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Labour Market Information Portal

Home – Gain Insights – employer’s Recruitment Insights

Making Informed Career Choices for Secondary School Students

Preparing VET Students for the Jobs Market

This portal has a wealth of current labour market information as well as slide presentations that can be used with students.

WHAT IS THE LLEN?

Established in 2001 as a result of a recommendation form the Kirby Report, the South East Local Learning and Employment Network (South East LLEN) was developed to bring together educators, employers, industry, welfare agencies, local government and non-government organisations.

The core objective of a LLEN is to improve participation, engagement, attainment and transition outcomes for young people 10 to 19 years old within its geographic boundaries.

A LLEN also has a particular focus on those young people who are at risk of disengaging or who have already disengage from education and training and are not in meaningful employment.

THE PRIMARY FUNCTIONS OF A LLEN ARE

To broker sustainable partnerships that:

Support schools to:

  • identify young people that are at risk of disengaging from education prior to completing Year 12 or a vocational equivalent
  • identify and provide the support, education options and pathways to enable those young people to remain in education.

Support the broader community to:

  • identify young people who have disengaged from education prior to achieving Year 12 or a vocational equivalent provide support, educational options and pathways to enable those young people to re-engage and remain in education

SOUTH EAST LLEN STRATEGIC GOALS

To broker sustainable partnerships that support schools to identify young people that are at risk of disengaging from education prior to completing Year 12 or a vocational equivalent.To broker sustainable partnerships that support schools to identify and provide the support, education options and pathways to enable those young people to remain in education.To broker sustainable partnerships that support the broader community to identify young people who have disengaged from education prior to achieving Year 12 or a vocational equivalent.

To broker sustainable partnerships that support the broader community to provide support, educational options and pathways to enable those young people to re-engage and remain in education. *Endorsed by the South East LLEN Board of Directors and the Department of Education and Training (DET).

OUR STAFF

Soft skills for business success

Building Australia’s future workforce
Soft skill-intensive occupations will account for two-thirds of all jobs by 2030. DeakinCo. asked Deloitte Access Economics to assess the importance of obtaining and measuring soft skills to better understand areas that need to be improved in the Australian workforce and businesses.

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Centre for Applied Disability Research

School to Employment Transitions
This Research to Action Guide presents the important things to know for young people looking to make the transition from school to employment in Australia. This Guide includes an evidence based way for students to think about what is right for them, and the “golden rules” for transitioning from school to employment. Some handy websites are also listed. It is important that young people are supported to get the most out of this Guide.

The ‘Effective School to Employment Transitions Research to Action Guide’ comprises a suite of resources including a rapid review of relevant literature and three practice guidance resources, targeted at service users, service providers and disability employment practice leaders. The Rapid Review provides a full listing of references. The whole Research to Action Guide is available at the CADR Clearing House,

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University of Canberra

A Tale of 25 Cities in Australia
The nature of work is changing. For some workers, it is the best of times, as their knowledge, skills and creativity become increasingly valuable and combine to make them more prosperous. For others, however, it is the worst of times, as their hard-won skills and occupational practice become increasingly irrelevant or obsolete. In many sectors of our economy, automation, artificial intelligence (AI), big data, and machine learning will make more and more jobs redundant, or at least change them fundamentally (Frey & Osborne, 2013). Moreover, it is not just unskilled or semi-skilled workers who face these threats from new technologies and the changing nature of work. Increasingly, many skilled and professional occupations are being affected by these same technologies and their associated economic and social transformations, leading some to question the very future of many professions (Susskind & Susskind, 2015). It is predicted that roughly half of the jobs that currently exist in developed economies could be automated or otherwise made redundant by 2030 (Frey & Osborne, 2015).

The ‘Effective School to Employment Transitions Research to Action Guide’ comprises a suite of resources including a rapid review of relevant literature and three practice guidance resources, targeted at service users, service providers and disability employment practice leaders. The Rapid Review provides a full listing of references. The whole Research to Action Guide is available at the CADR Clearing House,

Mitchell Institute

The Costs of Lost Opportunity
There are huge costs associated with educational disadvantage in Australia. This report finds one in eight Australians will never attain a Year 12 qualification, and some of these people make up the one in eight Australians who will be disengaged from the workforce for most of their lives.

