AVETRA - day one afternoon

 After lunch, there is a symposium chaired by Kira Clarke featuring 3 papers on projects conducted by the Brotherhood of St. Laurence. The theme is ‘strengthening the role of vocational training by young people'. Kira provided an overview was provided of the work undertaken including a definition of how to achieve systemic change; the methodology using four practice components to try to meet the challenge of supporting young disadvantaged people into work. The story of the project, beginning in 2019 was summarised including the impact of the pandemic on the project. The pandemic created the highest level of youth unemployment in Australia and prevention of 'scarring' of these young people became very important. In 2020, the project applied short term enabling change to bring young people through short run training into work. Localised labour market through co-design strengthened trust in the training organisation and provided sustained change going into the future. Challenges of silos, diverse and complex barriers, sporadic funding and career access and mobility were addressed. Evaluation also undertaken last year. In 2021, work began on developing better systems around funding, participation from young people, better work on the role of employer and the workplace, and training programmes. A adaptive evidence making agenda was developed to try to solve 4 major challenges. Previewed two streams of work in progress. Dr. David Longley and Dr. Madeleine Morey continue with details of each of these. 

David provided the overview on the research agenda which is being driven by stakeholder needs. Began with the rationale for the approach. Government funding based on volume as a metric of success with a large rise in apprenticeship commencements. However, the systemic challenges around apprenticeship have not been addressed and large volume of commencement is not a measurement of success. The project looks at who is coming into commencement - not reflected of the diversity of population, inadequate alignment to regional needs, completions so far have been low, 12.3% of those who complete unable to find employment, 2 out of 10 are in retail/hospitality, and mobility across current pathways is not good. Proposed new approach to try to address the many challenges and currently testing these - in the AgFutures foundational capabilities pathway. 

Madeleine presented on a policy conceptual framework to cut through the debate on employability skills for young people. Overviewed the policies and frameworks in Australia, which inform employability skills and the various definitions and components of these. Skills mismatch still a real challenge. Transversal capability are the  'magic clue' which connects and reinforce foundational skills of numeracy/ digital literacies. These include communication, teamwork, problem solving, planning, self-management etc. Critique these skills - conflation of these skills and a lack of differentiation of skills development, lack of accountability on how and where these are developed, assumption employability will eventuate. Suggest technical, industry specific and generic skills. for example problem solving can be a technical skill developed in a specific context/occupation and therefore a responsibility of industry. Therefore a complementary technical and specialised training framework useful. Now testing this through a partnership with industry to test this way of framing employability.

A good presentation of a approach that is proactive. 

The next presentation is on the 'Victorian employer perspectives on skill, recruitment and employment’ with Hiba Molaeb. Summarised results and sought feedback on future directions. The survey collects data on business climate, skills shortage and recruitment challenges, quality of training, employment of apprentices and trainees and value of developing specific skill sets and micro credentials. Began with overview of the history and methodology of the survey. Response rate for this survey was 20.9% across 70,000 businesses. Summarised findings and them provided more detail. Shared suggestions for future directions for the survey, how to make it more useful, current and relevant. 

A second panel session features ‘building the reality of a partnership between TAFE institution and co-operative research centre (CRC) with Dr. Ali Rahidi from Monash University and Dr. Ross Digby from Holmsglen Institute). Presentation covered the overview, targets and role of Holmsglen in the CRC and then the future building initiative at Monash University. First project based on AR/VR then shared.

Ross covered the rationale of the role of construction but how productivity and innovation not progressing. The project was to utilise technology to help transform the sector. Has ambitious transformative platform and shared future direction and potentials. Summarised benefits to support efficiencies and targets including better buildings and increased human capabilities. Holmsglen's involvement overviewed - why, how and what the desired outcomes are. Staff and students involved across many trades. 

Ali provided the details of the future building initiative. He represents a large research team. Three pillars of the initiative are industralisation, sustainability and digitalisation. The project is inter--disciplinary from IT, engineering, architecture, law and business with several projects involved. 

Ross then shared the VR/AR education project which also involves Master Builders of Victoria. Ali provided details of the project development.

 Keynote 3 is with Craig Robertson CEO of the Victoria Skills Authority on 'Creating VET research community in VET not of VET - some reflections'. Proposed a new research framework - movement across VET and HE toward localism and collaboration which needs a new clinical (epistemological) approach to vocational education. Many countries engaged in reviewing / reforming VET, with many catering to local needs and equity issues. UK (post-Brexit) and Canada mentioned. Covered the Victorian Skills Authority (VSA) model; collective impact; limits of uni-directionalism, the Bernstein perspective, and impact on research. VSA model established in response to a review by Jenny Macklin. Works across skills supply-chain to provide skills demand and advise, professional development, local solutions, skills development and innovation and performance. Call to work collaboratively across all levels of education, industry, unions and government. The market meant to be based on choice and innovation but it is imposing a one-product solution with strict controls on delivery! Evaluated the Bernstein perspective as one way to help describe outcomes of VET. Suggested the concept of skills labs - bringing together education and training providers. employers, unions and communities to co-design new approaches to skills development. Research needs to beyond competency, across occupations, on new pedagogy and cut across national training arrangements. Should be about future skills, exploring the forefront of industry, look at new learning models and new accreditation and regulation models.

The AVETRA AGM closes the day.