricula are structured based on current job market demands, and are designed to meed the needs of workplaces.</p>
<p>Improving these schools – and consequently closing the competency gap – could help young workers fully reap the economic benefits of bustling maritime economies such as Makassar.</p>
<h2>Improving vocational education to close the digital literacy gap</h2>
<p>To assess how well current education programs offered by local VET school address the digital literacy gap among young port workers, we conducted interviews and surveys with 198 students and seven school leaders in Makassar.</p>
<p>We found these VET school students score slightly lower than the young port workers in most aspects, and like them, also significantly lack computational thinking (3.2) and supply chain management-related digital skills (2.4).</p>
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<img alt="" src="https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=372&fit=crop&dpr=1 600w, https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=372&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=372&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=468&fit=crop&dpr=1 754w, https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=468&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/501489/original/file-20221216-17-g5wq30.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=468&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">VET school students in Makassar score higher than port employees in computational thinking and supply chain management-related digital skills.</span>
<span class="attribution"><span class="source">(Australia-Indonesia Centre)</span>, <span class="license">Author provided</span></span>
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<p>However, VET students’ scores in these two aspects are still higher than their seniors in the port industry. </p>
<p>This shows VET schools already have a strong foundation in producing talented young graduates. With some improvement – such as in curricula and teaching – VET schools can become ideal partners for Makassar’s maritime industry for digital training and sourcing digitally literate talent.</p>
<p>However, we also identify limited understanding of enterprise applications among VET students. In total, about 52.5% of students demonstrated low competence using software related to supply chain management.</p>
<p>To address these gaps, our teams suggest a number areas to improve within VET schools in Makassar:</p>
<p><strong>1. Develop and redesign curricula to develop digital skills relevant to businesses</strong></p>
<p>In the current version of <a href="https://kurikulum.kemdikbud.go.id/wp-content/unduhan/Struktur_SMK_2018.pdf">Indonesia’s curriculum for VET schools</a>, digital identity and security, supply chain management-related competencies and technology concepts and operations are three main digital competencies that have not been addressed. </p>
<p>Therefore the curricula at VET schools are not aligned with the needs of the Makassar’s maritime industry.</p>
<p>VET schools should consider conducting a series of curriculum development or redesign workshops involving stakeholders from the industry including the Makassar Port, and academics and consultants focusing in digital literacy.</p>
<p>Our proposed digital literacy framework can guide this curriculum redevelopment.</p>
<p>Local VET schools can also establish partnerships with leading universities in Indonesia and neighbouring countries to support the development of young people’s digital skills and supply chain management competencies. </p>
<p><strong>2. Enhance teaching staff competencies</strong></p>
<p>Makassar VET schools also need to identify teaching staff who do not have digital competency certificates.</p>
<p>By law, teachers require <a href="https://sma.kemdikbud.go.id/direktorat/data/files/Permendikbud%20Nomor%2045%20Tahun%202015%20Tentang%20Perubahan%20Atas%20Permendikbud%20No%2045%20Tahun%202015.pdf">certain certifications</a> – administered by the Ministry of Education – to teach subjects such as information and communication technology, information management, software engineering, computer and network engineering, and multimedia. </p>
<p>However <a href="https://pair.australiaindonesiacentre.org/wp-content/uploads/2022/11/YPS5-1-EN-ONLINE.pdf">our data</a> show more than half of the teaching staff at two VET Schools in Makassar have not been certified. The level of certification in these VET schools are only 10% and 23.6%, respectively.</p>
<p><strong>3. Strengthen partnerships between local VET schools and industry</strong></p>
<p>The Ministry of Education has <a href="https://www.vokasi.kemdikbud.go.id/read/b/inilah-empat-program-kemitraan-dan-penyelarasan-untuk-meningkatkan-potensi-unggul-smk">established policies</a> to build a strong connection between VET schools and industry. However, these partnerships, including those involving the Makassar Port, have not been established.</p>
<p>Apart from ensuring the relevance of vocational education to industrial needs – such as through internships and curricula alignment – education-industry partnerships can also jointly bear the cost of education so students are ready to enter the workplace.</p>
<p>We need to forge a stronger relationship between important stakeholders, including the South Sulawesi Provincial Education Office, the Makassar Port, and local VET schools.</p>
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<p><em>This research is funded by the Australian government through <a href="https://pair.australiaindonesiacentre.org">the PAIR program</a> facilitated by the Australia-Indonesia Centre (AIC).</em></p>
<p><em>The Australia-Indonesia Centre (AIC) supports The Conversation Indonesia (TCID) in the publication of this article.</em></p><img src="https://counter.theconversation.com/content/196733/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sherah Kurnia received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Achmad Nizar Hidayanto received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Agus Wicaksana received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Armin Lawi received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Dr Rod Dilnutt received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Hafizh Rafizal Adnan received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Rizky Utami received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Sri Astuti Thamrin received funding from the Australia-Indonesia Centre (AIC).</span></em></p><p class="fine-print"><em><span>Helen Brown is a member of the Australia Indonesia Business Council (AIBC). She is the Managing Director of Bisnis Asia which received Australian government funding for research on foreign investment in collaboration with CIPS Indonesia. She works for the Australia-Indonesia Centre, which is funded by the Australian government.</span></em></p>Our research in the port city of Makassar, Indonesia has found vocational schools can be the key to training young workers’ digital skills.Sherah Kurnia, Associate Professor at the School of Computing and Information Systems, The University of MelbourneAchmad Nizar Hidayanto, Vice Dean for Resource, Venture, and General Administration, Faculty of Computer Science, Universitas IndonesiaAgus Wicaksana, PhD Candidate in Operations and Supply Chain Management, The University of MelbourneArmin Lawi, Associate Professor (Lektor Kepala) of Computer Science, Universitas HasanuddinDr Rod Dilnutt, Industry Fellow, The University of MelbourneHafizh Rafizal Adnan, PhD Student in Information Systems and Analytics, National University of SingaporeRizky Utami, Lecturer, Universitas HasanuddinSri Astuti Thamrin, Ph.D/ Dosen Universitas Hasanuddin, Universitas HasanuddinLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1895392022-09-01T07:23:49Z2022-09-01T07:23:49ZMental wealth and jobs: without it, we’re just pouring water into a leaking bucket<figure><img src="https://images.theconversation.com/files/481954/original/file-20220831-12-o8c0fh.jpg?ixlib=rb-1.1.0&rect=0%2C1285%2C7951%2C4011&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><em>This article is part of The Conversation’s series looking at Labor’s jobs summit. Read the other articles in the series <a href="https://theconversation.com/au/topics/jobssummit2022-125921">here</a>.</em></p>
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<p>Australia has more qualified teachers and nurses than at any point in its history. There is no “shortage” of these skills. </p>
<p>The problem is that within five years of gaining their qualification, as many as <a href="https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-016-0177-z">one in four nurses</a> and a similar <a href="https://journals.sagepub.com/doi/10.1177/0004944117752478">proportion of teachers</a> have decided to do something else. </p>
<p>The dropout rate is intensifying. Between 2016 and 2021 the proportion of nurses registered but not working in the profession rose <a href="https://www.abc.net.au/news/2022-07-22/nursing-shortage-on-the-cards-due-to-pandemic/101253058">by 63% nationally</a>. In Victoria it was 85%. </p>
<p>Employers desperate for skilled staff in particular want immediate fixes. Many see the problem as lack of supply, because they cannot find the workers they want at the prices they want to pay. </p>
<p>But what if the problem is the nature of what employers are demanding? What if their preoccupations with maximising short-term commercial gains is the root cause of the problem?</p>
<p>Developing “mental wealth” is just as important as material and commercial growth. Without this, solutions such as importing more workers or increasing course numbers are like pouring water into a leaking bucket.</p>
<h2>What is mental wealth?</h2>
<p>Mental wealth is a relatively new term to express the social and economic value of mental health. It has two dimensions: <a href="https://sbi.sydney.edu.au/mental-wealth-the-neglected-force-in-national-prosperity/">mental capital and mental wellbeing</a>.</p>
<p>Mental capital is the stock of cognitive and emotional capabilities – things like the ability to reason clearly and successful social functioning. Unlike physical capital (buildings and machinery) that depletes with use, mental capital grows if treated well. </p>
<p>Mental wellbeing derives from life satisfaction, having sufficient physical resources, connection with others and a sense of purpose. High wellbeing deepens mental capital. Low wellbeing depletes it.</p>
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Read more:
<a href="https://theconversation.com/5-charts-on-australian-well-being-and-the-surprising-effects-of-the-pandemic-183537">5 charts on Australian well-being, and the surprising effects of the pandemic</a>
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<p>From a mental wealth perspective, action is required on three fronts.</p>
<h2>1. Skills transferability (creating quality occupations)</h2>
<p>Just as mental health affects our ability to cope with life’s ups and down, mental wealth affects a workforce’s ability to adapt to changing circumstances – something crucial for economic development. Such capability is nurtured by empowering workers to master quality, transferable vocational skills.</p>
<p>Apart from the professions and a few skilled trades, Australia offers little in terms of strong, ongoing development of quality transferable skills.</p>
<p>Consider our approach to intermediate-level service work.</p>
<p>Our labour market and vocational education arrangements treat customer service, carers and administrative support roles as entirely separate domains of work.</p>
<p>In reality, however, many people flow between jobs of this nature. It is not uncommon for child-care workers, for example, to <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/defining-vocational-streams-insights-from-the-engineering,-finance,-agriculture-and-care-sectors">move into retail and administrative roles</a>. </p>
<p>We need to build on the reality of these flows to create occupational structures that deepen transferable skills and enable people to move more easily between related areas, as opportunities rise and fall in <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/linking-qualifications-and-the-labour-market-through-capabilities-and-vocational-streams">different parts of the labour market</a>.</p>
<p>Deepening this transferability will require greater cooperation between employers and unions across different sectors – as well as educators. </p>
<p>Renewed interest in multi-employer or sectoral bargaining is a welcome development in this context. Such arrangements could help develop greater communication and trust between all stakeholders. </p>
<h2>2. Vocational education</h2>
<p>Occupational reform also requires supportive changes in education. We especially need to make non-university education options more attractive. </p>
<p>Since the late 1980s, Australia’s TAFE sector has been run down by failed experiments in outsourcing. Public funds have been wasted on promoting “competition”. It has increasingly become a realm where businesses, manipulating government funding models, can make profits by delivering poor-quality courses.</p>
<p>It is time to <a href="https://www.voced.edu.au/content/ngv%3A82362">rebuild the sector</a>. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/is-education-or-immigration-the-answer-to-our-skills-shortage-we-asked-50-economists-189388">Is education or immigration the answer to our skills shortage? We asked 50 economists</a>
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<h2>3. Employer investment in learning</h2>
<p>But arguably the weakest element of our workforce development system is the lack of investment in workplace learning.</p>
<p>Skills development is what economists call a “public good” – the benefits do not accrue just to those who pay for it. In business this contributes to employers’ reticence to invest in skilling up workers lest they be “poached” by rivals who haven’t made the same investment. </p>
<p>To avoid freeloaders, many countries have schemes that pool employer funds for skills development. France, for example, imposes a <a href="https://www.ipag.edu/en/contribution-formation-professionnelle">Contribution to Professional Training</a> on all employers based on their payroll costs (0.55% for small businesses, 1% for large ones and 2% for labour hire firms). </p>
<p>This money goes into sector-based funds, which businesses can then claim back for workplace training. This arrangement ensures all businesses contribute to paying for skills development, and have an incentive to provide it.</p>
<h2>No resources to waste</h2>
<p>These proposals would not only help Australia address skills shortages but move us onto a trajectory that deepens and does not deplete our mental wealth.</p>
<p>We can’t afford to pour resources into a leaking job bucket. </p>
<p>We need initiatives that address the causes and not just react to the symptoms of our current labour market challenges. The proposal outlined above provide evidence based solutions that must not be ignored.</p><img src="https://counter.theconversation.com/content/189539/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Buchanan, Jo Occhipinti and Ian Hickie lead the Mental Wealth Initiative, a joint venture of the Business School and Brain and Mind Centre at the University of Sydney.</span></em></p><p class="fine-print"><em><span>Ian Hickie has a 3.2% shareholding in Innowell Pty Ltd. a joint venture of the University of Sydney and PwC Australia, that supports digital technology for enhanced delivery of mental health care. He also leads a research and implementation initiative funded by the BHP Foundation that focuses on delivering better mental health outcomes, including in education and employment, for young Australians. </span></em></p><p class="fine-print"><em><span>Jo-An Occhipinti 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>Mental wealth – the social and economic value of mental health – is the one big item missing from the agenda at the jobs summit.John Buchanan, Professor, Discipline of Business Information Systems, University of Sydney Business School, University of SydneyIan Hickie, Professor of Psychiatry, University of SydneyJo-An Occhipinti, Assoc. Professor and Head of Systems Modelling, Simulation & Data Science, Brain and Mind Centre, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1863742022-07-06T06:29:39Z2022-07-06T06:29:39ZMigration offers an urgent fix for the skills we need right now, but education and training will set us up for the future<figure><img src="https://images.theconversation.com/files/472668/original/file-20220706-15190-bc6kqn.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5721%2C3734&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>Australia is facing serious <a href="https://www.afr.com/policy/economy/why-we-don-t-have-enough-workers-to-fill-jobs-in-4-graphs-20220621-p5avcc">labour</a> and <a href="https://www.bloomberg.com/news/articles/2022-05-03/australia-ceos-warn-on-skilled-worker-shortage-ahead-of-election">skills</a> shortages both now and in the longer term. The immediate priority is to help employers fill current vacancies. In the longer term, the government needs to ensure its investments in education and training prepare Australia for future skill needs and opportunities arising from rapid technological change and other grand challenges like climate change. </p>
<p>The new minister for skills and training in the Albanese government, Brendan O’Connor, is faced with competing calls to increase the skilled migrant intake and to invest in education and training to meet the demand for skilled workers.</p>
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<p>Decisions are <a href="https://www.wiley.com/en-ie/Building+Cross+Cultural+Competence:+How+to+create+Wealth+from+Conflicting+Values-p-9780471495277">typically framed</a> in an “either-or” way in largely Western, Anglo-Saxon societies such as Australia. Polarisation becomes the norm. We see this in the portrayal of Australia’s employment and skills problems in the <a href="https://www.theaustralian.com.au/nation/politics/urgent-call-by-business-for-boost-in-migration-levels/news-story/9fc76223bc14b81bd87beca48466f9fb">media and by various interest groups</a>.</p>
<p>On one side is the call for more immigrants, whether temporary or permanent, by the main <a href="https://www.ceda.com.au/NewsAndResources/Opinion/Population/The-path-back-for-Australia-s-migration-program">industry</a> and <a href="https://www.smh.com.au/business/companies/we-ve-got-a-crisis-we-need-workers-big-business-urges-election-winner-to-boost-migration-20220513-p5aky9.html">employer</a> groups. Based on Australia’s experience over the past couple of decades, migrants will generally be the quicker and cheaper option to ease the shortages employers are facing now. However, many of these are general shortages of workers who may be <a href="https://www.adelaide.edu.au/stretton/news/list/2021/10/21/a-global-battle-for-low-skilled-workers-looms-after-covid-australia-needs-to">unskilled or semi-skilled</a>. </p>
<p>Relying on migrants to solve skills or labour shortages may only be a quick fix. It also serves to reinforce current practices and problems. And that doesn’t position Australia well for future industries. </p>
<p>On the other hand, the <a href="https://www.macrobusiness.com.au/2022/05/brilliant-unions-push-back-against-skilled-visa-influx/">trade unions</a>, <a href="https://www.afr.com/policy/economy/rba-boss-admits-high-immigration-has-hurt-wages-20210708-p587zy">Reserve Bank</a> and <a href="https://www.rba.gov.au/publications/confs/2019/pdf/rba-conference-2019-brell-dustmann-discussion.pdf">Grattan Institute</a> have argued that going back to the previous migration settings may only reinforce the negative effects of minimal real wage growth for Australian workers. It’s also likely to reinforce the <a href="https://www.fairwork.gov.au/sites/default/files/migration/764/migration-institute-of-australia-national-conference-speech-18-november-2016.pdf">exploitation</a> and <a href="https://news.curtin.edu.au/media-releases/half-skilled-migrants-working-lesser-jobs-survey/">underemployment</a> of migrants. </p>
<p>For example, the <a href="https://www.aph.gov.au/Parliamentary_Business/Committees/Joint/Foreign_Affairs_Defence_and_Trade/ModernSlavery/Final_report">federal parliamentary inquiry</a> into a modern slavery act found certain industries (like <a href="https://www.awu.net.au/news/2020/08/12649/awu-says-the-horticulture-industry-thinks-it-is-above-the-law-and-must-be-pulled-into-line/">horticulture</a>) exploited temporary migrants, backpackers and international students through “wage theft”. This happened when <a href="https://agribusiness.purdue.edu/understanding-the-margin-squeeze/">profit margins were squeezed</a> and Australian workers were <a href="https://www.afr.com/companies/agriculture/australians-avoiding-farm-work-despite-abundant-jobs-award-rates-20180323-h0xv9f#:%7E:text=The%20chief%20executive%20of%20Fresh,wants%20to%20work%20this%20caper.">reluctant to do those jobs</a>.</p>
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<em>
<strong>
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>And research shows an over-reliance on migration risks <a href="https://theconversation.com/there-may-not-be-enough-skilled-workers-in-australias-pipeline-for-a-post-covid-19-recovery-140061">entrenching outdated industries</a> and slowing Australia’s economic transition as part of the <a href="https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/">Fourth Industrial Revolution</a>. This revolution is being driven by technology becoming embedded in societies through the fusion of multiple technologies into what are known as cyber-physical systems.</p>
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<p>But investing in education, skills and training can take years to deliver a significant return. Typical apprenticeships already take up to four years. The move towards <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/higher-apprenticeships-what-are-we-talking-about">higher apprenticeships</a> to foster skills in advanced industries may take even longer. </p>
<h2>What has changed since the pandemic?</h2>
<p><a href="https://thewest.com.au/business/small-business/coronavirus-wipe-out-looms-for-services-operators-finds-edith-cowan-university-study-ng-b881553092z">Research</a> has found many employers, especially small and medium-sized enterprises, lack the resources or resilience to survive external shocks for very long. And they no longer have government COVID-19 support schemes like JobKeeper to keep them afloat. </p>
<p>The former Coalition government planned to throw money at the skills problem. Its 2022 budget allocated <a href="https://ministers.dese.gov.au/robert/morrison-government-delivering-australias-workforce-future#:%7E:text=%E2%80%9CUnder%20this%20measure%2C%20the%20Morrison,Workforce%20Development%20Specific%20Purpose%20Payment.">more than A$2.5 billion</a> to vocational education and training (VET) policies to help fill skills gaps. </p>
<p>It’s unclear how much the new Labor government is prepared to stick to those plans or even to bring forward investments that were mostly <a href="https://ausprint.meltwater.com/print_clip_previewer/377790779?text=on&keyword=on&pdf=new">back-loaded until after 2023-24</a>. A large budget deficit and inflation are compounding the difficulties. </p>
<p>Immigration may have been an effective solution in the past. Today, things may not be that simple. </p>
<p>For one thing, migrant source countries like China are <a href="https://www.reuters.com/world/china/china-strictly-limit-unnecessary-overseas-travels-by-chinese-citizens-combat-2022-05-12/">still restricting international travel</a> by their citizens due to ongoing COVID-19 restrictions. Many of Australia’s traditional source countries have <a href="https://www.theguardian.com/politics/2022/apr/26/boris-johnson-threatens-to-privatise-passport-office-dvla-applications-backlog">long delays in issuing travel documents</a>. </p>
<p>Australia also faces <a href="https://insights.navitas.com/uk-and-canada-compete-for-top-spot-in-the-pandemic-recovery-race/">increased competition</a> from other developed countries like the Unite States, United Kingdom and Canada, which have made themselves more attractive for migrants. These countries were less restrictive during the pandemic, giving them a head-start on Australia, which closed its borders.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/international-student-numbers-hit-record-highs-in-canada-uk-and-us-as-falls-continue-in-australia-and-nz-173493">International student numbers hit record highs in Canada, UK and US as falls continue in Australia and NZ</a>
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<h2>So what are the solutions?</h2>
<p>As both the <a href="https://www.bca.com.au/jennifer_westacott_interview_with_leon_byner_fiveaa1">Business Council of Australia</a> and <a href="https://www.theaustralian.com.au/nation/politics/quick-jobs-fix-import-more-skills-skills-minister-brendan-oconnor-says/news-story/e94321eb050869411be5bdea0f26f0ed">O'Connor</a> have recognised, Australia doesn’t have the luxury of adopting a binary approach – migration or training. Both are necessary.</p>