Centre for Policy Development

Losing the Game: State of our schools in 2017
Six years after the recommendations from the original Gonski Review into education were published, Australia is once again on the cusp of major education reform. In early May 2017, the Turnbull Government surprised everyone by proposing a new package of needs-based, sector-blind schools funding for the next decade.

Foundation for Young Australians

New Work Mindset
There is an urgent need to shift mindsets in our approach to jobs, careers and work. New big data analysis of 2.7 million job advertisements provides us with insights into the patterns of skills young people now require to navigate complex and uncertain working lives. We must act now to ensure young Australians can thrive in the new world of work.

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Foundation for Young Australians

New Work Reality
For at least the past century, Australia’s promise to our young people has been that education is their ‘golden ticket’ to a full-time job. That promise is now at risk. Since being launched in 2015, the Foundation for Young Australians’ (FYA) New Work Order report series has provided insights into the evolving world of work and the skills young people need to develop in order to navigate these changes.

The reports highlight the transformational changes affecting the way we work and live. Technological advancement and global trends are changing the nature of work, the structure of economies, and the types of skills needed by labour forces across the world. The reports revealed that the average transition time from education to work is 4.7 years compared to 1 year in 1986. We wanted to look more deeply into this period and what young people could do during this time to accelerate their transition to full-time work.

NCVER

The-contribution-of-VET-student-placement-to-innovation-in-host-organisations
While there was little evidence of individual students contributing to work place innovation during VET student placements, there was evidence of knowledge diffusion and small-scale improvements in the work place.

Bankwest Curtain Economics Centre Educate Australia Fair?

The analysis in the report makes it clear that many of todays young children will not receive a ‘fair go’ in accessing education opportunities, for no other reasons than family background, demographic characteristics and geography.

A child from a low socio-economic background is up to three times more likely to be developmentally vulnerable by the time she or he starts primary school. An Indigenous child is 40% less likely to finish high school and 60% less likely to go to university compared with a non-Indigenous child. A child born in remote Australia is only a third as likely to go to university as a child born in a major city.

The Future of Work, Setting Kids up for Success

The future of work offers a heady mixture of excitement and promise as new ways of working become embedded in the economy, along with the worry of how and if each of us can make our way in a rapidly changing work landscape.

The messages are many – “hundreds of jobs to go”, “automation making workers redundant”, “most of 2030’s jobs aren’t even thought of yet”. Making sense of these competing messages is difficult, and nbn has commissioned this report as a way of cutting through the complexity, and clarifying what to do to give our kids the best foundation for success in the future labour market.

This report identifies three key points needed for our kids to be successful in the future job market:

  • The in-demand jobs will be mixing high tech, personal contact (‘touch’) and care activities;
  • Kids will need a mix of both nerdy digital and soft personal skills for success in the 2030 job market;
  • Future jobs will be flexible, entrepreneurial and dynamic
Engaging Early School Leavers

Leaving school early can have significant negative effects on an individual’s employment and life prospects. Vocational education and training (VET) can provide young people with the skills to improve their employment opportunities. But many young, early school leavers are shunning this option altogether, or dropping out of VET before completing a qualification. This research looks at why young, early school leavers are not considering VET as a means of gaining skills, and why, if they do start a VET course, some disengage and drop out.

Southern Metro Region Five Year Plan for Jobs

Southern Metro Region Five Year Plan for Jobs, Services and Infrastructure 2017–2021 INITIAL INVESTMENT REPORT

The Victorian Government has released Plan Melbourne 2017-2050, the government’s long-term plan to accommodate Melbourne’s future population and employment. Plan Melbourne 2017-2050 sets out the strategic policy directions required to manage the city’s growth and change towards 2050. In addition to this, the government wants to better understand and respond to the particular challenges and opportunities faced by communities in different parts of Melbourne. The government has identified six new metropolitan regions: Inner Metro, Inner South East Metro, Western Metro, Northern Metro, Eastern Metro and Southern Metro. These regions provide the basis for a new, more collaborative engagement with communities and better coordinated planning and delivery of jobs, services and infrastructure.

The State of Victoria’s Children Report 2016: why place matters

The children and young people of Victoria today are growing up in a world vastly different than that of generations before them. In the past few decades our social and economic environment has changed significantly. Social relationships are changing, adapting to a world more increasingly reliant on virtual boundaries and less reliant on physical surroundings. Family structures are changing, as are family circumstances.1 Jobs in the more traditional sectors are now giving way to employment prospects generated by new and emerging industries. Skills and capabilities need to change to align with this shift.

