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good intent, any change has been iterative at best and has done
little to prevent the decline in apprenticeship numbers and
completion rates, nor in perceptions related to quality.
THE WORLD OF WORK
To tackle the question of how to strengthen the value of, and
commitment to, a quality system, we must first consider what
is happening to the world of work. An apprenticeship model
fundamentally created in a previous century will inevitably need
to evolve, if not be overhauled, in order to meet the needs of the
digitised economy.
The fourth industrial revolution – evidenced by developments
such as Industry 4.0 or the internet of things – is transforming
manufacturing. Industry 4.0 is about the next stage in
manufacturing, driven by digitisation, and will connect emerging
technologies and digitisation across all industries, such as energy,
transport and infrastructure.
The future competitiveness of Australian companies will be
largely determined by the scope and penetration of new and
yet-to-be-developed technologies and how professionally and
consistently they are used.
Among responses to this workplace revolution is the need to
retool the nation. Developing new and different skills using the
right digital technology will be vital. The apprenticeship system sits
neatly in this space. It is capable of providing a high-quality, fully
integrated learning and employment experience at the leading
edge of economic transformation.
CHANGING TO MEET OUR FUTURE NEEDS
Historically, our education and training system has been built and
developed around public training institutions. For the future, the
organising principle needs to continue to shift to the individual and
work. Some individuals will train in order to gain work; others will
build their learning through work. Either way, the strength of workbased learning models will be important. Qualifications will need
to be designed differently and made accessible across contexts in
many more varied and timely ways.
The challenge is to ensure that all learners, including apprentices,
gain a robust and rigorous base upon which to build skills
and experience over the course of their working life. Some
will become workers typified by the ‘gig economy’. They will
abandon the traditional 9-to-5 employment in favour of working
independently, task by task, for various employers, including in
high-skill areas. Others will need to build a strong initial platform
upon which they can continue to grow and extend their skills
and experiences.
The importance of STEM disciplines to the future economic
and social wellbeing of Australia must not be underestimated.
Furthermore, occupational structures are also changing. Different
blends of skills are required for many occupations and completely
new jobs are frequently emerging. The Foundation for Young
Australians estimates that 60 per cent of students are being trained
in jobs that automation will radically change over the next 10–15
years. If we focus on VET students alone, this figure jumps to 71
per cent. Many growth industries increasingly require higher levels
of skills. The apprenticeship model is tacitly limited to the delivery
of Certificate III trade skills alone; this will render it unable to meet
many of the challenges of the digitised economy.
The core principles of the apprenticeship model are well placed
VET & TAFE
to develop many of the skills required into the future,