<p>First, it needs to attract migrants and make it easier to enter Australia to reverse the outflow caused by issues like the <a href="https://www.sbs.com.au/news/article/australias-temporary-visa-holders-remain-locked-out-of-jobkeeper-and-jobseeker/d0l9kcz02">lack of JobKeeper support for temporary migrant workers</a>. </p>
<p>Second, it must invest urgently in education, skills and training for <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">growth industries</a> of the future. These include renewables, healthcare and Industry 4.0. The latter is the result of the cyber-physical transformation of manufacturing – for example, 3D printing needs advanced materials with internet-linked printers, which are increasingly intelligent and autonomous.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/i-will-never-come-to-australia-again-new-research-reveals-the-suffering-of-temporary-migrants-during-the-covid-19-crisis-143351">'I will never come to Australia again': new research reveals the suffering of temporary migrants during the COVID-19 crisis</a>
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<p>Other stakeholders should work together to <a href="https://theconversation.com/local-training-is-the-best-long-term-solution-to-australias-skills-shortages-not-increased-migration-170376">design and invest</a> in education and training solutions too. These stakeholders include major employers, state and territory governments, trade unions, vocational education and university providers. </p>
<p>Besides streamlining the migration process, federal, state and territory governments need to quickly refresh their <a href="https://federalfinancialrelations.gov.au/agreements/national-agreement-skills-and-workforce-development">National Agreement for Skills and Workforce Development</a>. </p>
<p>Industry, vocational education and university providers should collaborate on <a href="https://doi.org/10.21153/jtlge2021vol12no1art1317">micro-credentialled offerings</a> These short courses are a way to rapidly upskill both domestic and international workers. This can help fill current gaps without the long lag effects associated with traditional educational qualifications. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/microcredentials-what-are-they-and-will-they-really-revolutionise-education-and-improve-job-prospects-169265">Microcredentials: what are they, and will they really revolutionise education and improve job prospects?</a>
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<p>Employers may also need to change their mindsets. Instead of employing only fully qualified employees they may have to take on ones who require ongoing support for <a href="https://vdc.edu.au/vdc-news/the-modern-worker-and-skills/">lifelong learning</a>. </p>
<p>Finally, while there may be good opportunities in the current job market in so-called traditional industries, potential employees should not take the easy route of stereotypical careers. <a href="https://www.oecd.org/education/dream-jobs-teenagers-career-aspirations-and-the-future-of-work.htm">Younger people</a> should explore and invest in training and education for careers that will be opened up by disruptive technologies. Examples include automation, artificial intelligence, robotics, machine learning and digitalisation.</p>
<p>Australia has to take a more creative approach. We need to use the post-COVID and post-election opportunities to overcome current shortages and make sure the economy can respond to future challenges. </p>
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<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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<img src="https://counter.theconversation.com/content/186374/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>To overcome serious shortages of workers, both highly skilled and low-skilled, the government will need to look to migration. But fostering home-grown skills is a better and more enduring solution.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/1592072021-04-21T05:38:25Z2021-04-21T05:38:25ZMigration is a quick fix for skills shortages. Building on Australians’ skills is better<figure><img src="https://images.theconversation.com/files/395918/original/file-20210420-23-1be4a4e.jpg?ixlib=rb-1.1.0&rect=0%2C9%2C6221%2C4100&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/team-mechanic-engineers-face-mask-celebrate-1809222430">Shutterstock</a></span></figcaption></figure><p>Prime Minister Scott Morrison has <a href="https://www.pm.gov.au/media/address-wa-chamber-commerce-and-industry">highlighted</a> workforce skills as the “single biggest challenge facing the Australian economy” in recovering from the COVID-19 pandemic. <a href="https://cciwa.com/business-pulse/skills-shortages-top-concern-for-wa-businesses/">Employer surveys</a> also show it’s a top concern.</p>
<p>Adding to these concerns is an <a href="https://www.adelaidenow.com.au/news/national/morrison-net-overseas-migration-to-fall-by-85-per-cent-in-2021/video/0ef7c3ef6575c7e4af3aeac9cd98fbc2">expected 85% fall in net overseas migration in 2020-21</a> from 2018-19 levels because of COVID-related border closures. The Committee for Economic Development of Australia (<a href="https://www.ceda.com.au/About">CEDA</a>) has stressed the urgency of increased and more flexible temporary and permanent migration as global competition for skills and talent intensifies in the post-pandemic recovery. Australia also risks losing talented individuals to more attractive destinations.</p>
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Read more:
<a href="https://theconversation.com/there-may-not-be-enough-skilled-workers-in-australias-pipeline-for-a-post-covid-19-recovery-140061">There may not be enough skilled workers in Australia's pipeline for a post-COVID-19 recovery</a>
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<p>Federal Immigration Minister Alex Hawke is more optimistic. He <a href="https://www.sbs.com.au/news/immigration-minister-says-australia-s-reputation-as-migrant-destination-not-harmed-by-coronavirus-pandemic">says</a> the pandemic hasn’t harmed Australia’s reputation as a migrant destination. At a <a href="https://events.ceda.com.au/Events/Library/Past-Events1/LS210420">CEDA livestream discussion</a> yesterday, Hawke said migration would be crucial for Australia’s recovery from the pandemic.</p>
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<p>What is being overlooked in this debate is that, as a recent <a href="https://www.pc.gov.au/inquiries/completed/skills-workforce-agreement/report">Productivity Commission report</a> notes, Australia might not really have a skills shortage. Rather, the problem is a skills mismatch. </p>
<h2>Why migration matters now</h2>
<p>Australia typically relies on immigration for almost <a href="https://www.abs.gov.au/statistics/people/population/national-state-and-territory-population/latest-release">two-thirds of its population growth</a>, and skilled migrants are an important source of talent.</p>
<p><a href="https://www.abc.net.au/news/2021-01-17/wa-border-restrictions-creating-skills-shortages-for-business/13061886">COVID-related closures</a> of national and state borders added to the problems of industry sectors that rely on temporary and permanent migrants to overcome skills shortages. Many have had trouble finding workers (e.g. fruit-picking) or will have trouble as the economy recovers (e.g. hospitality, digital and data opportunities).</p>
<p>CEDA recently launched <a href="https://www.ceda.com.au/ResearchAndPolicies/Research/Population/A-good-match-Optimising-Australia-s-permanent-skil">a report</a> calling for an increase in permanent skilled migration. This report and a <a href="https://www.ceda.com.au/ResearchAndPolicies/Research/Population/Effects-of-temporary-migration">2019 CEDA report</a> aim to show recent waves of migrants have not reduced wages or jobs of Australian-born workers. </p>
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<p>CEDA’s latest report calls on the federal government to:</p>
<ol>
<li><p>set up a government-regulated online platform for matching skills to jobs</p></li>
<li><p>update the Australian and New Zealand Standard Classification of Occupations Codes to ensure people with essential or cutting-edge skills can immigrate</p></li>
<li><p>be more transparent about how it assesses what occupations are in demand and included on the skilled occupation lists.</p></li>
</ol>
<p>CEDA describes the Global Talent Scheme (<a href="https://www.globalaustralia.gov.au/">GTS</a>) as “very restrictive”. Minister Hawke acknowledged post-COVID Australia’s migration policies have to be more flexible and responsive. He pointed to the increased GTS intake of 15,000 spots in 2020-21, a tripling of last year’s allocation. </p>
<p>Yet the shape and make-up of the migration program remain unclear. Questions during yesterday’s discussion elicited few new details.</p>
<h2>What are the issues with this approach?</h2>
<p>According to the Productivity Commission, the way to modernise and grow the economy is via the <a href="https://www.pc.gov.au/research/ongoing/productivity-insights/2015-/2-contributions-to-output-and-income-growth">three Ps: population, participation and productivity</a>. As well as the population impacts of migration, CEDA claims to be offering solutions for both participation, as skilled migrants have “lower unemployment rates and higher labour-force participation rates”, and productivity, as skilled migrants are younger and contribute to human capital accumulation.</p>
<p>In practice, increased migration works by growing the population, increasing numbers of taxpayers and producing so-called spillover effects in housing, retail and domestic tourism etc. </p>
<p>CEDA cites an <a href="https://crawford.anu.edu.au/files/uploads/crawford01_cap_anu_edu_au/2015-12/dibp_final_report.pdf">Australian National University study</a> that found migrants account for 7% of the average rate of labour productivity growth between 1994–95 and 2007–08. However, the Productivity Commission reports <a href="https://www.pc.gov.au/research/ongoing/productivity-insights/recent-productivity-trends/productivity-insights-2020-productivity-trends.pdf">productivity has slowed</a> since the mid-2000s despite high migration. </p>
<p><a href="https://www.adelaide.edu.au/saces/ua/media/451/saces-economic-issues-52.pdf">Evidence</a> indicates employers are not nurturing talent from migration to its full potential. Nearly one in four permanent skilled migrants work in a job beneath their skill level. Research also highlights the need to tackle the disconnect between identified skills shortages and the <a href="https://theconversation.com/theres-one-big-problem-with-australias-skilled-migration-program-many-employers-dont-want-new-migrants-125569">unwillingness of employers to employ new migrants</a>.</p>
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Read more:
<a href="https://theconversation.com/theres-one-big-problem-with-australias-skilled-migration-program-many-employers-dont-want-new-migrants-125569">There's one big problem with Australia's skilled migration program: many employers don't want new migrants</a>
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<h2>How to fix these problems</h2>
<p>The solutions CEDA proposes are largely quick fixes and echo previous recommendations from CEDA and employer groups like <a href="https://www.australianchamber.com.au/news/acute-skills-shortage-arising-from-blocked-migration-pipeline/">the Australian Chamber of Commerce</a>. Stop-gap government measures to help employers fill shortfalls include a <a href="https://www.dese.gov.au/supporting-apprentices-and-trainees">50% wage subsidy</a> for apprentices or trainees and <a href="https://coronavirus.tas.gov.au/media-releases/tasmania-and-victoria-play-to-their-strengths">tailored quarantine arrangements for seasonal workers</a>. But the systemic problem of skills matching, leading to underemployment and unemployment, has been neglected. </p>
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<p>This problem is not unique to Australia. Migrants do essential work in many countries. <a href="https://publications.iom.int/books/covid-19-and-transformation-migration-and-mobility-globally-covid-19-and-systemic-resilience">Research</a> has found many countries have designated these migrants – including those typically considered “low-skilled” such as crop pickers, care assistants and hospital cleaners – as “key” or “essential” workers whose supply needs to be protected and even expanded during the health emergency. </p>
<p>In Australia, some analysts have pointed to the skills shortage as <a href="https://www.abc.net.au/news/2021-04-19/verrender-the-great-skilled-worker-shortage-wages-oecd/100077706">a policy ruse</a> to distract attention from the lack of infrastructure investment to cope with rapid population growth as well as employers wishing to restrict wages growth.</p>
<p><a href="https://theconversation.com/1-in-4-unemployed-australians-has-a-degree-how-did-we-get-to-this-point-156867">One in four unemployed Australians are graduates</a>. But Australian employers <a href="https://www.theguardian.com/australia-news/2020/jan/30/new-underclass-labor-warns-on-australias-reliance-on-short-term-migration">might not want to employ and train them</a> if they can get similarly skilled employees from overseas who are willing to work for lower pay. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/1-in-4-unemployed-australians-has-a-degree-how-did-we-get-to-this-point-156867">1 in 4 unemployed Australians has a degree. How did we get to this point?</a>
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</em>
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<p>The problem is worse among international graduates and students – <a href="https://www.unionsnsw.org.au/wp-content/uploads/2020/08/NWLB_survey_results_aug_2020.pdf">60% of the latter lost their jobs during the pandemic</a>. Yet they studied in universities and through VET providers that were supposedly providing them with the skills Australian employers need.</p>
<p>The Business Council of Australia (BCA) has recognised the need to improve skills matching and development. It has <a href="https://www.afr.com/business-summit/why-your-next-career-course-should-be-a-micro-apprenticeship-20210308-p578po">called for</a> a more flexible vocational education and training (VET) system that emphasises life-long learning with innovations like micro-apprenticeships. This allows for employees and apprentices to be rapidly trained and regularly upskilled in response to technology and market changes.</p>
<p>This is similar to <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0006/2263137/MCSHE-Visions-for-Aust-Ter-Ed-web2.pdf">micro-credentials</a> – qualifications based on smaller blocks of learning. These can formalise soft and hard skills attained at work, such as teamwork, critical thinking and problem solving. They can also help fill skill gaps such as working with big data. </p>
<figure class="align-center ">
<img alt="man and woman working in robotics laboratory" src="https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=424&fit=crop&dpr=1 754w, https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=424&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/396190/original/file-20210421-21-1relpq1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=424&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Vocational education and training should focus on skills needed to capitalise on the opportunities of the Fourth Industrial Revolution.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/robotics-development-laboratory-chief-female-engineer-1837865740">Shutterstock</a></span>
</figcaption>
</figure>
<p>There are other gaps in the CEDA proposals. For example, when the federal government announced its <a href="https://www.industry.gov.au/data-and-publications/make-it-happen-the-australian-governments-modern-manufacturing-strategy">Modern Manufacturing Strategy</a> in October 2020, it recognised that not enough manufacturers have experience in scaling up in areas that provide good returns. Despite a brief mention of data scientists in regard to skilled occupation lists not being updated since 2013, the CEDA report largely focuses on traditional industries. </p>
<p>Our <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">research</a> shows Australia needs to develop new skills in disruptive technologies to capitalise on the opportunities of the Fourth Industrial Revolution. </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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</p>
<hr>
<p>The pandemic has simply added to the urgency of increased collaboration between the higher education and VET sectors, employer organisations, industry and government to deliver more targeted and flexible skills development programs.</p><img src="https://counter.theconversation.com/content/159207/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>While skilled migration can help fill short-term gaps, Australia needs a more sustainable, long-term approach to skills matching and development to make the most of the people who are already here.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/1552162021-03-15T01:00:46Z2021-03-15T01:00:46ZIt’s not lack of confidence that’s holding back women in STEM<figure><img src="https://images.theconversation.com/files/389162/original/file-20210311-13-hyxovu.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5380%2C3583&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/two-female-college-students-building-machine-1339572893">Shutterstock</a></span></figcaption></figure><p>Science, technology, engineering and mathematics (STEM) professions are still heavily male-dominated. Across all sectors, just over <a href="http://www.professionalsaustralia.org.au/professional-women/wp-content/uploads/sites/48/2018/08/2018-Women-in-STEM-Survey-Report_web.pdf">one in four STEM workers are women</a>. </p>
<p>The gender gap is even wider among students in post-secondary STEM courses. The <a href="https://www.industry.gov.au/data-and-publications/stem-equity-monitor/higher-education">STEM Equity Monitor</a> reports:</p>
<blockquote>
<p><em>When considering university and VET together, in 2018 women comprised only 21% of total STEM course enrolments and 23% of total STEM course completions. In comparison, women comprised 60% of total non-STEM course enrolments and 61% of total non-STEM course completions in 2018.</em></p>
</blockquote>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="chart showing proportions of female students in STEM courses" src="https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=287&fit=crop&dpr=1 600w, https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=287&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=287&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=360&fit=crop&dpr=1 754w, https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=360&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/389194/original/file-20210312-21-1f85lie.PNG?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=360&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.industry.gov.au/data-and-publications/stem-equity-monitor/higher-education">STEM Equity Monitor/DISER</a></span>
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</figure>
<p>One explanation commonly offered for this gender gap is a lack of confidence among girls and women in their technical skills and STEM career prospects. However, <a href="https://www.tandfonline.com/doi/abs/10.1080/13603108.2020.1871090?journalCode=tpsp20">our research</a>, including a survey of thousands of Australian university students, has found women in STEM courses are often more confident than men. </p>
<p><a href="https://www.researchgate.net/publication/348582877_Gendered_differences_in_perceived_employability_among_higher_education_students_in_STEM_and_non-STEM_disciplines">Our findings</a> counter assumptions that STEM women lack confidence and that this translates into limited career success.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/chief-scientist-women-in-stem-are-still-far-short-of-workplace-equity-covid-19-risks-undoing-even-these-modest-gains-143092">Chief Scientist: women in STEM are still far short of workplace equity. COVID-19 risks undoing even these modest gains</a>
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<hr>
<p>We need to look for other reasons for the failure to attract and retain more women in STEM professions, despite many attempts to do so. A succession of Australian government <a href="https://www.dese.gov.au/women-stem-cadetships-and-advanced-apprenticeships">policies</a> and <a href="https://www.voced.edu.au/content/ngv%3A32134">reviews</a> have aimed to increase the number of STEM-qualified people to meet <a href="https://www.chiefscientist.gov.au/sites/default/files/2020-07/australias_stem_workforce_-_final.pdf">increasing demand</a> for their skills.</p>
<p>STEM skills are considered <a href="https://www.minister.industry.gov.au/ministers/karenandrews/media-releases/vision-gender-equity-australia">critical</a> for creating a <a href="https://www.wa.gov.au/sites/default/files/2020-10/2019-20_-annual-report-web-small.pdf">stronger Australian economy</a>. There are <a href="https://acola.org/wp-content/uploads/2018/12/saf02-stem-country-comparisons.pdf">skills shortages</a> in Australia and other countries such as the <a href="https://stem.ucdavis.edu/stem-and-us-job-market/">United States</a>. </p>
<figure class="align-center ">
<img alt="Woman engineer working with technical drawings on a computer screen" src="https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=424&fit=crop&dpr=1 754w, https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=424&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/389165/original/file-20210311-22-4rzwno.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=424&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">To overcome the STEM skills shortage, Australia needs to close the gender gap.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/factory-female-mechanical-engineer-designs-3d-1335833930">Shutterstock</a></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/industry-cadetships-a-good-but-small-step-to-tap-the-talents-of-women-in-stem-148170">Industry cadetships: a good but small step to tap the talents of women in STEM</a>
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</em>
</p>
<hr>
<h2>What did the research find?</h2>
<p>The gender gap in STEM has often been associated with <a href="https://ieeexplore.ieee.org/document/7430030">low technical confidence among women</a>. Female school students have been shown to <a href="https://www.ypulse.com/article/2018/04/12/teen-girls-are-less-confident-than-boys-its-affecting-their-futures/">lack confidence</a> about their prospects in fields such as maths and sciences. In the professions, STEM women are more likely to <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1964782">underestimate their abilities</a> despite performing as well as men.</p>
<p>We wanted to find out whether Australian female STEM students are more or less confident in their study and career thinking. We used Bennett’s <a href="https://www.tandfonline.com/doi/full/10.1080/03075079.2021.1888079">employABILITY</a> measure to <a href="https://www.tandfonline.com/doi/abs/10.1080/13603108.2020.1871090?journalCode=tpsp20">assess the confidence</a> of 12,708 STEM and non-STEM students at an Australian university.</p>
<p>We found the women students in STEM are equally if not more confident than men in their problem-solving and decision-making, goal-directed behaviour, self-esteem, career exploration and career awareness. They were also more likely to have a “plan B” for their careers. </p>
<p>The women in STEM also reported higher confidence than women in non-STEM courses. The female STEM students were more confident in their problem-solving and decision-making, goal-directed behaviour and occupational mobility.</p>
<p>Further to our reported study, we discussed the findings with four final-year STEM and non-STEM students. They voiced what we had suspected: STEM women’s confidence as students could be the result of the challenges they had overcome in choosing a traditionally male profession.</p>
<blockquote>
<p><em>“Women are more confident […] especially in STEM as they know what they are getting into and what they want from the choice they have made.”</em> – Female student</p>
<p><em>“To be a woman in STEM, they have to be quite strong. There is a special something about them and they believe they are destined to do great things.”</em> – Male student</p>
</blockquote>
<h2>Key is to maintain confidence into career</h2>
<p>Our finding that women in STEM are no less confident than men has implications for education and policy. </p>