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TACSI Report

This purpose of this project was to: “research the nature of disadvantage and how it manifests for residents in the community” to understand the links between disadvantage, the barriers it presents for economic participation and the impediments it creates for residents’ employment.” There are significant issues in the Southern Melbourne region in relation to unemployment rates (eg. Dandenong is at 20.9% unemployment); low incomes (the percentage of people on low income is amongst the highest in Victoria); and disengagement of young people (with the second highest rates of disengagement of young people from school and employment in Victoria). However, there have also been a number of very comprehensive reports and research documents that have examined disadvantage in the Southern Melbourne region. What has not been adequately articulated, however, was how bodies such as the Regional Development Australia could add value to what was already being undertaken to address

disadvantage in the region. This has became the focus of this project and report.

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Future job openings for new entrants by industry and occupation

This research provides forecasts of job openings by occupation and industry for new entrants to the Australian labour market. It does this by combining two employment-related estimates:

* employment growth (or decline) in the industry or occupation

* replacement needs; that is, the new workers required due to worker retirement or those leaving the occupation.

This information may be useful to various stakeholder groups. Students and career advisors, for example, might use the information to make choices about occupational paths to follow, while policymakers might use the forecasts for long-term planning in education and training, as well as for workforce development purposes.

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VICTORIAN TAFES DELIVER BIG RETURNS FOR OUR ECONOMY (VIC)

Victoria’s TAFEs are contributing nearly $3 billion in economic benefit, creating jobs and helping to provide the workforce we need to deliver our massive infrastructure pipeline.

An independent study released today has found Victoria’s TAFEs delivered an economic benefit of $2.9 billion in 2016/17, achieving a return of investment of $2.19 for every dollar spent by Victoria’s 12 stand-alone TAFE institutes and four dual-sector universities. Welcoming the findings, Minister for Training and Skills Gayle Tierney said the report highlighted the vital role TAFE plays in delivering workforce skills for employers and enabling Victorians to get the qualifications they need to secure well-paid jobs in our fastest growing industries.

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AUSTRALIA’S APPRENTICESHIP SUPPORT NETWORK (AASN) EVALUATION(FED)

This evaluation set out to examine the efficiency, effectiveness and comprehensiveness of the model that underpins delivery of services by the Australian Apprenticeship Support Network (AASN).

It involved interviews and focus groups with more than 100 apprenticeship stakeholders, as well as analysis of program documentation and a review of literature related to approaches to delivery of services in other contexts that had similarities to components of the AASN model.

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EMPLOYABILITY SKILLS WANTED BY EMPLOYERS, BY INDUSTRY AND PROFESSION

Some great info graphics on the types of employability skills that are most sort after by employers, based on industry, profession and occupation.

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Household, Income and Labour Dynamics in Australia

Known as HILDA, is a nationally representative longitudinal study of Australian households.

It is funded by the Australian Government through the Department of Social Services and is managed by the Melbourne Institute.

The Melbourne Institute publishes the latest findings from the HILDA Survey each year, allowing Australians to see how different aspects of their lives have changed over time.

The 13th Annual Statistical Report of the HILDA Survey

This report presents key findings from Waves 1 to 16 of the HILDA Survey. The report explores ten topics:

* Households and family life

* Household economic wellbeing

* The labour market

* The division of paid and unpaid work among couples

* Self-employment and independent workers

* Education and labour market outcomes

* Individual changes in measures of cognitive ability

* Financial literacy and attitudes to finances

* Renters

* Who holds a driver’s license?

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EMPLOYABILITY SKILLS WANTED BY EMPLOYERS, BY INDUSTRY AND PROFESSION

Some great info graphics on the types of employability skills that are most sort after by employers, based on industry, profession and occupation.

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Connecting the worlds of learning and work

All Australian students should experience the world of work before finishing school.

Schools alone cannot foster all of the skills and capabilities that young people need to find success in work and life. One way to make sure all young people get the education they need is by forming school-industry partnerships.

Bringing the worlds of learning and work closer together has benefits for everyone.

School-industry partnerships can deliver many benefits across society. They can:

* improve young people’s transitions from school to careers,

* help employers grow skills for emerging jobs and address workforce gaps,

* bring communities closer together and increase national productivity.

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