Senate Employment, Workplace relations and Education References Committee

Inquiry into Current and Future Skills Needs

SUBMISSION BY THE AUSTRALIAN ACADEMY OF
TECHNOICLOGICAL SCIENCES AND ENGINEERING

The Academy observes that the nature of work has changed and continues to change, with much full time work giving way to part time and casual work.  Among the reasons for this change are the fact that (a) manufacturing is becoming less labour-intensive, and (b) while there has been considerable growth in the labour-intensive service industries, employment in those industries does not conform to the old five-day-a-week, 35-38 hour pattern.  In addition, in both sectors, job tenure has become shorter as people move jobs seeking better positions or are made redundant when businesses contract.

Therefore the kinds of skills needed by the workforce are changing, so that employers now place value on adaptability, with great stress on teamwork and on (at least basic) computer operation.  Basic computer literacy is required even for many of the relatively low-skill jobs in the community.  At the same time as we are noticing substantial change, a considerable portion of the workforce is still employed under the older, traditional employment models.  Education and available training thus needs to sustain those parts of former needs which remain, as well as meeting the new needs.  As well, our system of training needs to be able to provide for people making the transition form the old patterns to the new.

We should not be satisfied with large numbers of low level trainees, and so the Academy would encourage industry to work with Government to upskill the workforce.  Such generic changes to the way we provide skills training require long term policy decisions by Commonwealth and State Governments.  The whole of the education system - school, VET and universities are part of the solution.

The introduction of VET courses in Schools and the recognition in education certification schemes of the completion of VET units, are welcome changes.  However, this excellent initiative is proceeding at an uneven pace across the country and would benefit from further support for training teachers.  The VET subjects are different from regular school subjects in that real industry experience is needed on the part of both teachers and students.  Simulated workplaces do not serve the purpose.  These courses, properly assessed, must be recognised for university entry, because the status thus conferred on them will make it clear to students that such learning is valued..

We have ANTA and the AQF which have enabled industry, across the country, to contribute to the development of training packages. We have private and public providers which has improved the efficiency of delivery of VET.  However, the system is cumbersome and slow.  Scope is needed for providers to respond to industry needs in a more timely manner, and industry must be encouraged to look to the future and not be tied to past practice.  As a step towards achieving this, ANTA should be proactive in providing for industry a scenario for the future of work.  Mostly industry perceives its needs on a very short timescale and is therefore unlikely to project future needs across a timescale that is meaningful to education and VET providers.  The trend to outsourcing has exacerbated this problem as contractors, in general, are not taking on apprentices.

Universities have been responding to market pressures for some time and many
courses now reflect industry needs, even though this is often not explicit in material provided to prospective students.  The Academy believes that universities will increasingly respond to market needs as full fee courses are introduced, and so opportunities should be sought to have industry represented strongly among those ‘markets’.

In summary, the Academy emphasises that there is widespread acknowledgment that workplace change is taking place, but a reluctance on the part of many stakeholders to embrace change and respond appropriately.  While consultation opportunities need to be available for all stakeholders, and their support needs to be elicited, leadership is required from government and its agencies.

Prepared on behalf of the Academy by Professor Ian D. Rae, Technical Director; 25 March 2003.