<p>Policies such as the <a href="https://www.science.org.au/files/userfiles/support/reports-and-plans/2019/gender-diversity-stem/women-in-STEM-decadal-plan-final.pdf">Women in STEM Decadal Plan</a> and <a href="https://www.dese.gov.au/australian-curriculum/support-science-technology-engineering-and-mathematics-stem/national-stem-school-education-strategy-2016-2026">National STEM School Education Strategy</a> have focused on attracting women into STEM through programs in schools. These programs have increased female enrolments, with the notable <a href="https://www.tandfonline.com/doi/full/10.1080/03043797.2017.1397604">exception of engineering</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/girls-score-the-same-in-maths-and-science-as-boys-but-higher-in-arts-this-may-be-why-they-are-less-likely-to-pick-stem-careers-131563">Girls score the same in maths and science as boys, but higher in arts – this may be why they are less likely to pick STEM careers</a>
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</em>
</p>
<hr>
<p>Our study suggests women enter STEM programs with a great deal of confidence. And yet neither increased enrolments nor their confidence as students is carried through into the STEM professions. </p>
<p>The fact remains that in addition to men dominating STEM professions such as <a href="https://www.researchgate.net/publication/320932778_Investigation_of_students'_experiences_of_gendered_cultures_in_engineering_workplaces">engineering</a>, many <a href="http://www.professionalsaustralia.org.au/professional-women/wp-content/uploads/sites/48/2018/08/2018-Women-in-STEM-Survey-Report_web.pdf">women working in these industries</a> enjoy <a href="https://bcec.edu.au/assets/2019/06/AJLE212dockery.pdf">less career success</a>. Their <a href="https://www.chiefscientist.gov.au/sites/default/files/2020-07/australias_stem_workforce_-_final.pdf">attrition rate</a> far outweighs that of men.</p>
<p>It is important to understand what happens in these professions and to consider how <a href="https://doi.org/10.1080/03043797.2017.1397604">gendered behaviour</a> and the <a href="http://www.professionalsaustralia.org.au/professional-women/wp-content/uploads/sites/48/2014/03/2015-Women-in-the-STEM-Professions-Survey-Report.pdf">inflexibility of work</a> might be overcome.</p>
<figure class="align-center ">
<img alt="Older male engineer and young male and female engineers discuss a project" src="https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/389168/original/file-20210312-19-lcw2he.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">The confidence women have as STEM students isn’t translating into progress in the workplace.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/instructor-young-people-engineering-training-1022251501">Shutterstock</a></span>
</figcaption>
</figure>
<blockquote>
<p><em>“What drives those women towards STEM industries? They have passion for it, a motivation to go against the odds.”</em> – Female student</p>
</blockquote>
<p><a href="https://doi.apa.org/doiLanding?doi=10.1037%2Fcou0000119">Career theory</a> can help <a href="https://www.sciencedirect.com/science/article/abs/pii/S0001879109001249">inform</a> the solutions. In particular, self-esteem and self-efficacy predict resilience, goal-setting and persistence. These traits are critical for workers in competitive and gendered environments, and women STEM students are confident in both.</p>
<p>Positive educational and professional experiences, including gender-neutral experiences and role models, bolster students’ motivation and their commitment to study and career. </p>
<p>More student and graduate programs in industry, providing industry experience in each year of study, might reduce gendered attrition. It might also help to explain attrition among students and new professionals. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australia-has-hundreds-of-programs-to-get-women-into-science-but-are-they-working-time-to-find-out-133061">Australia has hundreds of programs to get women into science, but are they working? Time to find out</a>
</strong>
</em>
</p>
<hr>
<p>Raising awareness of gendered behaviour and gender-neutral workplaces among all students can foster generational change. Increased flexibility within science workplaces could help to retain talented women. </p>
<p>The higher education sector also needs to monitor the confidence of STEM women across their studies. The focus should be on <a href="https://doi.apa.org/doiLanding?doi=10.1037%2Fcou0000119">social cognitive changes</a> caused by any <a href="https://files.eric.ed.gov/fulltext/EJ1115817.pdf">gender stereotyping and discrimination</a>.</p>
<p>The gender gap in STEM careers, the high rate of attrition among STEM career women and the difficulty of attracting women to STEM courses are all well documented. Reducing the gender gap requires a concerted effort from governments, education systems and industry. We emphasise the need to focus on career transition and support prior to, during and beyond the student life cycle so early career confidence translates into longer-term career success.</p><img src="https://counter.theconversation.com/content/155216/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Subramaniam Ananthram receives funding from the Australia Business Dean's Council (ABDC) for research into employability of university students.</span></em></p><p class="fine-print"><em><span>Dawn Bennett has received funding from state and federal governments, industry peak bodies and competitive funding bodies including the Australian Research Council. </span></em></p><p class="fine-print"><em><span>Sherry Bawa has received funding from state and federal governments in the past. </span></em></p>Women enrolled in STEM courses are often more confident than men, but it hasn’t translated into career success and they are still very much a minority. More needs to be done in workplaces and schools.Subramaniam Ananthram, Associate Professor, International Business, Curtin UniversityDawn Bennett, Incoming Assistant Provost and Director, Transformation CoLab, Bond UniversitySherry Bawa, Senior Lecturer in Economics, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1491612020-11-18T18:53:31Z2020-11-18T18:53:31ZServing time: how fine dining in jail is helping prisoners and satisfying customers<figure><img src="https://images.theconversation.com/files/369938/original/file-20201118-15-1swuzbi.jpg?ixlib=rb-1.1.0&rect=10%2C5%2C3484%2C2321&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">GettyImages</span></span></figcaption></figure><p>Prison food and fine dining aren’t usually mentioned together. But various initiatives around the world are changing that, with restaurants located within jails offering both culinary satisfaction and opportunities for positive social change.</p>
<p>Prison catering and dining programs aim to tackle re-offending and recidivism by offering inmates training and practical experience before they finish their sentences and re-enter society.</p>
<p>The success of various restaurants based in minimum- or medium-security prisons, including <a href="https://theclinkcharity.org/">The Clink</a> restaurants in the UK, the <a href="https://www.ingalera.it/en/index.html">InGalera</a> restaurant in Italy and <a href="http://restauranteinterno.com/en/">INTERNO</a> in Colombia, suggests a definite trend toward this form of responsible, socially conscious hospitality.</p>
<p>Britain’s Clink Charity operates four restaurants in working prisons in <a href="https://theclinkcharity.org/restaurants/brixton">Brixton</a>, <a href="https://theclinkcharity.org/restaurants/cardiff">Cardiff</a>, <a href="https://theclinkcharity.org/restaurants/high-down">High Down</a> and <a href="https://theclinkcharity.org/restaurants/styal">Styal</a>. All are registered catering colleges. Despite the security measures and no alcohol on the menu, we found these restaurants offer a dining experience comparable to any modern, stylish, fine dining establishment.</p>
<p>Brixton prison’s Clink restaurant <a href="https://www.tripadvisor.co.nz/ShowUserReviews-g504182-d2172614-r378601844-The_Clink_Restaurant-Sutton_Greater_London_England.html">consistently ranks</a> in Tripadvisor’s top ten restaurants in London. The charity itself has received more than 60 awards since its first restaurant opened in 2009.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1326253720879960064"}"></div></p>
<h2>A hit with diners</h2>
<p>The differences between conventional fine dining establishments and prison restaurants are obvious. But changing public perceptions of prisoners through prison dining programs is key to their wider rehabilitation. </p>
<p>The restaurants are usually staffed by prisoners with six to 18 months left on their sentences. They have completed restorative courses and are lower risk or chosen for their good behaviour.</p>
<p>Analysis of 3,951 Tripadvisor customer reviews of the four Clink restaurants shows diners reported great meals and professional and memorable experiences. They also appreciated the charity’s inspiring ethos. Comments include:</p>
<blockquote>
<p>It is not every day that you get to dine in a category C prison, but I can strongly recommend it. A great concept where training and rehabilitation are the key drivers here — they deliver excellent quality food in a relatively relaxed environment. Well worth supporting.</p>
<p>Rehabilitation — new chances — go for it. Feelgood experience while enjoying superbly cooked and presented food. Great value. And it’s not just about supporting a good cause, you will appreciate the quality as well.</p>
</blockquote>
<p>Although these restaurants lie within the walls of a prison, customers noted the warm welcome and the relaxed and friendly atmosphere during their visits, despite the initial security checks (including having to leave their phones and laptops outside).</p>
<p>Importantly, the prisoners staffing the restaurants came to be viewed less as inmates and more as trainee hospitality employees capable of delivering outstanding service.</p>
<h2>Reducing reoffending</h2>
<p>Gaining formal qualifications and training in prison restaurants, as well as having mentoring and support on their release, provides offenders with valuable skills, confidence, dignity and a work ethic that helps them on the outside.</p>
<p>Prison restaurant initiatives also help reduce recidivism. The Clink training programs — based on five stages from recruitment, training, in-prison support to employment and post-prison mentoring — have reduced the chance of a Clink graduate reoffending by 65.6%.</p>
<p>As Clink CEO Christopher Moore has explained: </p>
<blockquote>
<p>The key to the success of The Clink Charity is that we are one of the only organisations to deliver a five-step integrated model, both sides of the wall.</p>
</blockquote>
<h2>A solution for New Zealand</h2>
<p>Adopting the successful hospitality training model demonstrated by The Clink Charity should be considered for New Zealand. Our <a href="https://www.corrections.govt.nz/resources/newsletters_and_brochures/journal/volume_6_issue_1_july_2018/where_new_zealand_stands_internationally_a_comparison_of_offence_profiles_and_recidivism_rates">imprisonment rate is high</a> by developed world standards, with a re-offending rate over 50%.</p>
<p>The low numeracy and literacy skills among New Zealand’s prisoner population, as well as general substance abuse and mental health issues, suggest an urgent need for innovative solutions to reoffending and reincarceration rates. It is widely accepted that education reduces recidivism rates.</p>
<p>Adding prison dining programs would build on existing opportunities for inmates. In 2018, 2,017 New Zealand prisoners gained 3,003 qualifications. Hospitality qualifications are offered in <a href="https://www.corrections.govt.nz/resources/newsletters_and_brochures/service_industries">13 New Zealand prisons</a>, but there are few genuine equivalents to the Clink model beyond <a href="https://www.visawoap.com/rimutaka-update-2020?utm_source=social&utm_medium=linktree&utm_campaign=Rimutaka">Rimutaka Prison</a>’s participation in the Wellington on a Plate festival, and the Auckland Region Women’s Correction Facility <a href="https://www.corrections.govt.nz/about_us/getting_in_touch/our_locations/auckland_region_womens_corrections_facility">cafe</a>.</p>
<p>Creating change will be difficult, but prison dining programs have demonstrated success in increasing prisoners’ skills, social support and meaningful employment in the hospitality industry after release.</p>
<p>Furthermore, such programs provide restaurant goers with an opportunity to contribute to meaningful change and help break down stereotypes that hold former prisoners back from making a successful transition from cell to society.</p><img src="https://counter.theconversation.com/content/149161/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>Training restaurants housed inside prison walls and staffed by inmates are reducing recidivism rates and winning praise from diners overseas. Should we try them in New Zealand?Alison McIntosh, Professor of Tourism, Auckland University of TechnologyMaria Gebbels, Senior Lecturer in Hospitality Management, University of GreenwichTracy Harkison, Senior Lecturer and Programme Leader, School of Hospitality and Tourism, Auckland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1481702020-10-27T18:30:58Z2020-10-27T18:30:58ZIndustry cadetships: a good but small step to tap the talents of women in STEM<figure><img src="https://images.theconversation.com/files/365472/original/file-20201026-17-86lkm5.jpg?ixlib=rb-1.1.0&rect=743%2C0%2C4368%2C2880&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Gorodenkoff/Shutterstock</span></span></figcaption></figure><p>An overarching criticism of the recent federal budget is that it overlooked the <a href="https://theconversation.com/low-paid-young-women-the-grim-truth-about-who-this-recession-is-hitting-hardest-141892">workers hit hardest</a> by the COVID-19 pandemic, namely women. However, the budget includes one promising, albeit small, initiative that focuses on this group. The government <a href="https://budget.gov.au/2020-21/content/jobmaker.htm#sixteen">announced a cadetship program</a> to help women to upskill in science, technology, engineering and mathematics (STEM), or to build a STEM career. </p>
<p>As part of the JobMaker scheme, the budget allocates A$25 million over five years to create pathways to STEM careers for up to 500 women through industry-sponsored, <a href="https://www.education.gov.au/women-stem-cadetships-and-advanced-apprenticeships">advanced apprenticeship-style courses</a>. Collaborations between employers and VET providers and/or universities will deliver these “sandwiched programs” combining study and work. Women will be able to get career experience and a salary while obtaining an industry-relevant, advanced diploma in a STEM field.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/high-viz-narrow-vision-the-budget-overlooks-the-hardest-hit-in-favour-of-the-hardest-hats-147601">High-viz, narrow vision: the budget overlooks the hardest hit in favour of the hardest hats</a>
</strong>
</em>
</p>
<hr>
<p>This scheme should help increase female participation in STEM-related learning and careers. Because <a href="https://www.aihw.gov.au/reports/australias-welfare/higher-education-and-vocational-education">more women than men enrol</a> in higher-level VET qualifications – diplomas or advanced diplomas – it’s expected to be attractive to them. </p>
<h2>Why is the gender gap in STEM such a problem?</h2>
<p>To be competitive in a world increasingly driven and underpinned by technology, Australia must invest in STEM skills to meet evolving industry workforce needs. STEM jobs are <a href="https://www.employment.gov.au/newsroom/stem-jobs-growing-almost-twice-fast-other-jobs">growing nearly twice as fast</a> as non-STEM jobs and the trend is set to continue.</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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</p>
<hr>
<p>It’s notable that people in STEM occupations <a href="https://www.chiefscientist.gov.au/sites/default/files/2020-07/australias_stem_workforce_-_final.pdf">hold more qualifications</a> than those in non-STEM occupations. However, difficulties in recruitment for STEM jobs suggest a <a href="https://www.employment.gov.au/newsroom/stem-jobs-growing-almost-twice-fast-other-jobs">looming national shortage</a> of qualifications and technical skills. Low female aspiration for, and <a href="https://www.industry.gov.au/data-and-publications/advancing-women-in-stem-strategy/snapshot-of-disparity-in-stem/women-in-stem-at-a-glance">participation</a> in, STEM education and careers compound this problem. </p>
<p>In 2016, VET qualifications at diploma level or above were most common among women in the areas of commerce, hospitality and human welfare. Numbers in STEM areas such as <a href="https://grattan.edu.au/wp-content/uploads/2019/08/919-Risks-and-rewards.pdf">engineering and IT</a> were very low. Even women with certificate III/IV qualifications in engineering were <a href="https://grattan.edu.au/wp-content/uploads/2019/08/919-Risks-and-rewards.pdf">more likely</a> to work in sales and services than as technicians.</p>
<p>In short, Australia loses female talent at every stage of the STEM pipeline. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-keep-more-women-in-science-technology-engineering-and-mathematics-stem-61664">How to keep more women in science, technology, engineering and mathematics (STEM)</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="Female robotics engineer leans on the table as she works with blueprints, documents and tablet computer to program robot arm movements." src="https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=424&fit=crop&dpr=1 754w, https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=424&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/365475/original/file-20201026-13-17bheoz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=424&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Women with engineering qualifications are more likely to work in sales and services than as technicians.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/stylish-female-robotics-engineer-leans-on-1501235672">Gorodenkoff/Shutterstock</a></span>
</figcaption>
</figure>
<p>As the recent documentary <a href="https://theleadershipfilm.org/">The Leadership</a> shows, it’s a lost economic opportunity, as well as a serious issue of gender inequity, socioeconomic disadvantage and insecurity. Women are missing out on the many career opportunities in rapidly growing sectors underpinned by STEM, particularly in the digital economy. It’s also a huge waste of talent. </p>
<p>It’s estimated upskilling just 1% of the workforce into STEM roles would <a href="https://www.pwc.com.au/pdf/a-smart-move-pwc-stem-report-april-2015.pdf">add A$57 billion to Australia’s GDP</a> over 20 years.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/there-may-not-be-enough-skilled-workers-in-australias-pipeline-for-a-post-covid-19-recovery-140061">There may not be enough skilled workers in Australia's pipeline for a post-COVID-19 recovery</a>
</strong>
</em>
</p>
<hr>
<h2>So what has Australia been doing about it?</h2>
<p>Despite many attempts to increase female STEM participation over the years, only in the past few years have structured and co-ordinated plans been drafted. </p>
<p>The <a href="https://www.science.org.au/support/analysis/decadal-plans-science/women-in-stem-decadal-plan">Women in STEM Decadal Plan</a> was released in 2019. The <a href="https://www.industry.gov.au/data-and-publications/advancing-women-in-stem-strategy/2020-action-plan">Advancing Women in STEM 2020 Action Plan</a> followed this year. </p>
<p>The first <a href="https://www.science.unsw.edu.au/engagement/women-stem-ambassador-program">Women in STEM Ambassador</a>, Professor Lisa Harvey-Smith, was <a href="https://womeninstem.org.au/">appointed</a> in 2018. The ambassador works to promote systemic changes that will produce a STEM sector that is diverse, inclusive and contributes to the nation’s competitiveness.</p>
<p>In spite of these efforts, a <a href="https://www.chiefscientist.gov.au/sites/default/files/2020-07/australias_stem_workforce_-_final.pdf">snapshot</a> of Australia’s STEM workforce reveals women account for 21% of those who completed post-secondary STEM education and only 16% of the STEM-qualified (VET and university) workforce. Australia’s VET STEM-qualified workforce is overwhelmingly concentrated at the certificate level (1-4), with only 19% at the diploma/advanced diploma level. Significantly, only 8% of this VET STEM-qualified workforce is female.</p>
<p>In addition, <a href="https://www.chiefscientist.gov.au/news-and-media/2020-australias-stem-workforce-report">a pay gap exists</a>. Full-time female workers earn less on average if working in engineering, science and IT fields.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/women-in-stem-need-your-support-and-australia-needs-women-in-stem-113054">Women in STEM need your support – and Australia needs women in STEM</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="Young female farmer use AR glasses to fix a machine with digital screen" src="https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=329&fit=crop&dpr=1 600w, https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=329&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=329&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=413&fit=crop&dpr=1 754w, https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=413&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/365477/original/file-20201026-21-1t9l4ws.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=413&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Even if women are working in STEM fields, they are still paid less on average than their male peers.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/augmented-reality-glasses-technology-smart-agriculture-644196241">Zapp2Photo/Shutterstock</a></span>
</figcaption>
</figure>
<h2>Challenges dwarf responses to date</h2>
<p>The newly announced cadetships represent a small investment compared to the scale of the challenges to be overcome.</p>
<p>In 2016, women in the workforce with VET STEM qualifications <a href="https://www.chiefscientist.gov.au/sites/default/files/2020-07/australias_stem_workforce_-_final.pdf">numbered 95,300</a>. Of these, about 35,200 (37%) held a diploma or advanced diploma, a <a href="https://www.chiefscientist.gov.au/news-and-media/2020-australias-stem-workforce-report">greater proportion than for men</a>. While the addition of 500 female VET advanced diploma holders by 2025 is an improvement, the number is small. This may reflect capacity constraints in higher education and industry.</p>
<p>The cadetship program focuses on the front end of the talent pipeline, namely attracting women into STEM and providing the requisite qualification and skill base. It is unlikely to address the equally important and long-standing problem of retaining women in STEM careers. </p>
<p>The Women in STEM cadetships are budgeted to receive more than three times as much funding as the <a href="https://theconversation.com/advanced-apprenticeships-will-boost-skills-for-future-jobs-but-not-in-time-to-counter-covid-impacts-147113">advanced apprenticeships in digital technologies</a> (Industry 4.0) pilot. </p>
<p>However, there have been <a href="https://ministers.dese.gov.au/tehan/industry-pilot-strengthen-work-integrated-learning">indications</a> some educational providers may interpret the program’s scope to include medical and health sciences (<a href="https://www.rmit.edu.au/research/centres-collaborations/science-health-engineering-educational-research-centre/projects">or STEMM</a>). These are outside the STEM areas that traditionally struggle to attract women. </p>
<p>In the longer term, unless women upgrade beyond the level of advanced diploma and build deep competencies in technologies <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">relevant to the Fourth Industrial Revolution</a>, they will be unable to satisfy industry needs. Industries will then lack the talent needed to meet the challenges of disruptive technologies. </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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<figure class="align-center ">
<img alt="Image of woman in hardhat pushing icon of media screen" src="https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=480&fit=crop&dpr=1 600w, https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=480&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=480&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=603&fit=crop&dpr=1 754w, https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=603&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/365478/original/file-20201026-21-249lnf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=603&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The Fourth Industrial Revolution means STEM-trained women will be needed to meet industry needs.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/image-woman-hardhat-pushing-icon-media-157263362">Sergey Nivens/Shutterstock</a></span>
</figcaption>
</figure>
<p>The 500 women cadets may also face competition from the products of other initiatives, in particular the government’s <a href="https://www.employment.gov.au/boosting-apprenticeship-commencements#:%7E:text=The%20%241.2%20billion%20Boosting%20Apprenticeship,to%20support%20sustained%20economic%20recovery.">A$1.2 billion wage subsidy</a> for 100,000 apprentices.</p>
