Enabling the Future of Work
Learning & Development professionals play pivotal role in the success of the future workforce. If you’re a L&D professional, our latest paper enabling the future of work offers some interesting insights into the future of your role.
It specifically highlights the urgency with which Learning & Development professionals across the board will have to review their roles and urges them to stop being order takers and become impactful partners.
DeakinCo. have used this report to explore the trends and implications that have created this current state of change and what strategies businesses of all sizes can use to make sure they quickly evolve and keep pace.
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, www.cadr.org.au.
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.
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).
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.
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 transformation 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 labor 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.
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.
Future Work Force
The contribution of VET student placement to innovation in host organisations
Bankwest Curtain Economics Centre Educate Australia Fair?
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 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
INITIAL INVESTMENT REPORT
Southern Metro Region Five Year Plan for Jobs, Services and Infrastructure 2017–2021
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.
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
- Who holds a driver’s license?
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.
- 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
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.
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.
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.