Environment Scan 2014 - FAPS Training Council Development/IBSA E-Scan … · The Escan compiles...

Environment Scan 2014Keeping one step ahead:

the challenge of skilling a workforce

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IBSA Environment Scan 2014

Keeping one step ahead

ContentsFrom the Chair 1

Overview 3

Industry intelligence 7

Identified workforce development needs 15

Current impact of training packages 29

Future directions for training packages 39

Appendix A - Report of training package continuous improvement 45

Appendix B - Methodology and bibliography 54

Appendix C - Occupations and qualifications in demand 59

Rapid advances in technology, seismic shifts in global demography and rise of the conscientious consumer are just some of the factors that have left economists and policy makers recognising the limited relevance of historical trends and data as a reliable indicator of the future.

Attempts to predict industry’s future workforce and skill development needs can be particularly fraught as industries continue to evolve, converge or re-locate and as new job roles emerge while others become obsolete.

Leading developed nations are establishing ‘early warning systems’ to quickly detect the onset of trends and building agile vocational training systems capable of responding to issues once identified. Environmental Scans have been conceived on this basis.

Specifically, the Environmental Scan identifies the macro and micro factors currently impacting on the skill needs of the workforce and its composition, it considers how well the national training system, its products and services, and industry itself are responding.

Grassroots evidence and real-time intelligence from across Australia are what sets the Environmental Scan apart from other reports in the national training system. It captures intelligence gathered from ongoing visits and conversations with industry, key stakeholders, regulators and, critically, the people doing the jobs

across the sectors and who experience firsthand the impact of change. It also draws on a range of topical sources such as the latest industry, enterprise and government research, and international developments. A detailed methodology can be found at Appendix B.

As a document limited in size, the Environmental Scan does not seek to capture every issue within every sector. It is a snapshot of a continually evolving story that is intended to alert and inform a wide audience and enhance their capacity to act.

The Environmental Scan’s formal audience is the Department of Industry, the Australian Workforce and Productivity Agency and the National Skills Standards Council, although its relevance extends far beyond and continues to be used extensively by state and territory governments, industry bodies, enterprises and many other stakeholders involved in skills and workforce development.

Environmental Scans are produced annually by Australia’s Industry Skills Councils as part of their broader role in gathering industry intelligence and undertaking high-quality analysis of the skills needs and profile of the current and future workforce.

The 2014 Environmental Scan has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Industry.

The Environment ScanContext, purpose & audience


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From the ChairFor Australian industry, 2013 was a year unlike any other.

Relatively stable economic and labour market conditions were overshadowed by ongoing political uncertainty that hampered forward planning and dampened business confidence. Now, in a more stable political climate, insights generated through the Escan process can be used to guide proactive economic policy that will support competitive industry, investment and job creation.

The Escan compiles direct industry intelligence and statistical data on training and workforce participation in order to identify skill needs and workforce development priorities for the six critical industries for which IBSA is responsible. The resulting report gives readers an understanding of the factors currently impacting on the IBSA industries and their workforce development. For IBSA, the Escan and the six accompanying industry reports provide valuable guidance for future work to refine and enhance training products in line with industry needs.

Five workforce development priorities have been identified in Escan 2014 – developing an adaptive, flexible and diverse workforce; keeping up with technology; working with regulation and compliance; building effective leadership and management; and supporting small business. While the influence of these workforce development priorities plays out in different ways in different industries, they can present

both challenges and opportunities for businesses. IBSA’s immediate imperative is to support our industries to address their challenges and make the most of their opportunities through innovative and purposeful workforce development.

A recent report released by IBM has suggested that over the next decade significant gaps will emerge between enterprises that proactively transform their operations for the digital age and those that continue with business as usual.1 The ability to keep one step ahead of rapid technological, economic and workforce change is often dependent on an organisation’s ability to articulate their workforce needs. With this in mind, I am gratified that the Escan development process provides IBSA’s industry stakeholders with the opportunity to express and clarify their skilling needs. I sincerely acknowledge the generous contribution of time and knowledge into this process by our stakeholders and trust they will also benefit from the accumulation of industry intelligence and insight that this report represents.

John Vines OAMChair, IBSA Board

1 IBM, 2013, Reinventing Australian enterprises for the digital economy.

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Overview

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OverviewAlthough industry issues and priorities don’t change substantively from one year to the next, change is continuous and, over time, trends become apparent.