<p>Overall, the government deserves credit for experimenting with a scheme that involves closer collaboration between <a href="https://www.pc.gov.au/__data/assets/word_doc/0003/254856/subir100-skills-workforce-agreement.docx">industry and education providers</a> to tackle <a href="https://doi.org/10.1111/j.1744-7941.2012.00036.x">market failure</a> in managing talent. Rapid technological development and major uncertainty have added to the urgency of this challenge. This scheme is a first step in solving the complex problem of attracting women into industries requiring STEM talent and thereby easing skills shortages.</p><img src="https://counter.theconversation.com/content/148170/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>Australia loses female talent at every stage of the STEM pipeline. A program in which educators and industry work together to help women gain in-demand skills is one piece in the puzzle.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/1479842020-10-26T01:56:50Z2020-10-26T01:56:50ZFor the first time, Closing the Gap has a higher education target – here’s how to achieve it<p>The new <a href="https://www.closingthegap.gov.au/sites/default/files/files/national-agreement-ctg.pdf">National Agreement on Closing the Gap</a> has a <a href="https://www.closingthegap.gov.au/students-reach-their-full-potential-through-further-education-pathways">higher education target</a> for the first time. </p>
<p>It’s also the first time an agreement between governments on Indigenous issues was negotiated and signed by Indigenous Australians. The <a href="https://www.naccho.org.au/programmes/coalition-of-peaks/">Coalition of Aboriginal Peak Organisations</a> represented Indigenous Australians. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/we-have-16-new-closing-the-gap-targets-will-governments-now-do-whats-needed-to-meet-them-143179">We have 16 new Closing the Gap targets. Will governments now do what's needed to meet them?</a>
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<hr>
<p>Endorsed by the National Cabinet on July 30 this year, the ten-year agreement replaces the <a href="https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/BriefingBook44p/ClosingGap">2008 National Indigenous Reform Agreement</a>. </p>
<p>To reach the higher education target, universities and vocational education providers must overcome the educational and social barriers Indigenous students face. Higher education providers can also have an impact on all the agreement’s target areas as well as the reform agenda set out in the agreement. </p>
<h2>What is the target?</h2>
<p>The higher education target is for 70% of Indigenous Australians between 25 and 34 years of age to have a tertiary qualification by 2031.</p>
<p>In 2016, 42.3% of Indigenous Australians in this age group had tertiary qualifications at the target’s required level. The proportion had more than doubled from 18.9% in 2001. By contrast, however, 72% of non-Indigenous Australians had such qualifications in 2016. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing proportions of Indigenous and non-Indigenous Australians with tertiary qualifications" src="https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/364674/original/file-20201021-13-1g3nhuu.png?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"></span>
<span class="attribution"><a class="source" href="https://www.closingthegap.gov.au/students-reach-their-full-potential-through-further-education-pathways">Data: Australian Census of Population and Housing, 2001-2016, Closing the Gap</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>The target includes all university qualifications and those in vocational education <a href="https://www.aqf.edu.au/aqf-qualifications">above Certificate III level</a>. Tertiary qualifications at these levels prepare Indigenous Australians for jobs. </p>
<h2>Helping students take the next step</h2>
<p>Year 12 completions are one factor with an impact on tertiary outcomes. It is encouraging to see <a href="https://www.closingthegap.gov.au/students-achieve-their-full-learning-potential">growing numbers</a> of Indigenous students completing high school. In 2020 this target was on track.</p>
<p>However, schools need to ensure Indigenous students who complete Year 12 are academically equipped for further university education and/or vocational training. More focus is needed on educational attainment in schools. Options for Indigenous students can also be broadened, including stronger pathways in secondary school mathematics and science. </p>
<p>Many Indigenous students are the first in their family to enter higher education. To support their journey, universities and vocational education providers need to develop long-term relationships with schools and Indigenous communities.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/after-coronavirus-universities-must-collaborate-with-communities-to-support-social-transition-140541">After coronavirus, universities must collaborate with communities to support social transition</a>
</strong>
</em>
</p>
<hr>
<h2>What higher education providers can do</h2>
<p>Indigenous university enrolments continue to grow. In fact, Indigenous enrolments increased by about 100% over the decade from 1996.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing increases in Indigenous and non-Indigenous commencing student enrolments" src="https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/364878/original/file-20201021-13-dj8qfj.png?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="attribution"><span class="source">Source: AIHW analysis of Department of Higher Education Statistics Collection</span>, <span class="license">Author provided</span></span>
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</figure>
<p>However, Indigenous attrition rates continue to be high. This is a key issue that demands attention.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing Indigenous and non-Indigenous higher education attrition rates" src="https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/364883/original/file-20201022-19-j90lef.png?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="attribution"><span class="source">Source: AIHW analysis of Department of Higher Education Statistics Collection</span>, <span class="license">Author provided</span></span>
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</figure>
<p>A number of things can be done to improve university completions and lower attrition rates. Targeted education support is sometimes needed for Indigenous students who have gaps in their earlier education. Universities should also continue to provide appropriate social and cultural support. </p>
<p>The university sector has already taken some important steps to address these issues. It’s important to maintain the momentum for reform, particularly while we respond to the challenges posed by COVID-19.</p>
<p>Indigenous students are enrolled in vocational education <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0031/484447/Indigenous-VET-participation,-completion-and-outcomes.pdf">at a higher rate</a> than their non-Indigenous peers. However, enrolments tend to drop off significantly above Certificate III level. There is, however, <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0031/484447/Indigenous-VET-participation,-completion-and-outcomes.pdf">some evidence</a> this pattern is changing.</p>
<p>Educational strategies to improve literacy and numeracy will improve progression to higher levels of vocational education. Strong regional links between employers and vocational education will help ensure training lines up with jobs. </p>
<h2>Leading change in other ways</h2>
<p>Higher education providers also can contribute across all priorities in the Closing the Gap agenda. The new agreement has 16 targets. The targets cover: health, early childhood and child protection, education, housing, employment, community safety, language and land. </p>
<p>Higher education providers can better equip all their students to engage with these priorities over their professional lives. <a href="https://theconversation.com/how-a-university-can-embed-indigenous-knowledge-into-the-curriculum-and-why-it-matters-147456">Embedding Indigenous knowledge</a> in curricula is a key to this. So too is research undertaken to investigate Indigenous disadvantage and identify strategies to improve the quality and impact of Indigenous services. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-a-university-can-embed-indigenous-knowledge-into-the-curriculum-and-why-it-matters-147456">How a university can embed Indigenous knowledge into the curriculum and why it matters</a>
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<p>The agreement has a particular focus on Indigenous-led initiatives. </p>
<p>An important reform is shared decision-making between governments and Indigenous Australians. The agreement also outlines reforms to strengthen the Indigenous community-controlled services sector. Finally, there is a focus on Indigenous-led evaluation and data management.</p>
<p>To that end, it is important that universities and vocational education providers think about how they can lead change. They should consider how they invest in Indigenous leaders within the sector. They should also consider the quality of the Indigenous partnerships they develop. </p>
<p>The National Agreement on Closing the Gap presents some new challenges for higher education providers. The first is to focus on improving educational outcomes for Indigenous Australians. However, these providers have a broader contribution to make; their role in producing the knowledge and workforce for change is equally important.</p><img src="https://counter.theconversation.com/content/147984/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ian Anderson worked for the Australian Public Service from 2017 until March 2020 and during that time worked on the negotiations that led to the National Agreement on Closing the Gap.</span></em></p>The tertiary qualifications target requires higher education providers, schools and communities to work together. But higher education can also help close the gap in the other target areas.Ian Anderson. Palawa, Deputy Vice-Chancellor Student and University Experience, Australian National UniversityLicensed 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>
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<hr>
<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>
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<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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<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>
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<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>
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<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>
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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>
</figcaption>
</figure>
<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>
</strong>
</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>
</strong>
</em>
</p>
<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>
<figcaption>
<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>
</figcaption>
</figure>
<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/1450262020-09-20T19:41:07Z2020-09-20T19:41:07ZYoung African migrants are pushed into uni, but more find success and happiness in vocational training<figure><img src="https://images.theconversation.com/files/358526/original/file-20200917-20-knp48h.jpg?ixlib=rb-1.1.0&rect=16%2C16%2C5548%2C3690&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>For disadvantaged people with disrupted educational trajectories, such as refugees, vocational qualifications can widen access to paid jobs and enhance economic independence. But many <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">still consider</a> vocational education and training (VET) qualifications not as prestigious as university degrees. This is a widespread issue, especially in African communities. </p>
<p>Many African parents push their children to go to university regardless of their preparedness or interest. The outcome is dispiriting. Most of them leave university <a href="https://www.tandfonline.com/doi/full/10.1080/15562948.2020.1801942?src=recsys">without a degree</a>. They drop out.</p>
<p>But African youth I have interviewed for as-yet unpublished research have found VET in Australia to be a supportive environment, where they have been successful. More should be encouraged to consider VET, and policies must be in place to help them get there. </p>
<h2>Unequal trends of higher education participation</h2>
<p>For African Australians, higher education attainment is closely associated with migration status. Compared to their non-refugee counterparts, refugee background African youth are less likely to transition to university within five years of their arrival in Australia. The trend has not changed much over the last 25 years.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=366&fit=crop&dpr=1 600w, https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=366&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=366&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=460&fit=crop&dpr=1 754w, https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=460&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/358528/original/file-20200917-16-17ll9ln.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=460&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="attribution"><span class="license">Author provided</span></span>
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<p>This difference between the two groups can in part be explained by the fact African refugee youth arrive with limited educational attainment. For instance, <a href="https://www.homeaffairs.gov.au">in 2016</a>, 19% of people (aged 15 years and over) born in the main countries of origin of African refugees had no qualifications. The corresponding rate for the non-refugee African population was 10%; for the total Australian population, it was 8.5%. </p>
<p>But the persistence of the problem warrants policy attention.</p>
<h2>VET is an equaliser</h2>
<p>People from the main countries of origin of African refugees (Democratic Republic of Congo, Eritrea, Ethiopia, Liberia, Sierra Leone, Somalia, South Sudan and Sudan) have considerably benefited from the VET sector. </p>
<p>The VET sector provides them with an <a href="https://files.eric.ed.gov/fulltext/ED546832.pdf">equity pathway</a> to university. For many students from refugee background, low academic results at school mean a direct transition to university remains challenging. In 2016, there were close to 1,000 Africans from refugee background in the VET sector compared to fewer than 500 in the university sector. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=316&fit=crop&dpr=1 600w, https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=316&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=316&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=397&fit=crop&dpr=1 754w, https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=397&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/358530/original/file-20200917-18-512yu2.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=397&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"><span class="license">Author provided</span></span>
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<p>The majority of African youth I interviewed in the last two years came to the university sector <a href="https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1588924?src=recsys">through VET</a>, using the Technical and Further Education (TAFE) pathway. They said passing through TAFE helped them develop their “<a href="https://www.versobooks.com/books/1171-the-future-as-cultural-fact">navigational capacity</a>” — their ability to plan and work towards future goals. They specifically noted the supportive learning environment in TAFE institutes prepared them for independent learning. It set them up for success in university. </p>
<p>VET courses also give African Australians a second chance. Africans from refugee backgrounds attend vocational courses as mature age students, with the largest age group being 30 to 39 year olds. For the general Australian population, the largest age group enrolled in VET courses was 15 to 19 year olds. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=285&fit=crop&dpr=1 600w, https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=285&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=285&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=358&fit=crop&dpr=1 754w, https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=358&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/358531/original/file-20200917-22-ighf6h.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=358&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"><span class="license">Author provided</span></span>
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<p>Despite limited educational attainment at arrival, refugee-background African Australians are over-represented in VET courses. In the 2016 census, people born in the eight main countries of origin of African refugees accounted for less than 0.3% of the total population of Australia. But the group represented about 1.3% of the total enrolment in <a href="https://www.ncver.edu.au/research-and-statistics/data/databuilder#gov-funded-students-courses">funded</a> VET programs and courses in the last five years (2015-2019).</p>
<p>Between 2015 and 2019, there were <a href="https://www.ncver.edu.au/research-and-statistics/data/databuilder#total-vet-students-courses">more than 91,000</a> refugee-background African Australians enrolled in VET courses, and over that same time period, 20,000 completed VET courses. </p>
<p>In the university sector, a total of close to 11,000 African refugee youth enrolled for undergraduate degrees between 2001 and 2017. But <a href="https://theconversation.com/trauma-racism-and-unrealistic-expectations-mean-african-refugees-are-less-likely-to-get-into-australian-unis-121885">fewer than 2,000</a> of those successfully completed their courses over the same period.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/358527/original/file-20200917-22-82c85p.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">More VET students complete their course.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>Public investment is necessary</h2>
<p>In the post-COVID world, Australia’s success will largely depend on the adaptability and responsiveness of the education system. It will be critical to ensure disadvantaged members of society do not slip through the policy cracks. </p>
<p>Refugees in particular require extra support to succeed in education and training. For instance, African refugees arrive with <a href="https://books.google.com.au/books/about/The_Longest_Journey.html?id=qoBffnsKXMAC&redir_esc=y">a level of disadvantage</a> not experienced by other cohorts of refugees. </p>
<p>We need to acknowledge the unique situation of African refugees and provide them with targeted policies. For refugee youth who spent years in refugee camps with little or no education, it can be difficult to fit in a school system that operates on age cohorts. There is a need for expanding the “catch-up schooling” that is offered for young refugees and diversifying the existing pathways to tertiary education.</p>
<p>Refugee status should also be recognised as <a href="https://www.tandfonline.com/doi/full/10.1080/23322969.2020.1806727">a category of disadvantage</a> in the higher education sector. Recognising refugees as an equity group enables tertiary education institutions to provide the necessary support for success.</p>
<p>Without access to lifelong learning opportunities, refugees are likely to remain vulnerable to fast-paced changes in the world of work. </p>
<p>Educational attainment is instrumental for integration and economic independence. African American civil right activist <a href="https://www.amazon.com.au/Ella-Baker-Black-Freedom-Movement/dp/0807856169">Ella Baker’s</a> truism “Give people light and they will find the way” aptly encapsulates the self-reliance that comes with learning.</p><img src="https://counter.theconversation.com/content/145026/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tebeje Molla receives funding from the Australian Research Council. </span></em></p>Many African parents push their children to go to university regardless of their preparedness or interest. But more find happiness and success in VET.Tebeje Molla, Research Fellow, Deakin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1378372020-05-20T12:29:50Z2020-05-20T12:29:50ZLessons from Sierra Leone’s Ebola pandemic on the impact of school closures on girls<figure><img src="https://images.theconversation.com/files/336128/original/file-20200519-152284-mfmfv3.jpg?ixlib=rb-1.1.0&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>Policymakers globally have responded to the COVID-19 pandemic with tough measures. As a result of the risk and uncertainty caused by the virus, economic activity has contracted, hitting firms and workers whose activities rely on face-to-face contacts the hardest. Low-income countries with lower state capacities, including weaker health infrastructure and less data to inform policy, face an even more difficult balance between public health policy measures and their economic costs.</p>
<p>That balance has been discussed a great deal. But an equally important aspect to think through is the potentially longer lasting impact of policies being used to tackle the pandemic. While the immediate costs of the crisis are large and visible, long-run consequences are less visible but potentially larger.</p>
<p>In this article, we consider what we might learn based on our <a href="http://www.homepages.ucl.ac.uk/%7Euctpimr/research/ELA_SL.pdf">earlier research</a> from the 2014-2016 Ebola epidemic in West Africa. This <a href="https://www.undp.org/content/dam/rba/docs/Reports/ebola-west-africa.pdf">was</a> the “longest, largest, deadliest, and … most complex [Ebola outbreak] in history.” </p>
<p>We consider, in particular, the impact on young women of the closure of all primary and secondary schools through the 2014-2015 academic year. Using the findings from our own study we highlight the consequences of the closures and propose interventions to counter these adverse impacts.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=383&fit=crop&dpr=1 600w, https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=383&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=383&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=482&fit=crop&dpr=1 754w, https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=482&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/335386/original/file-20200515-138654-1wgr98r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=482&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Figure 1: Timeline of the Ebola epidemic in Sierra Leone.</span>
</figcaption>
</figure>
<p>During the COVID-19 pandemic schools <a href="https://en.unesco.org/covid19/educationresponse">have been closed</a> in over 180 countries, affecting close to 1.6 billion children, accounting for over 90% of enrolled learners.</p>
<h2>School closures</h2>
<p>Our data collection exercise in Sierra Leone was originally planned to evaluate an intervention to empower young women. The programme provided clubs in which young women could meet, offering them a package of vocational skills training, financial literacy, and information on health and reproductive issues. </p>
<p>Most importantly, the clubs offered women a safe space to meet. From June 2014 onwards, we opened 150 clubs in four districts of Sierra Leone. Participation rates were high, with over 70% of girls aged 12 to 24 attending, corresponding to some 4,500 girls and young women overall.</p>
<p>Fieldwork for our baseline was completed a week prior to the first cases of Ebola being reported in May 2014. In our follow up survey in early 2016, we were able to track 4,800 girls in 200 villages across four districts. We used this survey data to measure how the Ebola shock affected their lives, assessing the lasting impacts post-epidemic, when lockdown policies had ended and markets and schools had reopened. </p>
<p>We exploited the randomised rollout of the programme to understand whether the safe spaces established as part of the intervention prior to the epidemic mitigated any of these impacts.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=448&fit=crop&dpr=1 600w, https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=448&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=448&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=563&fit=crop&dpr=1 754w, https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=563&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/335391/original/file-20200515-138639-ptmi78.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=563&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Figure 3: Time to first pregnancy, Control group.
Women without Children at Month=0</span>
</figcaption>
</figure>
<p>Our analysis shows that over the course of the Ebola epidemic, out-of-wedlock pregnancy rates for girls aged 12-17 at the onset of the crisis increased by 7.2 percentage points. But this was entirely reversed for those who had access, prior to the epidemic, to the safe space of one of the clubs in the most highly disrupted treated villages.</p>
<p>The changes in pregnancy are closely associated with changes in school enrolment after the crisis. So they have important implications for the ability of these young girls to raise their skills in the long run. By not returning to school after the epidemic when schools reopened, the girls are unlikely to return to schooling ever again. School closures during the epidemic can thus have permanent impacts on the future lives of these girls, as they are forced to transition into work or home chores more quickly than they would have chosen to if there hadn’t been an epidemic.</p>
<p>In control villages, school enrolment rates fell by 16 percentage points over the crisis. That fall was halved in the most disrupted treated villages. This was largely a result of young girls not becoming pregnant during the crisis and thus being able to enrol again when schools reopened. </p>
<p>Using further data from our surveys, we are able to pinpoint some of the key changes in the lives of young women. We find that girls with prior access to clubs reported spending much less time with men, and were able to retain more of their social ties to others post-epidemic.</p>
<p>Temporary school closures and the lack of economic opportunities drove those who did not have access to the clubs to spend time with men. This resulted in increased early childbearing and permanently dropping out of education. This had long term implications for the girls.</p>
<h2>What’s needed</h2>
<p>Policy responses to COVID-19 need to adhere to social distancing. This means that alternative safe space provisions need to be thought through. For example, interventions could include supporting young women through virtual mentoring or phone-based group chats, or any form of feasible group activities that take time that might otherwise be spent with men.</p>
<p>These might help in making sure that a short-lived epidemic shock does not damage lives in the long run. Such activities could also help girls build and maintain their social networks, enabling them to be more resilient during the crisis. </p>
<p>Our evaluation also suggests that equipping young women with a minimal set of competencies in reproductive health – such as using contraceptives or practising safe sex – during the crisis might protect their welfare in the longer term. </p>
<p>The importance of addressing these challenges is clear: many countries through sub-Saharan Africa have relatively young populations – the majority of the population is aged below 25 – and school closures could leave many adolescent girls vulnerable. </p>
<p>Acting now and with thought for the dynamic effects of policies can positively affect lives now and in the future.</p><img src="https://counter.theconversation.com/content/137837/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The research on which this piece is based received funding from JPAL, IGC, UNICEF and the World Bank Group's Umbrella Facility for Gender Equality. The views presented are the authors' and do not represent those of the World Bank or its member countries or DfID.
He is affiliated with the Institute for Fiscal Studies.</span></em></p><p class="fine-print"><em><span>Andrea Smurra receives funding from the Economic and Social Research Council</span></em></p><p class="fine-print"><em><span>Oriana Bandiera 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>Special steps need to be taken to blunt the impact of school closures, particuarly on girls.Imran Rasul, Professor of Economics, International Growth CentreAndrea Smurra, PhD Candidate, UCLOriana Bandiera, Professor of Economics, London School of Economics and Political ScienceLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1350042020-04-16T20:38:16Z2020-04-16T20:38:16ZWhat’s next for schools after coronavirus? Here are 5 big issues and opportunities<figure><img src="https://images.theconversation.com/files/328212/original/file-20200415-153326-o22ary.jpg?ixlib=rb-1.1.0&rect=259%2C1076%2C4218%2C2220&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">We're in a tunnel at the moment, and when the pandemic ends what kids and our society needs will look different. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>No schools, no exams, more online learning and <a href="https://www.theguardian.com/world/2020/mar/24/nearly-20-of-global-population-under-coronavirus-lockdown">parents in COVID-19 lockdown</a> with their kids. What a mess! </p>
<p>People are responding heroically. Some parents are working from home, others have lost their jobs and teachers are creating an entire new way of doing their jobs — not to mention the kids themselves, stuck inside without their friends. Somehow, we will get through this. When we do, how will things look when school starts again? </p>
<p>One of my university projects connects and supports the education leaders of six countries and two Canadian provinces <a href="http://atrico.org/">to advance humanitarian values, including in their responses to COVID-19</a>. </p>
<p>From communication with these leaders, and drawing on my <a href="https://us.corwin.com/en-us/nam/the-global-fourth-way/book235155">project team’s expertise in educational leadership and large-scale change</a>, here are five big and lasting issues and opportunities that we anticipate will surface once school starts again. </p>
<h2>Extra student support needed</h2>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=665&fit=crop&dpr=1 600w, https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=665&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=665&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=835&fit=crop&dpr=1 754w, https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=835&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/328221/original/file-20200415-153351-2la3rq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=835&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Support will be needed for our weakest learners and most vulnerable children to settle down and catch up.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>After weeks or months at home, students will have lost their teachers’ <a href="https://doi.org/10.1016/S0742-051X(98)00025-0">face-to-face support</a>. Many young people will have experienced poverty and stress. They may have seen family members become ill, or worse. They might have had little chance to play outside. </p>
<p><a href="https://www.nytimes.com/2020/04/06/world/coronavirus-domestic-violence.html">Rates of domestic abuse</a> and fights over <a href="https://www.theglobeandmail.com/canada/article-coronavirus-pandemic-adds-complexity-to-parental-access-battles/">custody arrangements</a> have been on the rise during the COVID-19 pandemic. </p>
<p>Many children will have lost the habits that schools teach them — sitting in a circle, waiting your turn, knowing how to listen and co-operate. More than a few will exhibit <a href="https://www.ncbi.nlm.nih.gov/pubmed/24618142">the signs of post-traumatic stress</a>. </p>
<p>A lot will have spent hours <a href="https://www.simonandschuster.com/books/iGen/Jean-M-Twenge/9781501152016">looking at smartphones or playing video games</a>.</p>
<p>And the <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528798/">learning gaps will undoubtedly widen between children from poorer and better-off homes</a>.</p>
<p>Although governments may be anticipating upcoming austerity, we’ll actually need additional resources. We’ll need counsellors, mental heath specialists and learning support teachers to help our weakest learners and most vulnerable children settle down and catch up.</p>
<h2>Prioritizing well-being</h2>
<p>Well-being will no longer be dismissed as a fad. Before this crisis, there were murmurings that <a href="https://www.taylorfrancis.com/books/9780429401039">student well-being was a distraction</a> from proper learning basics. No more. </p>
<p>It’s now clear that without their teachers’ care and support it’s hard for many young people to stay well and focused. Being well, we’ll appreciate, isn’t an alternative to being successful. It’s an essential precondition for achievement, especially among our most vulnerable children.</p>
<h2>More gratitude for teachers</h2>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=442&fit=crop&dpr=1 600w, https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=442&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=442&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=556&fit=crop&dpr=1 754w, https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=556&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/328083/original/file-20200415-153326-k8t3bd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=556&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Teacher Angie Stringer, with a ‘Stringer loves her students,’ at a car parade in March 2020, in Suwanee, Ga.</span>
<span class="attribution"><span class="source">(Curtis Compton/Atlanta Journal-Constitution via AP)</span></span>
</figcaption>
</figure>
<p>Teachers are <a href="https://www.washingtonpost.com/education/2020/04/08/veteran-teacher-has-mini-covid-19-educator-meltdown-realizes-that-less-is-more-with-online-learning/">among the unsung heroes of COVID-19</a>: preparing resources and guidance for remote learning, dropping off school supplies in plastic boxes, connecting with kids and their parents to make sure they’re OK — even while many have kids of their own at home. </p>
<p><a href="https://dianeravitch.net/2020/04/14/the-coronavirus-just-might-end-school-privatization-nonsense/">Parents are fast coming</a> to appreciate <a href="https://books.google.ca/books/about/Professional_Capital.html?id=2sRWQxBBsj4C">everything their teachers do</a>. </p>
<p>It’s hard enough when parents have two or three kids at home all day now. Many will surely realize just how hard it must be to have 25 to 30 or more in a class. Once the working world regains a degree of normality, we won’t take our essential workers for granted so much. Teachers will be among these.</p>
<h2>Vocational skills and training</h2>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=837&fit=crop&dpr=1 600w, https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=837&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=837&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1052&fit=crop&dpr=1 754w, https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1052&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/328175/original/file-20200415-153334-iii7cm.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1052&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Trades before social distancing: Instructor Jeff Mitchell, left, guides students with the construction trades program at Berrien Springs High School, in Benton Harbor, Mich., in November 2019.</span>
<span class="attribution"><span class="source">(Don Campbell/The Herald-Palladium via AP)</span></span>
</figcaption>
</figure>
<p>The dignity and importance of <a href="https://unevoc.unesco.org/wtdb/worldtvetdatabase_can_en.pdf">vocational education, skills and training</a> will be reflected in what we teach.</p>
<p>The pandemic has exposed the vulnerability of the global economy to collapses in essential supplies. So Canada will look to <a href="https://www.theglobeandmail.com/business/commentary/article-five-lasting-implications-of-covid-19-for-canada-and-the-world/">bring some of its essential manufacturing back home</a>. </p>
<p>There will therefore have to be a related push for vocational skills and training, and higher status for schools and programs that provide it.</p>
<p>It’s now obvious how much we depend on and need to value all our essential workers like care home workers, construction workers and retail staff who serve us from behind plexi-glass. My widowed Mum raised three boys while she <a href="https://www.goodreads.com/book/show/51135272-moving">cleaned people’s homes, worked in local stores, and cared for other people’s children</a>. There was nothing unskilled about what she did.</p>
<p>While no one quite agrees on <a href="https://www.macleans.ca/society/what-does-it-mean-to-be-working-class-in-canada">what it means to be “working class,”</a> what’s clear is it involves sectors of work, pay levels <a href="https://doi.org/10.1177/0038040713498777">and a generational accumulation of cultural and social capital, dispositions and tastes</a>. </p>
<p>When the regular economy starts up again, some people will feel proud to call themselves working class once more and insist on the financial and broader recognition that goes with it.</p>
<p>This also implies rethinking <a href="https://www.glomhi.org/gigs.html">the gig economy</a> and its impact on people’s lives, as well as what kinds of learning positions people to survive tumultuous changes, experience mobility and build meaningful lives. </p>
<h2>More and less tech for education</h2>
<p>During COVID-19, there’s been a mad scramble to find technology to support learning at home. But in our ARC Education project network, the deputy minister of education in one provinces informed us that upwards of 30 per cent of students don’t have internet access or digital devices at home. </p>
<p>As money gets tighter, families on the edge of poverty may also have to choose between maintaining <a href="https://www.theglobeandmail.com/business/technology/article-anti-poverty-group-calls-for-cheaper-internet-access-for-low-and/">internet services or putting food on the table</a>. </p>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/327869/original/file-20200414-117553-1wom91z.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">Student Jillian Reid, 9, works at a laptop in Cremona, Alta., in March 2020.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Jeff McIntosh</span></span>
</figcaption>
</figure>
<p>Uruguay, one of the countries in our project, <a href="http://atrico.org/wp-content/uploads/2020/03/Plan-Ceibal-contingency-plan-coronavirus-MFR-V-0.6.pdf">set up an arms’ length government innovation agency in 2007</a>. Every child was given a personal device and an internet connection. This stimulated more than a third of the country’s schools to develop projects in which innovation and deeper learning, not just technology, are in the foreground. </p>
<p>In this pandemic, technology has supplemented teaching and teachers; not replaced them. During the first week of school closures in Uruguay, use of the agency’s platform increased by 1,100 per cent. Canada needs to develop a coherent and comprehensive national approach to tech connectivity and learning that will support all schools.</p>
<p>Conversely, there will also be less technology. We certainly need better digital resources. But anyone who thought that online learning can replace teachers will be rapidly disabused of the idea — especially parents stuck inside with children when kids can’t concentrate or self-regulate. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mandatory-e-learning-is-a-problem-in-ontario-high-schools-133041">Mandatory e-learning is a problem in Ontario high schools</a>
</strong>
</em>
</p>
<hr>
<p>We’re in a long, dark tunnel at the moment. When we emerge, our challenge will be to not proceed exactly as before, but to reflect deeply on what we have experienced, and take a sharp turn in education and society for the better.</p><img src="https://counter.theconversation.com/content/135004/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andy Hargreaves receives funding from - Contributions of $30,000Cn each from the eight educational ministries that comprise the ARC Education Project based at the University of Ottawa - they are Saskatchewan, Nova Scotia, Iceland, Finland, Ireland, Wales, Scotland and Uruguay.</span></em></p>An expert predicts a rethink on technology access, reconnecting with the working class, and more.Andy Hargreaves, Research Professor in Education, Boston CollegeLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1269492019-11-14T12:35:30Z2019-11-14T12:35:30ZFree adult education is vital for a healthy economy – and UK politicians are finally starting to get this<figure><img src="https://images.theconversation.com/files/301569/original/file-20191113-77295-176yzcx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Unsplash</span>, <a class="license" href="http://artlibre.org/licence/lal/en">FAL</a></span></figcaption></figure><p>Shadow education secretary Angela Rayner has performed a miracle – she has managed to get journalists and politicians talking about the need for adult education. Her <a href="https://labourlist.org/2019/11/education-as-a-right-for-all-throughout-your-life-rayners-speech-in-blackpool/">passionate speech</a> in Blackpool, and interview on the BBC’s <a href="https://www.bbc.co.uk/news/education-50378666">Today programme</a>, asserted Labour’s plans for a radical expansion of lifelong learning. In doing so, she stimulated national interest in an educational policy area that has been neglected for too long.</p>
<p>The number of adults achieving a qualification in English or Maths <a href="https://www.natecla.org.uk/event/770/English-Maths-ESOL-Annual-Conference">dropped by 25%</a> in 2017/18. The number of adults currently learning at all is at its <a href="https://www.learningandwork.org.uk/resource/adult-participation-in-learning-survey-2018/">lowest point</a> since 1996. Spending on adult education has been slashed by <a href="https://www.ifs.org.uk/publications/13307">45%</a> since 2009/10. </p>
<p>In England, under the current higher education tuition fee loan system, adult learners are disproportionately likely to be studying part-time – and part-time numbers have <a href="https://www.officeforstudents.org.uk/publications/understanding-effective-part-time-provision-for-undergraduate-from-underrepresented-and-disadvantaged-backgrounds/">dropped by 61%</a> since 2010, plummeting from 40% to 20% of those in higher education. The Sutton Trust claims <a href="https://www.suttontrust.com/research-paper/lost-part-timers-mature-students/">40,000</a> potential part-time learners – essentially a proxy for adults – have been lost from higher education since 2012.</p>
<p>The decline can be traced back to the impact of the regulatory change instigated by tightening access to <a href="https://publications.parliament.uk/pa/cm200708/cmselect/cmdius/187/187.pdf">Equivalent Level Qualifications</a> (for those learners, inevitably adults, studying a qualification at the same or a lower level to one they already hold) by New Labour in 2008-9 and was exacerbated by the steep rise in tuition fees in England introduced by the coalition government in 2012-13. As a result, fewer adults are accessing the transformative potential of learning, and are missing out on enhanced job opportunities, confidence-boosting and well-being. The nation suffers from a more disengaged population.</p>
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<iframe width="440" height="260" src="https://www.youtube.com/embed/ge0XXlxuVRM?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Angela Rayner outlines Labour’s education policy, November 12, 2019.</span></figcaption>
</figure>
<h2>Life gets in the way</h2>
<p><a href="https://www.advance-he.ac.uk/knowledge-hub/shoe-horned-and-side-lined-challenges-part-time-learners-new-he-landscape">My research</a> interviewing adult learners studying part-time suggests a diverse group with some shared characteristics. Many missed out at 18 due to “life disruptions”; many perceived the costs associated with higher education in England a significant disincentive; many found existing provision insufficiently flexible; many take a slow, non-linear trajectory through education as “life gets in the way”; many experience “imposter syndrome”. But crucially, many regret missing out earlier.</p>
<p>There can be no denying adult access to education is in a dire state, starved of funding and inaccessible to many potential learners. The long-running financial squeeze on adult education is outrageous. Just contrast the <a href="https://www.officeforstudents.org.uk/media/1112/access-and-participation-guidance.pdf">millions</a> spent by universities on widening participation activities aimed at school pupils. This lack of emphasis on adult learning is also politically and economically unsustainable: there are <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/492889/DCMSDigitalSkillsReportJan2016.pdf">insufficient</a> 18-year-olds to undertake the “digitally-savvy” jobs required in the near future.</p>
<p>Introducing proposals to “throw open the doors” to adult learners, whether they want to change career, are made redundant or didn’t get the qualifications they needed when younger, Labour has offered the guarantee for every adult to study and retrain throughout their lives via a six-year free entitlement. This would mean any adult without A-levels or equivalent would be able to study for free at college, with maintenance grants available for those on low incomes. </p>
<p>The party has also stressed the importance of vocational as well as academic education, calling for skills and vocational qualifications to be valued the same as university degrees.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1194258299094544384"}"></div></p>
<h2>A tipping point?</h2>
<p>Hopefully, a tipping point has arrived. Adult education has been in a dangerously moribund state for too long, starved of funds, bereft of ambitious policy ideas and sidelined by policymakers seemingly infatuated with 18-year-old school leavers entering full-time higher education in universities. </p>
<p>Yet in this election, other parties have noticed adult learners: the Liberal Democrats have promised to give every adult a “<a href="https://www.bbc.co.uk/news/election-2019-50367650">skills wallet</a>” worth £10,000 over their lives to spend on education and training of their choice, and the Conservative Party is offering a “<a href="https://www.gov.uk/government/publications/national-retraining-scheme/national-retraining-scheme">national retraining scheme</a>” to help adults whose jobs are at risk of automation. While these proposals are less radical than Labour’s, they at least demonstrate a broader recognition that adult education is a thing.</p>
<p>So why has adult education suddenly become a thing?</p>
<p>This belated interest in the value of adult education is partly driven by a skills agenda – the future UK workforce will need the right skills for new industries. <a href="https://www.cimaglobal.com/Press/Press-releases/2019/Mind-the-Skills-Gap-2019/">Recent research</a> reveals that 37% of workers do not feel the need to reskill, although 47% recognised that automation could be putting their jobs at risk. Labour’s plans, for example, give employers a role in designing qualifications to make sure learners are taught the skills they need in an age of increasing automation. And under its plans, workers will be given the right to paid leave for education and training.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/301573/original/file-20191113-77300-3b3c5r.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">Droids aren’t around – just yet – but automation nonetheless is threatening thousands of jobs.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/5afenxnLDjs">Photo by NeONBRAND on Unsplash</a>, <a class="license" href="http://artlibre.org/licence/lal/en">FAL</a></span>
</figcaption>
</figure>
<p>But perhaps it is not just about the economy. Rediscovering the transformational role of adult education is also driven by a recognition that 20 years of efforts to widen participation and close attainment gaps have excluded adults. More flexible pathways and more transparent financial support will be crucial if, as Rayner alleges: “For many, adult education is too expensive, too time consuming or too difficult to get into.”</p>
<h2>Back to WW1</h2>
<p>There is a delicious irony in this sudden (but welcome) political rediscovery of adult education. 2019 is the 100th anniversary year of the <a href="https://www.wea.org.uk/news-events/blogs/ministry-reconstructions-final-report-adult-education">final report</a> of the Adult Education Committee of the Ministry of Reconstruction, a key policy document published in 1919 which argued that a population educated throughout life was vital for the future of the country. </p>
<p>The report recommended public funding and an expanded role for universities beyond the lecture hall. It asserted that adult education should never be seen as a luxury (as more recent governments have tended to see it) but indispensable to national recovery and effective democracy. This was all too obvious in the aftermath of World War I – and we would do well to remember this in a time threatened by mass automation, the climate crisis, and the uncertainty of Brexit.</p>
<p>The remarkably bold claim for adult education back then was to produce a more intelligent citizenship, and to create a society with truly democratic values. This now seems like a golden age. Sadly, in the 21st century, adult education has become a Cinderella service, unloved by governments and consequently underfunded by local authorities.</p>
<p>For adult education to finally become a thing is a surprise for many of us working in the sector – but a welcome one. For too long, adults who missed out at school, or who lack the confidence to continue with their studies, or who perceive the cost of education to be too expensive, have been left behind and sidelined from opportunities to transform their lives. </p>
<p>If the funding and ambition is there to galvanise adult education out of its slow decline, hundreds of thousands of adults will benefit, gaining personal confidence and enhanced job prospects. This is surely a great thing.</p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=140&fit=crop&dpr=1 600w, https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=140&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=140&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=176&fit=crop&dpr=1 754w, https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=176&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/300096/original/file-20191104-88414-1yh2yvf.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=176&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<p><em><a href="https://theconversation.com/uk/newsletters/the-daily-newsletter-2?utm_source=TCUK&utm_medium=linkback&utm_campaign=TCUKGE2019&utm_content=GEBannerB">Click here to subscribe to our newsletter if you believe this election should be all about the facts.</a></em></p><img src="https://counter.theconversation.com/content/126949/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>John Butcher 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>Adult education should never be seen as a luxury.John Butcher, Director, Access and Open, The Open UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1013902018-10-07T18:50:00Z2018-10-07T18:50:00ZVET needs support to rebuild its role in getting disadvantaged groups into education and work<figure><img src="https://images.theconversation.com/files/238049/original/file-20180926-48631-1e377je.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The vocational education sector has an important role to play in social inclusion of disadvantaged groups in learning and work.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to overcome the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
<hr>
<p>In 1974, a <a href="http://hdl.voced.edu.au/10707/17052">review of the VET sector</a> set out an agenda for the future of the vocational education and training sector. It emphasised education and social inclusion in work as key functions of the sector, rather than mainly its “manpower role”. </p>
<p>In the ensuing decades, this emphasis has been overturned. The vocational education and training system of today is industry-led. It is funded primarily to <a href="https://www.education.gov.au/skilling-australians-fund">achieve employment outcomes</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-australia-can-learn-from-englands-plan-for-vocational-education-62418">What Australia can learn from England's plan for vocational education</a>
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</em>
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<p>VET’s role in skill development and educating those who engage in the range of occupations that contribute to Australia’s economy is critical. But we also need to strongly support the role VET plays in getting disadvantaged groups into education and work.</p>
<h2>Previous social inclusion policies</h2>
<p>Social inclusion in this case reflects the federal government’s <a href="http://meetingpoint.org.au/assets/mp_s12_sipfa.pdf">social inclusion principles</a>, established in 2010. These were created to ensure people have the resources, opportunities and capabilities they need to learn, work and have a voice. </p>
<p>Social inclusion initiatives are designed for groups generally identified as possibly experiencing disadvantage, who require extra support to succeed in education and work. Students with a disability, students from culturally and linguistically diverse backgrounds (CALD), Indigenous students and students from low SES backgrounds, women, and people from rural, regional or remote locations or communities are among those who might need this support.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238050/original/file-20180926-48653-1c6plsx.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">Disadvantaged groups, such as students with a disability or who come from rural communities, may need more help to get into education and work.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>The then Labor government established a <a href="http://www.nirs.org.au/images/stories/community_notices/Announcement_to_Stakeholders_August_2009.pdf">National VET Equity Advisory Council</a> (NVEAC) in 2009. Its task was to provide training ministers with advice on how to reform VET to ensure disadvantaged students achieved improved outcomes from participating in VET. Such outcomes include securing a job or further study. </p>
<p>NVEAC drafted the <a href="http://hdl.voced.edu.au/10707/167334">Equity Blueprint</a> in 2011. This set out the advisory committee’s advice to ministers on what reforms were needed to ensure the VET system could support all learners to achieve their potential, no matter what their circumstances.</p>
<p>These reforms were designed to be long-term, as system-wide reform takes time. Suggested reforms included:</p>
<ul>
<li>a new, more sustainable funding model for VET (including increased federal investment) </li>
<li>measuring and reporting on disadvantaged students’ progress and achievement to keep providers accountable </li>
<li>a national framework for building the capability of VET teachers to better train and support all students </li>
<li>listening to the voice of the learner so their actual needs and concerns would be addressed, including types of courses on offer, facilities and how they learn</li>
<li>investment in teaching foundation skills (such as literacy and numeracy) as a priority, and to do it better </li>
<li>embedding career, pathway and transition planning and advice into the VET and school systems to better support students into employment.</li>
</ul>
<p>Unfortunately, the Equity Blueprint was not implemented. With a change of government in 2013, NVEAC was disbanded. </p>
<h2>Where are we now?</h2>
<p>The VET sector has been increasingly <a href="http://www.voced.edu.au/content/ngv%3A40868">marketised</a>. This marketisation is seen in cuts to government funding of VET and the shifting of responsibility for funding post-school vocational education onto students. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/changes-to-vet-might-be-good-for-business-but-not-for-students-31452">Changes to VET might be good for business, but not for students</a>
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</em>
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<hr>
<p>VET providers including TAFE, which has <a href="https://www.ncver.edu.au/__data/assets/file/0016/5920/nr04022_9.pdf">traditionally provided programs</a> to meet the specific needs of disadvantaged groups, have increasingly cut access and Certificate I and II courses. It’s these low-level courses that can provide the initial skills and confidence needed to enter the workforce or to progress to an industry-recognised qualification. </p>
<p>Despite some acknowledgement by state and territory governments in their annual planning documents that there’s still a role for VET in meeting its obligation to equity and community service, funding has not fully reflected this. When restructures of the system are designed and money is tight, equity programs are often the first on the chopping block. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=446&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=446&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=446&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=561&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=561&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238054/original/file-20180926-48631-1hgkos9.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=561&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Equity programs are usually first on the chopping block when money is tight.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
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<p>For example, the current restructure of <a href="https://d3n8a8pro7vhmx.cloudfront.net/youthaction/pages/1462/attachments/original/1519002239/VET_Report_2018.pdf?1519002239">TAFE NSW has cut</a> many of the educationally qualified staff who designed and delivered <a href="https://www.hunter.tafensw.edu.au/students/pages/outreach-programs.aspx">outreach</a> and support programs for students. This has meant reducing numbers of specialist staff for culturally and linguistically diverse students and those with disabilities. </p>
<p>Outreach programs provide opportunities for students to undertake relevant courses in their communities. This addresses both student and community needs. </p>
<h2>Equity groups left out</h2>
<p><a href="https://www.ncver.edu.au/">National Centre for Vocational Education Research</a> (NCVER) figures show <a href="https://www.ncver.edu.au/research-and-statistics/publications/all-publications/government-funded-students-and-courses-2017">a decline</a> in the participation of several equity groups in recent years. They include people from remote and very remote areas, those in the most socio-economically disadvantaged group, female students and students in the youngest age group (15 to 19). </p>
<p>The fact many of these equity groups were targeted in the <a href="https://theconversation.com/new-vet-student-loans-unlikely-to-weed-out-dodgy-private-providers-66575">VET FEE-HELP scandals</a> has possibly also undermined confidence in a VET pathway for these students.</p>
<p>Disadvantage often reaches into many aspects of a learner’s life, and that needs to be recognised and understood. Understanding issues around <a href="https://www.thesmithfamily.com.au/%7E/media/files/research/reports/research-disadvantaged-young-australians-learning-for-life.ashx">motivation to learn</a> and social disadvantage is necessary. </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>How motivated a student is informs how much time and effort they put into their study. Factors such as low socio-economic status, language barriers or hurdles, and competing responsibilities at home can have negative effects on motivation to learn. </p>
<p>An NCVER <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0030/2096175/Improving-participation-and-success-in-VET-for-disadvantaged-learners.pdf">study</a> identified five effective strategies for supporting learners who become disengaged from study: </p>
<ol>
<li><p>address the overall barriers and challenges experienced by students, which might include home life and socio-economic concerns as well as learning issues </p></li>
<li><p>provide appropriate teaching that meets students’ specific needs, such as team teaching with professionals who have tertiary qualifications as well as experience in literacy and numeracy, or giving students additional support while studying a vocational course</p></li>
<li><p>be flexible in the delivery of programs such as outreach programs so they’re delivered where students feel most comfortable, in community settings and at times that meet their parental and caring responsibilities</p></li>
<li><p>offer ongoing support beyond VET, which might include counselling, careers advice and further training in foundation skills</p></li>
<li><p>provide students with pathways to further study and/or work through VET providers, government agencies and community groups working together. </p></li>
</ol>
<h2>What needs to happen now</h2>
<p>While VET has the capacity to offer socially inclusive educational programs, for successful and sustainable outcomes the training provider must also be able to work with other agencies supporting learners. A VET course is not the end of the journey. Government agencies and community groups can provide funding to ensure the VET qualification leads to meaningful work.</p>
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Read more:
<a href="https://theconversation.com/victorian-tafe-chaos-a-lesson-in-how-not-to-reform-vocational-education-7296">Victorian TAFE chaos: a lesson in how not to reform vocational education</a>
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<p>But success for many students is not just measured through completions and attainment of a qualification or job. When we talk about success here, it’s more in terms of less tangible outcomes such as building confidence, self-respect, life skills and engagement with their communities.</p>
<p>To rebuild this role, VET needs sustainable investment. Supporting disadvantaged learners is <a href="https://www.ncver.edu.au/__data/assets/pdf_file/0030/2096175/Improving-participation-and-success-in-VET-for-disadvantaged-learners.pdf">successful</a> when it’s an institution-wide commitment. </p>
<p>Such support requires the commitment of all levels of government, not only to ensure VET retains this capacity, but so there’s an obligation of social inclusion that goes beyond the classroom. It should also build strong relationships with employers and communities.</p><img src="https://counter.theconversation.com/content/101390/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Linda Simon has received funding from NCVER as a research grant 2016/17 and is a current member of the NTEU.</span></em></p>VET’s role in employable skill development is critical. But we also need to strongly support the role VET plays in getting disadvantaged groups into education and work.Linda Simon, Teacher in adult and vocational education, Charles Sturt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1013842018-10-04T20:03:59Z2018-10-04T20:03:59ZTeachers and trainers are vital to the quality of the VET sector, and to the success of its learners<figure><img src="https://images.theconversation.com/files/238821/original/file-20181002-195263-1em57ls.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Teacher quality is key in getting a good education.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
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<p>Vocational Education and Training (VET) is an important part of the education sector and trains people of all ages for occupations vital across all sectors of the economy. It also makes a major contribution to social inclusion. </p>
<p>Australia endlessly debates the ATAR level needed even to <em>enter</em> teacher-training programs for school teaching. </p>
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Read more:
<a href="https://theconversation.com/viewpoints-should-universities-raise-the-atar-required-for-entrance-into-teaching-degrees-102841">Viewpoints: should universities raise the ATAR required for entrance into teaching degrees?</a>
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<p>But it doesn’t seem to care about the qualifications of those who teach our young people, workers and citizens in VET. For the last 20 years, VET teachers have only been required to have a Certificate IV level qualification in VET teaching, and the industry qualification at the level at which they are teaching people. </p>
<p>Teacher preparation has been identified as a key factor in the quality of education, so to improve the quality of the VET sector, we need to ensure teachers and trainers are getting the right training themselves. Other factors – such as funding – affect VET quality and student success. </p>
<p>But, in the school sector, it has been shown teachers make the most difference, so the same is likely to be true of VET. Teaching in any sector is a highly skilled activity and VET, especially, has such a range of learners that diverse teaching strategies are needed.</p>
<h2>Who are these teachers and trainers?</h2>
<p>VET teachers work in TAFE (the public provider) private registered training organisations (RTOs), community colleges or enterprise RTOs (providing qualifications to their workforces). They may teach full-time, have a portfolio of jobs across several providers, or may still work in their industry while they teach part-time. </p>
<p>They are “dual professionals”, needing to keep up with changes in industry, the economy and society, and developing their teaching skills to deal with increasingly complex learner groups and teaching environments. </p>
<p><a href="https://cdn.theconversation.com/static_files/files/306/Keynote_Address_-_Roger_Harris_-_What_do_we_learn_from_40_years_of_history.pdf?1538441019">Until 1997</a>, all full-time TAFE teachers nationally were helped to get degrees in VET teacher training after recruitment, or graduate diplomas if they already had a degree in another area. They studied part-time while teaching. </p>
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Read more:
<a href="https://theconversation.com/expert-panel-what-makes-a-good-teacher-25696">Expert panel: what makes a good teacher</a>
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<p>In 1998, the minimum qualification – the Certificate IV level – was introduced for all VET teachers and trainers. States and territory TAFE systems gradually stopped requiring higher-level qualifications. The Certificate IV <a href="https://www.tandfonline.com/doi/full/10.1080/14480220.2017.1355301">floor became a ceiling</a>. </p>
<p>While some teachers undertake higher-level study, they are now the minority. Yet, those who undertake higher level qualifications can clearly point to their value. </p>
<h2>Where’s the evidence these qualifications benefit teachers?</h2>
<p>Our national <a href="http://federation.edu.au/research-vet-quality">study</a>, conducted from 2015 to 2017, looked at whether and how VET teachers’ qualifications made a difference. The project had seven phases of qualitative and quantitative research over three years, with 1,255 participants from the sector, from all types of training provider and industry areas. We had good numbers of teacher participants at all qualification levels.</p>
<p>In TAFE and RTO case studies for this project, we interviewed supervisors, managers, professional development staff and students as well as teachers. </p>
<p>Based on detailed survey responses and our case study results, we found:</p>
<ol>
<li><p>higher level qualifications, either in VET teaching practice or another discipline improve teaching approaches, confidence and ability</p></li>
<li><p>higher level qualifications in VET teaching specifically make a significant difference to VET teachers’ confidence in teaching a diversity of learners</p></li>
<li><p>the qualification level that makes the most difference is a degree.</p></li>
</ol>
<h2>How many VET teacher are qualified at different levels?</h2>
<p>There is no national source of information on how many VET teachers are qualified at different levels. In our main survey, twice as many VET teachers had degrees in their industry area (37%) as had degrees in VET teaching (19%). Some 27% had qualifications only at Certificate III or Certificate IV in their industry area, and 64% had only a Certificate IV qualification in VET teaching.</p>
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<p>By far, the greatest proportion of teachers sat in the lowest qualification combination (sub-degree qualification in their industry area and Certificate IV in VET teaching). Only 11.9% had qualifications at degree level or above in both their industry area and in VET teaching.</p>
<p>But our study showed teachers with degree-level knowledge in teaching and their industry area were the most confident in passing on knowledge and skills to their students. Some teachers with lower qualification levels did show the characteristics of excellent teaching, but these were more common in highly-qualified teachers.</p>
<h2>What’s stopping VET teachers from qualifying themselves?</h2>
<p>Perhaps the existence of a mandated minimum VET teaching qualification may provide an excuse not to progress further than the minimum. Some people think professional development can act as a substitute for qualifications – but our study found people with lower level qualifications undertake less professional development. </p>
<p>In most jobs, professional development supplements rather than replaces initial qualifications. Perhaps resourcing is an issue. TAFE teachers <a href="https://www.ncver.edu.au/__data/assets/file/0016/3724/2311.pdf">may expect</a> their study to be supported by employer funding and a workload allowance, neither of which may be possible. </p>
<p>Some people imagine to get a university qualification in VET teaching, people must give up their jobs and go to university for three years. This could, of course, be difficult if it were true - <a href="https://www.acde.edu.au/networks-and-partnerships/acde-vocational-group/">but it isn’t</a>. </p>
<p>All <a href="https://www.tandfonline.com/doi/abs/10.1080/13596748.2015.1081752">VET teacher-training courses</a> at universities are part-time and offered flexibly, as most students are working full-time in VET or in industry and may live at a distance. Universities work closely with individual TAFE and other providers in making their VET teacher-training courses relevant. </p>
<h2>What could help VET teachers become more qualified?</h2>
<p>Already, a higher level qualification in adult education (the Diploma of VET or university degree) is recognised by the VET regulator, the <a href="https://www.asqa.gov.au/">Australian Skills Quality Authority</a> (ASQA), as an alternative to the Certificate IV. VET teachers must now show continuous professional development in VET as well as in industry. Undertaking a VET teaching qualification can meet this requirement. </p>
<p>A more open attitude from some in the VET sector – allowing teachers to attain higher-level qualifications rather than the sector insisting only on educating its own – would help. Ambassadors, such as graduates of higher level courses, could spread the word about what they’ve gained from their studies, personally and in their careers. </p>
<p>Federal and state government could introduce policy provisions to improve teacher/trainer qualification levels, as they do with <a href="https://www.aitsl.edu.au/teach/start-your-career/registration/nationally-consistent-teacher-registration">school teaching</a> and have done with <a href="https://www.acecqa.gov.au/qualification-requirements">early childhood education</a>.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/teach-for-australia-a-small-part-of-the-solution-to-a-serious-problem-30152">Teach for Australia: a small part of the solution to a serious problem</a>
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<p>Finally, a “Teach VET for Australia” program, similar to <a href="https://www.teachforaustralia.org/">Teach for Australia</a> would be useful. The idea of taking adults with life experience and training them as teachers is what VET teacher-training has done for decades. A named and targeted program could demonstrate the benefits of higher-level qualifications.</p>
<hr>
<p><em>The author would like to thank Keiko Yasukawa, Roger Harris, Jackie Tuck, Patrick Korbel and Hugh Guthrie who were researchers on the ARC-funded project, and Steven Hodge who was involved in an earlier project.</em></p><img src="https://counter.theconversation.com/content/101384/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Erica Smith receives funding from the ARC. She is affiliated with the Australian Council of Deans of Education. </span></em></p>Teacher preparation has been identified as a key factor in the quality of education. To improve the quality of the VET sector, we need to ensure teachers and trainers are qualified to teach.Erica Smith, Professor of Vocational Education and Training, Federation University AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1013882018-10-03T20:04:24Z2018-10-03T20:04:24ZWe need to change negative views of the jobs VET serves to make it a good post-school option<figure><img src="https://images.theconversation.com/files/234200/original/file-20180830-195325-d6dpdm.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">If we don't respect plumbing as an occupation, how will we respect the system that trains plumbers?</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the future of vocational education and training, exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
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<p>The low status of vocational education and training (VET) is a growing problem. Many young Australians and their parents don’t consider VET as a potential post-school pathway, even if it might be more suitable for them than university. </p>
<p>In an era of high aspiration, VET is <a href="https://unevoc.unesco.org/go.php?q=Virtual%20conference%20on%20improving%20the%20image%20of%20TVET:%20making%20TVET%20more%20attractive%20to%20young%20people">often seen</a> as an option only for those unable to gain university entry. This undermines VET as a viable and effective post-school pathway – the one most frequently trod by young people in countries such as <a href="https://www.britishcouncil.org/education/skills-employability/what-we-do/vocational-education-exchange-online-magazine/improving-vocational-education">Britain</a>, <a href="https://www.dcdualvet.org/wp-content/uploads/2014_GIZ_Improving-the-Image-of-Technical-and-Vocational-Education-and-Training_A-synthesis.pdf">Germany</a> and <a href="https://books.google.com.au/books?hl=en&lr=&id=r6VhDwAAQBAJ&oi=fnd&pg=PT6&dq=vocational+education+in+switzerland&ots=6boYqv396s&sig=mEfWnkXXlMGFvXcKnVy2jk2_JEM#v=snippet&q=swiss&f=false">Switzerland</a>. </p>
<p>It’s also fuelling a growing mismatch between the skills young people are leaving tertiary education with and employment opportunities in their preferred jobs. It can also <a href="https://epi.org.uk/wp-content/uploads/2018/01/remaking-tertiary-education-web.compressed.pdf">lead to</a> increasingly lengthy, costly and roundabout post-school pathways to employment for young people.</p>
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Read more:
<a href="https://theconversation.com/how-to-choose-the-right-training-provider-47761">How to choose the right training provider</a>
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<p>But much of the low status of VET compared to university is shaped by negative societal perceptions of the jobs it trains people for. This is particularly true for those seen as dead-end (such as dental assistants), those requiring manual work, involve getting dirty (such as mechanics) or seen to be servile (such as waitressing). Changing those views is necessary to address the low status of VET and present it as a good option for school-leavers and their parents to consider.</p>
<h2>The status of vocational education</h2>
<p>Young people and their parents are faced with difficult decision-making when considering post-school educational pathways. Most vocational and university programs have specific occupational focuses. So, decisions about these pathways have to focus on the jobs young people and their parents aspire to be in. </p>
<p>Unsurprisingly, jobs seen to be personally interesting, socially-desirable, clean, well-paid and offering stable employment are the most attractive. These include law, speech pathology and journalism. </p>
<p>A university education is the usual pathway to this kind of work. This is despite jobs in these industries becoming <a href="https://theconversation.com/too-many-graduates-not-enough-jobs-universities-profits-and-clinical-need-13482">increasingly scarce</a> due to an <a href="https://www.lawyersweekly.com.au/sme-law/22768-frustration-grows-over-unis-cashing-in-on-law-grad-oversupply">oversupply of students</a> now being prepared for these types of jobs. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/234206/original/file-20180830-195298-m8zum.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 common for school-leavers to only consider VET as an option if they don’t get into university.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
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<p>Australia is far from alone here. Long-standing societal sentiments about occupations, exacerbated currently by growing aspirations among young people and parents is a <a href="https://www.dcdualvet.org/wp-content/uploads/2014_GIZ_Improving-the-Image-of-Technical-and-Vocational-Education-and-Training_A-synthesis.pdf">common concern globally</a>. This is the case not only in countries with advanced industrial economies, but <a href="https://unevoc.unesco.org/go.php?q=Virtual%20conference%20on%20improving%20the%20image%20of%20TVET:%20making%20TVET%20more%20attractive%20to%20young%20people">also those with developing economies</a> – for instance Nigeria, Ethiopia, Kenya, Palestine, Lebanon, Egypt and Jordan. </p>
<h2>Societal investment in funding</h2>
<p>When perceived to be low standing, societal investment (such as those from governments) in VET dwindles, as has long been the case in Australia. This perpetuates a cycle of under-funding and marketisation policies that reinforces its unattractiveness to young people, and further reduces societal investment.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/government-spending-on-education-the-winners-and-losers-70264">Government spending on education: the winners and losers</a>
</strong>
</em>
</p>
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<p>As a consequence, VET is not being optimised as a post-school pathway to meet the needs of young Australians, the national economy, the viability of Australian businesses or the community. The risk for young people is they will spend their time and money on an educational pathway that may fail to secure them the kinds of jobs they aspire to, and limit their employment options. </p>
<p>So, the recent introduction in Victoria of <a href="https://theconversation.com/free-tafe-in-victoria-who-benefits-and-why-other-states-should-consider-it-96102">subsided VET programs</a> for certain occupations is a positive example of societal investment in VET. But this initiative needs to progress alongside measures that promote these occupations as being worthwhile and worthy for young people. </p>
<h2>What needs to happen?</h2>
<p>Measures are now being put forward by governments to address this problem. <a href="http://www.voced.edu.au/content/focus-higher-level-apprenticeships-pathways">These include</a> having higher level vocational education programs, including degree-level apprenticeships, and changing the name of vocational education institutions to make them more attractive. All of these are worth considering, but these measures risk being short-term fixes. </p>
<p>Not long ago, vocational education institutions change their name from “colleges” to “institutes” to make them more attractive, particularly to overseas students. Equally, requiring high levels of certification has not necessarily enhanced the status of occupations – such as travel agents.</p>
<p>In countries such as Germany, technical and trade occupations are held in higher esteem. There, it’s common to find young people who have university entrance but prefer to engage in apprenticeships. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/234204/original/file-20180830-195304-6ujlrp.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">Public perception of the jobs VET trains people for need to change.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
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<p>Australia needs high quality technical, trade and service workers whose skills develop through effective occupational preparation. But these outcomes are most likely to be realised when jobs are valued by society. Education needs to acknowledge and addresses the complexities of the jobs and have educational goals that help students graduate with the necessary skills.</p>
<p>Ultimately, addressing societal views of jobs such as plumbers, electricians or concreters cannot be realised through the education system alone. Public perceptions need to change, including those of parents and teachers. </p>
<p>This can be done through informing the public about them, being open about what this work requires of the worker and what they need to know to be competent in them. Government should lead the charge in this effort, and industry should support and sponsor. </p>
<h2>Three actions are required</h2>
<p>Firstly, a public education campaign needs to be undertaken to inform the community (particularly parents) about VET as a viable post-school option. It should be supported by industry and enacted by government, through public education and social marketing via electronic media.</p>
<p>Secondly, schools should better inform young people about VET as a post-school option and include entrance into VET as an important performance indicator. Schools should take action such as organising visits to schools by young people championing the work in VET fields.</p>
<p>Thirdly, federal and state government along with industry need to ensure the VET provision is organised, ordered and resourced in ways that provides students with the appropriate educational experiences to prepare them for the job they choose.</p><img src="https://counter.theconversation.com/content/101388/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Stephen Billett is Professor of Adult and Vocational Education at Griffith University. He receives funding from UNESCO, Australian Research Council, Queensland state government, Singapore government, Norwegian Research Council, Office of Teaching and Learning (Australian Federal Government). He is also affiliated with Gold Coast University Hospital. </span></em></p>Many young Australians and their parents don’t consider VET as a potential post-school pathway, even if it might be more suitable for them than university.Stephen Billett, Professor of Adult and Vocational Education, Griffith UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1027702018-10-02T20:05:58Z2018-10-02T20:05:58ZThe vocational education sector needs a plan and action, not more talk<figure><img src="https://images.theconversation.com/files/238008/original/file-20180926-149982-141jeno.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">There is already a substantial list of research reports, reviews and inquiries into issues in the vocational education sector which could be used to build an action plan.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
<hr>
<p>Some 20 years ago, the Australian vocational education system was regarded as world class. Sadly, this is <a href="https://www.tda.edu.au/wp-content/uploads/2018/02/Report-lhmi-Bridge-to-opportunity.pdf">no longer the case</a> when compared to systems in places such as Canada, the Netherlands, Germany and even China. </p>
<p>Australia’s vocational education system <a href="https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/vocationaled/Final_Report">has been bedevilled</a> by competing jurisdiction control, political ideology, chronic under-funding, piecemeal reforms, rampant rorting by a small number of corporate private providers, and a disappointing and surprisingly high level of policy confusion. </p>
<p>In February this year, Labor <a href="http://www.tanyaplibersek.com/speech_universities_australia_conference">announced</a> it would commit to a generational review of the VET sector in Australia if elected at the next election.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/learning-from-victorias-tafe-mistakes-34646">Learning from Victoria's TAFE mistakes</a>
</strong>
</em>
</p>
<hr>
<p>There is already a substantial list of research reports, reviews and inquiries into issues within the sector. A well-crafted plan can be distilled from this, which, combined with proactive leadership and action, is what the sector needs. Not yet another all-encompassing, long-winded review that will inevitably run aground due to the short-term federal political cycle. </p>
<h2>The workforce is changing fast</h2>
<p>Our society and economy rely on the vocational system to be highly effective and responsive. After all, <a href="https://www.ncver.edu.au/research-and-statistics/collection/students-and-courses-collection/total-vet-students-and-courses">just over 24%</a> of our population aged between 15 and 64 years is actively engaged with vocational education every year. This figure is even higher for young people – 46% of 15 to 19-year-olds are involved with vocational education. It’s a system geared to cater for mass and equitable participation. </p>
<p>This is a good thing. </p>
<p>The speed of change for those in the workforce is rapid. This will remain a constant for the foreseeable future. We only have to look to the <a href="https://www.weforum.org/agenda/2018/07/the-skills-needed-to-survive-the-robot-invasion-of-the-workplace">World Economic Forum</a> and reports from the <a href="https://www.fya.org.au/our-research/">Foundation for Young Australians</a> for independent advice on the kind of skills our workforce and enterprises will need in coming months and years. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238292/original/file-20180927-48647-rqotws.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">While Labor’s committment to a generational review of the VET sector is commendable, what we need is action, not more reviews.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>These reports suggest a new focus on technical and enterprise skills as being of equal importance. This is neatly captured by the idea of the “<a href="https://www.tandfonline.com/doi/abs/10.1080/02691728.2016.1249435?src=recsys&journalCode=tsep20">T-shaped graduate</a>”. This is a term commonly used in Europe to capture the idea of a graduate having both specific technical skills and knowledge, and the enterprise skills of collaboration, digital literacy, critical thinking, complex problem solving and creativity. </p>
<p>Australia needs a workforce with a new set of skills and the flexibility and capacity to adapt to even more change. Vocational education can deliver this workforce, but for this to happen the sector needs to be given autonomy and political trust. Trying to change the system piece by piece will result in a camel instead of the thoroughbred Australia needs. </p>
<h2>What change is most urgently needed?</h2>
<p>First, <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0003/2564220/lhmi-vet-sector-diversity-briefing-web.pdf">identify</a> the mature, comprehensive, low-risk providers and give them a new status, independence from government control, and operational autonomy so they can <a href="http://www.vta.vic.edu.au/PRESENTATION_PDFS/Vic-TAFE-Strengths-Benefits-Rprt-web.pdf">lead the change</a> we need. </p>
<p>This new category could include many TAFEs or TAFE divisions of dual sector universities (which provide vocational and higher education, such as RMIT and Swinburne), a number of not-for-profit providers, and a smaller number of private registered training organisations (RTOs). This classification of provider should be highly prized, not awarded lightly, or in great numbers. </p>
<p>Victoria is fortunate to have a number of mature TAFEs ready to be recognised in this category. These include <a href="https://holmesglen.edu.au/">Holmesglen</a>, <a href="https://www.boxhill.edu.au/">Box Hill Institute</a> and <a href="https://www.chisholm.edu.au/?gclid=Cj0KCQjw3KzdBRDWARIsAIJ8TMSbdYSJaPRCZTDZ_AQt3l5IJYvBgLkPc4IIVcYJdj7yFSNFHvMjwFUaAoVHEALw_wcB&gclsrc=aw.ds">Chisholm Institute</a>, to name a few. Arguably, a number of the whole-of-state TAFEs, such as TAFE QLD, should also be recognised in this category. These TAFEs already deliver across the gap between vocational education and higher education. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=397&fit=crop&dpr=1 600w, https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=397&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=397&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=499&fit=crop&dpr=1 754w, https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=499&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/238246/original/file-20180927-48650-nkf643.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=499&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The Box Hill Institute is an example of a TAFE that is mature, comprehensive, and low-risk.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>Second, the group of providers should be given long-term equitable funding, based on an agreed framework with clear and measurable performance outcomes, as well as self-accrediting status to respond quickly to the changes in skills required of new and existing employees.</p>
<p>Performance outcomes would include student participation, progression and completion targets, and be tailored to institutional missions. Those outcomes should also to include specific regional innovation and development targets, with a clear focus on small and medium sized enterprises. Australia is largely a small and medium enterprise nation. Small to medium enterprises are a natural fit with highly responsive higher vocational education institutions. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/not-all-vocational-training-providers-are-stacking-up-32136">Not all vocational training providers are stacking up</a>
</strong>
</em>
</p>
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<p>It’s this group of providers that will change the system and provide the service that business, communities and students need. Creating this new status of provider will enable education that delivers educational services across an increasingly blurry and arguably artificial divide between vocational education and higher education, with a focus on applied and work-integrated learning, and problem solving. </p>
<p>While we applaud the federal Opposition for committing to <a href="http://www.tanyaplibersek.com/media_release_labor_announces_shake_up_of_tafe_and_unis_friday_23_february_2018">a generational review</a>, they’re not the government (at least not yet), and we already know where the issues lie. Reports from the <a href="http://www.mitchellinstitute.org.au/reports/expenditure-on-education-and-training-in-australia-2017/">Mitchell Institute</a> have provided compelling evidence of the need to restore funding for vocational education. Industry bodies such as the <a href="https://www.tda.edu.au/media-releases/tafe-welcomes-business-councils-bold-plan-for-tertiary-education/">Business Council</a> have called for a reinstatement of TAFE as a central part of the vocational system. </p>
<p>We don’t need more temperature-taking. We need to begin work on the actual implementation plan and action. This can begin now – not in three or four years’ time.</p><img src="https://counter.theconversation.com/content/102770/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ruth Schubert is a Senior Fellow at the University of Melbourne, formerly in the role of Associate Professor at the LH Martin Institute, with previous research work funded by the Victorian Department of Education, as well as tertiary education associations</span></em></p><p class="fine-print"><em><span>Leo Goedegebuure receives funding from Federal and State governments as well as professional bodies for tertiary education and innovation research. </span></em></p>We already have all the research reports, reviews and inquiries we need to make reform to the VET sector happen. What we need is proactive leadership and action.Ruth Schubert, Senior Fellow, LH Martin Institute, The University of MelbourneLeo Goedegebuure, Director, LH Martin Institute, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1015162018-10-01T20:08:43Z2018-10-01T20:08:43ZA new national set of priorities for VET would make great social and economic sense<hr>
<p><em>This article is part of a series on the Future of VET exploring issues within the sector and how to improve the decline in enrolments and shortages of qualified people in vocational jobs. Read the other articles in the series <a href="https://theconversation.com/au/search?utf8=%E2%9C%93&q=Future+of+VET">here</a>.</em></p>
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<p>Attending a Vocational Education and Training (VET) graduation can be an uplifting experience. There’s the 45-year-old manufacturing worker who left school at 14 getting his first-ever qualification and a new job in construction, the Indigenous single parent who started a business based on what she learnt with her Certificate III in Hospitality, the female refrigeration apprentice who won a medal representing Australia at WorldSkills, and the Sudanese refugee who is now a university law student following his English Language and Tertiary Preparation Course. </p>
<p>These are not just inspiring stories about individuals. They show how the vocational system can increase workforce participation through developing skills in shortage areas, especially for disadvantaged groups. </p>
<p>Skills Australia once calculated if we raised workforce participation from 65% to the 69% they achieve in New Zealand, it would benefit the economy through increased tax and reduced social security income to improve government operating balances by as much as <a href="https://docs.education.gov.au/system/files/doc/other/wwf_strategy-2010.pdf">A$24 billion</a> a year. </p>
<p>The sector needs a new national set of priorities and operating principles fit for the future. To achieve this, a national review is necessary.</p>
<h2>The neglected middle child</h2>
<p>Why is VET so often characterised as the problem, neglected middle child of our post-school education and training system? A lot of it has to do with conflicts over basic questions of form and function – who should run the system, how it should operate, what its primary purpose is and what its relationship with other sectors should be. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/deregulating-tafe-is-a-big-risk-to-the-labour-market-54171">Deregulating TAFE is a big risk to the labour market</a>
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</em>
</p>
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<p>The last time the VET system had a largely agreed upon position on its purpose and operating framework was in 1974 following the <a href="http://hdl.voced.edu.au/10707/17052">Kangan Review</a> of the sector. Some 44 years on, the sector desperately needs another review.</p>
<h2>Industry’s concerns on the decline of VET</h2>
<p><a href="https://www.smh.com.au/education/vocational-education-industry-reforms-could-cripple-quality-providers-20161005-grvaye.html">Politicians</a> and <a href="http://www.bca.com.au/media/have-your-say-business-council-consulting-on-our-future-tertiary-system-">business leaders</a> are now showing concern about VET’s decline. </p>
<p>One argument is we now have too many people going to university. This is a waste of public money, it will result in critical skills shortages and is bad for some students who would be better off following the VET pathway. </p>
<p>Typically, the example is given of an apprenticeship that can bring higher initial pay and more certain full time employment. This is true for some traditionally male apprenticeships such as electrician, but less so for traditionally female pathways such as hairdressing or care. </p>
<p>You also see modern versions of the <a href="https://www.gooduniversitiesguide.com.au/study-information/types-of-institutions/tafe-institutes">argument</a> that some people prefer practical learning by doing, rather than academic learning, and that is a key feature of VET.</p>
<h2>Why?</h2>
<p>There are many aspects to this malaise. The sector is <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2017/12/Expenditure-on-education-and-training-in-Australia-2017.pdf">losing funding</a> and enrolments, it’s been battered by poorly thought out marketisation policies, and its students have been the victim of <a href="https://www.asqa.gov.au/news-publications/news/vet-fee-help-providers-under-microscope">loan scandals</a> by rogue providers. </p>
<p>VET operates in a <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0010/2845774/Burke-Changes-in-funding-in-Australian-vocational-education-and-their-effects_.pdf">confused mess</a> of federal and state funding, governance and policy prescriptions. Externally, the labour market is changing with lots of professions – such as nursing – now demanding university degrees as entry qualifications. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/changes-to-vet-might-be-good-for-business-but-not-for-students-31452">Changes to VET might be good for business, but not for students</a>
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</em>
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<p>Universities have powerful alumni in business and politics. They prepare people for high-status professional careers, such as medicine or law. Critically, they have academic freedom. </p>
<p>In contrast the public VET provider, TAFE, is often treated like a government department. VET professionals are not free to comment publicly on government policy lest their views conflict with political positions or challenge direct ministerial control.</p>
<h2>VET’s own culture wars</h2>
<p>Various stakeholders have different views of VET priorities. Crudely put, VET is seen by different people as primarily:</p>
<ol>
<li> an industry trainer, similar to BHPs training department</li>
<li> an alternative to university in specialities such as fashion design and child care </li>
<li> a provider of foundation, “second chance” and initial vocational programs for disengaged adults and young people, similar to the <a href="https://www.bsl.org.au/">Brotherhood of St Laurence</a>.</li>
</ol>
<p>For the last 30 years, VET has been experiencing its own “culture war”. On the one hand there are some who work in the VET sector who like to look back to the “golden age” following the Kangan Report of 1974. The review emphasised life-long learning and educating the whole person, not just in technical skills. TAFE teachers needed graduate level qualifications in teaching to complement their industry qualifications and experience.</p>
<p>This vision lost out from 1990 onwards to a more instrumental one promoted by industry and trade unions which said VET’s purpose was to provide industry with workers who were skilled for specific jobs. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/233753/original/file-20180828-75990-b39wd6.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">The vocational education and training sector has been losing funding and enrolments in recent years.</span>
<span class="attribution"><span class="source">NTEU Victoria/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<p>The demonstration of specific industry-defined competencies became the key factor in gaining a credential, with less testing of understanding theory and knowledge. Graduate teacher qualifications were no longer necessary in this world of <a href="https://www.batchelor.edu.au/biite/wp-content/uploads/2012/06/CBT-Overview.pdf">Competency Based Training</a> – just a <a href="https://www.myskills.gov.au/courses/details?Code=TAE40116">VET Certificate IV</a> in Training and Assessment. </p>
<p>Besides advocating a competency approach, the new leaders of the system wanted “choice”. This led us through poor implementation and inadequate regulation to the <a href="https://www.afr.com/news/policy/education/private-colleges-vet-feehelp-loan-scandal-hit-160-million-and-counting-20160519-gozbmp">VET FEE-HELP scandals</a> we are now familiar with. </p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/vet-fee-help-reforms-will-merely-paper-over-the-cracks-of-a-system-prone-to-abuse-64425">VET FEE-HELP reforms will merely paper over the cracks of a system prone to abuse</a>
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<p>This competency-based approach is now being <a href="https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0011/2845775/Final-Anne-Jones-paper1.pdf">challenged</a>. In an age where we’re told many of tomorrow’s jobs don’t exist yet, it seems odd to prepare people solely with highly specific occupational skills. Especially because industry says it values generic skills such as communication, presentation, analysis and teamwork. Many VET graduates <a href="https://www.ncver.edu.au/__data/assets/file/0018/9261/linking-quals-and-labour-market.pdf">already never work</a> post-study, or work for a very short time in the exact occupation they gained their credentials in.</p>
<h2>The way forward</h2>
<p>VET needs a new national settlement with a set of priorities and operating principles that are fit for the future. Achieving this will not be easy as it involves resetting federal-state relationships and balancing the sometimes competing priorities of students and industry groups.</p>
<p>It will take a new national review similar to Kangan. The review may need to cover the entire post-secondary system. But if it does, we can’t forget VET is about educating people for the changing world of work, <em>especially</em> the disadvantaged. This not only makes good educational and social sense, but the pay off in increased workforce participation makes very good economic sense as well.</p><img src="https://counter.theconversation.com/content/101516/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Robin Shreeve is an independent consultant on workforce development and further education. He is an Adjunct Professor of Education at Federation and Western Sydney Universities and an Honorary Senior Fellow at the L H Martin Institute of the University of Melbourne. He is an independent Director of Western Sydney University Enterprises and President of the Australasian VET Research Association (AVETRA). Previously he has been the CEO of Skills Australia, three TAFE type Institutes in NSW and the UK and the Deputy Director-General of TAFE and Community Education at the NSW Department of Education and Training. </span></em></p>VET needs a new set of priorities and operating principles that are fit for the future.Robin Shreeve, Adjunct Professor, Federation University AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1005902018-07-30T00:45:23Z2018-07-30T00:45:23ZWhy school kids need more exposure to the world of work<figure><img src="https://images.theconversation.com/files/229531/original/file-20180726-106521-y6cbai.jpg?ixlib=rb-1.1.0&rect=2%2C79%2C995%2C573&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Some students don't have any meaningful contact with the workplace until their 20s. That's too late.</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?u=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTUzMjY3NzY5NiwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfODg3NTAzMDAiLCJrIjoicGhvdG8vODg3NTAzMDAvbWVkaXVtLmpwZyIsIm0iOjEsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiMTFyclpZTzFOeUVmS1ovSmJqYWZPTEZNZVhrIl0%2Fshutterstock_88750300.jpg&pi=41133566&m=88750300&src=p6KGvJBNd0zSCTvOQ0GjHw-1-47">from www.shutterstock.com</a></span></figcaption></figure><p>All students need to experience the world of work, particularly work of the future, long before they leave school, according to a new report out today.</p>
<p>The latest Mitchell Institute report, <a href="http://www.mitchellinstitute.org.au/reports/connecting-the-worlds-of-learning-and-work/">Connecting the worlds of learning and work</a>, says collaborating with industry and the community is vital to better prepare children and young people for future work and life. And governments need to play a leading role to ensure this happens.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/partnering-with-scientists-boosts-school-students-and-teachers-confidence-in-science-58416">Partnering with scientists boosts school students' and teachers' confidence in science</a>
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</em>
</p>
<hr>
<p>Jobs in the digital age, and the skills and capabilities required to do them <a href="http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf">are transforming at an unprecedented rate</a>. </p>
<p>Schools alone cannot be expected to foster the complex combinations of <a href="https://www.pwc.com.au/pdf/a-smart-move-pwc-stem-report-april-2015.pdf">STEM</a> (science, technology, engineering, maths), <a href="https://www.oecd-ilibrary.org/docserver/9789264268821-en.pdf?expires=1524697788&id=id&accname=ocid42013661&checksum=E31DAF42881881494F1ED898AE669FA9">digital</a> and <a href="http://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Web_Final.pdf">transferable skills</a>, like collaboration, problem solving and communication, that young people will need in their future careers. That’s in addition to core skills like literacy and numeracy. </p>
<p>Bringing together the classroom and the workplace has <a href="https://docs.education.gov.au/node/17190">broad public benefits</a>, but can be <a href="https://www.oecd-ilibrary.org/docserver/51c9d18d-en.pdf?expires=1531368686&id=id&accname=guest&checksum=33BDF38A0FCA522E18B557DF0F084B15">challenging to do in practice</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mining-young-minds-the-challenges-of-private-interests-and-education-12133">Mining young minds: the challenges of private interests and education</a>
</strong>
</em>
</p>
<hr>
<h2>Why is this important?</h2>
<p>Exposure to the world of work provides opportunities for students to build connections with <a href="https://www.csiro.au/en/Education/Programs/STEM-Professionals-in-Schools">professionals</a> outside their usual family networks, and to learn by “doing” in real world contexts.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/WTuSWSvrFhI?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Students picked by design thinking, coding and interview skills with this school-industry partnership.</span></figcaption>
</figure>
<p>This offers some <a href="https://educationendowmentfoundation.org.uk/public/files/Employer_Engagement_in_Education.pdf">valuable benefits</a> – enriching school learning, building students’ employability, and helping them develop the capabilities (such as problem solving, collaboration, and resilience) that we know are <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2017/03/Preparing-young-people-for-the-future-of-work.pdf">valued in work and life</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/lack-of-workers-with-soft-skills-demands-a-shift-in-teaching-73433">Lack of workers with 'soft skills' demands a shift in teaching</a>
</strong>
</em>
</p>
<hr>
<p>Some students already have access to valuable experiences like industry mentoring and entrepreneurship programs at school, but this <a href="https://docs.education.gov.au/node/32513">isn’t the case for all students</a>. </p>
<p>With young people <a href="http://www.abs.gov.au/ausstats/abs@.nsf/mf/4221.0">spending longer</a> in formal education, many might not connect with the world of work until their 20s. </p>
<p>For these students, once they complete their education, the “<a href="https://www.fya.org.au/report/the-new-work-reality/">new work reality</a>” is the average transition time from education to full-time work is now up to five years, compared to one year in 1986.</p>
<p>Traditionally, practical industry-focussed learning was anchored in vocational education and training, but <a href="http://www.mitchellinstitute.org.au/reports/participation-in-tertiary-education/">participation rates</a> in vocational pathways are declining.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/vocational-education-and-training-sector-is-still-missing-out-on-government-funding-report-88863">Vocational education and training sector is still missing out on government funding: report</a>
</strong>
</em>
</p>
<hr>
<h2>Shaping career choices</h2>
<p>Young people’s pathways are formed early – with <a href="https://aifs.gov.au/publications/career-aspirations-young-adolescent-boys-and-girls">career aspirations</a> often following traditional gender stereotypes, and tending to reflect students’ interest and achievement in traditional school subjects. A lack of interest in STEM subjects at age 10 is <a href="https://www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES-final-report-December-2013.pdf">unlikely to change by age 14</a>. </p>
<p>Varied opportunities to <a href="http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Publications/Optimising%20STEM%20Industry-School%20Partnerships%20-%20Final%20Report.pdf">engage with the world of work</a>, through career talks, mentoring, and excursions to job sites can be valuable from primary school through to secondary school, particularly for students at risk of disengagement.</p>
<p><a href="https://link.springer.com/article/10.1007/s13384-015-0172-5">Early exposure</a> is critical to ensure that students can make informed decisions about future career pathways. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/careers-education-must-be-for-all-not-just-those-going-to-university-49217">Careers education must be for all, not just those going to university</a>
</strong>
</em>
</p>
<hr>
<h2>Haven’t we heard this before?</h2>
<p>There have been attempts to put school-industry partnerships on the <a href="https://www.education.gov.au/partnerships-schools-businesses-and-communities">national agenda</a> over the past decade, but they still haven’t reached every school. </p>
<p>As the recent <a href="https://docs.education.gov.au/system/files/doc/other/662684_tgta_accessible_final_0.pdf">Gonski 2.0 Review</a> found: </p>
<blockquote>
<p>“While many models of school-community engagement exist in Australia, school-community engagement to improve student learning is not common practice and implementation can be ad hoc.”</p>
</blockquote>
<p>We haven’t yet found a way to bring the workplace and the classroom together in an effective way. </p>
<h2>What’s stopping this?</h2>
<p>We need to address some systemic barriers to enable partnerships with industry to flourish in all schools:</p>
<ul>
<li><p>Partnerships take time and resources for schools to initiate and manage – yet things that can be widely measured, like <a href="https://www.nap.edu.au/">NAPLAN</a> and <a href="http://www.mitchellinstitute.org.au/papers/crunching-the-number/">ATAR</a>, tend to be prioritised</p></li>
<li><p>We know teachers are central to making partnerships work – but many don’t have the time, or the training to know how to engage effectively with industry</p></li>
<li><p>There are many structural and administrative blockers that add layers of complexity for schools and industry partners. These include child safety requirements, occupational health and safety, and procurement policies for new equipment that are different in each state and territory.</p></li>
</ul>
<p>Policymakers must design systems that make partnerships easier and ensure they are effective and available in all schools across Australia.</p>
<h2>Here’s what governments can do</h2>
<p><strong>1. Track school-industry partnerships to ensure equity and help planning</strong></p>
<p>Governments need to track where partnerships are happening, what they involve, how effective they are, and who is missing out. This information can inform government reforms that ensure resources are allocated equitably across the education system, and assist schools and industry to plan effective partnerships. </p>
<p><strong>2. Support teachers by giving them time and resoources</strong></p>
<p>Partnerships need time and resources. We need to give teachers time to engage in partnerships and provide them with professional learning and support to more easily facilitate effective partnerships. This may include using intermediaries, which come in many forms, such as <a href="http://cdn.aigroup.com.au/Reports/2017/AiGroup_OCS_STEM_Report_2017.pdf">industry peak bodies</a>, <a href="http://www.meprogram.com.au/">government agencies</a> and <a href="https://www.schoolsplus.org.au/">not-for-profit organisations</a>. </p>
<p><strong>3. Address barriers to make it easier for all to take part</strong></p>
<p>For partnerships to be successful everywhere, governments need to address the structural barriers (regulatory and governance issues), information barriers (finding partners to connect with and understanding how to meet both school and industry needs), and equity barriers (ensuring the schools that benefit the most are connected to suitable industry partners).</p><img src="https://counter.theconversation.com/content/100590/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>This Mitchell Institute policy report was produced with funding support from Cisco.</span></em></p>Schools can’t equip students with all the skills they need once they start work, especially STEM and digital skills. Here’s one way they can better prepare their students for life after school.Kate Torii, Policy Analyst, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/801932017-07-03T20:09:36Z2017-07-03T20:09:36ZHigher education fees are rising – so is it still worthwhile enrolling?<figure><img src="https://images.theconversation.com/files/176547/original/file-20170703-8225-1p1zul4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Even with higher fees, higher education will still be worthwhile for most young people.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The government has <a href="https://theconversation.com/2017-higher-education-reform-cuts-to-universities-higher-fees-for-students-63185">announced a plan</a> to increase university fees. Most bachelor degree students starting in 2018 would pay, depending on discipline, between A$700 to A$1,700 more than now. </p>
<p>The prospect of higher fees raises concerns about whether higher education is still worthwhile. With subdued job growth since the global financial crisis and many more students at university, educational choices are more complex now than a decade ago. </p>
<p>While some people principally choose higher education for non-financial reasons, many students attend primarily as a pathway to better employment prospects.</p>
<p>The <a href="https://grattan.edu.au/news/submission-to-the-inquiry-into-the-higher-education-support-legislation-amendment/">Grattan Institute’s submission</a> to the Senate inquiry into the 2017 budget’s higher education package examined these concerns. </p>
<h2>Unemployment and full-time work</h2>
<p>Graduate employment has <a href="https://www.qilt.edu.au/docs/default-source/gos-reports/2016/gos-national-report.pdf?sfvrsn=423de23c_12">deteriorated since 2008</a>. In 2016, 14% of graduates were unemployed four months after graduation. While unemployment falls as graduates spend more time in the workforce, it is still an issue three years after graduating. For 2013 graduates, about 8% were unemployed in 2016.</p>
<p>Over the longer run, however, graduates are less likely to be unemployed than people with lower levels of education attainment. This is especially the case for women. Bachelor degrees more than halve their risk of unemployment, as the table below shows.</p>
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<p>Full-time work has also become harder to find. In 2016, about 70% of graduates looking for a full-time job found one within four months of graduation. This was a little better than in the preceding years. But their rate is still well below the full-time employment rates of the pre-2008 cohorts. </p>
<p>As graduates stay in the workforce, full-time employment rates improve, but remain below those of earlier graduate cohorts, as the graph below shows.</p>
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<h2>Professional jobs</h2>
<p>Job quality is also an issue, with students who graduated after 2008 making slower transitions to full-time professional or managerial jobs, as shown in the graph above. Our most recent data from 2016 shows a mildly positive trend.</p>
<p>But as with the four-months-out figures, the overall trend for three years out is down over time. Despite this, graduates still have better access to professional jobs than people with other qualifications.</p>
<p>Among younger cohorts, three quarters of employed female graduates have a professional or managerial job – more than twice the proportion of their contemporaries with upper-level vocational qualifications or Year 12. </p>
<p>As the figure below shows, the professional and managerial share for male graduates is lower at 65%, partly due to more men than women working in technical occupations. </p>
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<p>Yet because graduate numbers have been growing faster than professional jobs, the share of graduates in these jobs is not as large as in the past, as shown below.</p>
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<h2>Earnings</h2>
<p><a href="https://grattan.edu.au/wp-content/uploads/2014/04/162_graduate_winners_report.pdf">Previous</a> <a href="http://www.voced.edu.au/content/ngv%3A53097">research</a> <a href="http://catalogue.nla.gov.au/Record/2692313">finds</a> those with a bachelor degree earn more than those with Year 12 or vocational post-school qualifications.</p>
<p>Based on 2011 Census data, a male graduate was expected to earn 20% more than a diploma holder and 61% more than a school leaver. </p>
<p>The premium was higher for women. A median female graduate was expected to earn 31% and 70% more than a diploma holder or a school leaver respectively.</p>
<p>Given the changes to the economy and growth in graduate numbers, the premium is expected to be lower now than in 2011. While waiting for the 2016 Census income data, the Australian Bureau of Statistics’ Characteristics of Employment survey gives us a guide to what is happening. </p>
<p>At ages 20 to 24, both male and female graduates earn more than their counterparts with only Year 12. Women earn $215 more a week and men earn $90 more, as shown below.</p>
<iframe src="https://datawrapper.dwcdn.net/mHzTZ/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>In this age group, men with upper-level vocational qualifications earn slightly more than male graduates. This is not the case for women, who gain little, if any, financial benefit from vocational qualifications compared to finishing their education at Year 12. </p>
<p>By age 25 to 34, bachelor degrees typically offer higher pay for both men and women. Women earn $350 a week more and men earn $410 more compared to Year 12, as shown in figure 4. </p>
<p>By this age bracket, men with bachelor degrees earn more than those with upper-level vocational qualifications. However, the benefit of having vocational qualifications over year 12 was apparent only for men. As with their younger cohort, women aged between 25 to 34 gain little from upper-level vocational qualifications compared to Year 12 only.</p>
<p>Overall, the earnings data suggest higher education remains financially attractive for most students, and the small proposed fee increases should not materially affect that. The extra fees are equivalent to about a week’s pay for most graduates. </p>
<p>Yet employment outcomes are not as good as in the past, which increases the risk that higher education will not pay off, at least in a financial sense. This will be true for the foreseeable future whether university fees increase or not. </p>
<p>Young people who are less academically inclined need carefully to consider which educational option is best for them. Especially for men, vocational qualifications may be lower-risk options than a bachelor degree.</p><img src="https://counter.theconversation.com/content/80193/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ittima Cherastidtham 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>Earnings data suggest higher education remains financially attractive for most students, and the small proposed fee increases should not materially affect that.Ittima Cherastidtham, Fellow, Higher Education Program, Grattan InstituteLicensed as Creative Commons – attribution, no derivatives.