Reaping the benefits of technology and striving to increase productivity have been two enduring themes for the IBSA industries. Responding to the requirements of industry growth and change is another shared concern, although the unique pressures and demands of change vary between industries.

Despite the considerable micro-economic, historic and workforce demographic differences between them, IBSA’s industry consultation process identified five common workforce development priorities that impact across all IBSA industries. They are:

1. developing an adaptive, responsive and diverse workforce – and, in particular, a workforce capable of meeting the demands of international competition in an increasingly global economy

2. keeping up with technology – and beyond that, taking clever advantage of the productivity and innovation benefits that technology can deliver

Growth and change in the IBSA industries

■ New business models and workplace arrangements in Business Services are creating opportunities for freelancers and contractors.

■ The Financial Services Industry is growing as Asian markets build and particular sectors, such as superannuation, expand.

■ The Cultural and Creative Industries are responding to a Cultural Policy that now clearly positions their value to the Australian economy and heritage.

■ The Information and Communications Technology (ICT) Industry grows in size and impact on all industry sectors as well as the wider Australian community.

■ A total change of approach in the Printing and Graphic Arts Industry from manufacturing to service provision is seeing the traditional printing sector take a back seat to new digital technologies and rapidly growing demand for graphic arts in mobile applications and web development.

■ In addition to responding to the changing skill demands of other industries, the Training and Education Industry is grappling with issues around quality and regulatory change.


300IBSA provides a choice of almost 300 qualifications

28%IBSA qualifications account for

28% of all VET enrolments

43%Completions in IBSA

qualifications were 43% higher in 2012 than in 2009.

DID you knOw ?

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The key to making the most of business opportunities is innovative and purposeful workforce development.

3. working with regulation and compliance – including the development of cost-efficient systems, processes and business models

4. building effective leadership and management – especially to ensure business sustainability, profitability and growth, and

5. supporting small business – particularly with the take up of new technologies and approaches for ongoing skill building.

While the influence of these workforce development priorities plays out in different ways in different industries, they present both challenges and opportunities for businesses. Their impact on IBSA industries is outlined in Sections 2 and 3. Information on the take-up and use of IBSA training packages is provided in Section 4, and Section 5 identifies future directions for these packages.

IBSA training packages are extensively used by industry and their continued currency and relevance are critical. Appendix A outlines IBSA’s efforts, in partnership with industry stakeholders, to align key training packages with workforce skill needs. IBSA consults widely with industry through the development and continuous improvement of training packages to ensure that training products respond to industry needs. The growth of skill sets over recent years has created significant opportunity for IBSA to tailor training products to specialised industry areas.

occupations and qualifications in demand are listed in Appendix C. This list has been compiled from industry input gathered through the Escan consultation processes and IBSA’s ongoing engagement with training package stakeholders.

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Industryintelligence

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over the past seven years Australia’s competitiveness index has been broadly stable but many other countries have now improved their performance on various measures and as a result Australia’s global competitiveness ranking has slipped from a peak of 15th in 2009-10 to 21st in 2013-14.2

The Australian Government’s development of a National Industry Investment and Competitiveness Agenda in response to challenges in the Manufacturing Industries promises to benefit Australian industry more broadly with economy-wide measures to boost competitiveness and productivity. Investing scarce budget resources in economically responsible initiatives to encourage innovation, cut red tape and reduce the costs of doing business will support growth in IBSA industries.

An examination of the workforce development priorities for the IBSA industries highlights the connections between industry-specific business pressures and macro-economic realities, demonstrating how very different business organisations can benefit from common solutions.

1. Developing an adaptive, flexible and diverse workforce

The Business Council of Australia (BCA) reports that Australia needs to continue to build and grow a skilled and innovative workforce by increasing rates of labour force participation so that there are enough workers with suitable skills and capabilities to meet the demands of a growing economy. Adaptability and flexibility are not new workplace requirements but the convergence of skill requirements across industries continues apace with financial services employers seeking workers with communication skills, artists requiring business skills, printers needing customer service skills and all industries calling for digital literacy skills. Additionally, the pace of change in most businesses demands that workers are able to continually build, adapt and apply their skills to new work processes and environments.

There are also further calls to broaden and deepen our understanding of Asian cultures and languages, to become more Asian literate so that firms can develop

relationships with others in the region.3 The Australia in the Asian century white paper notes that improving the capabilities of all Australians will raise our productivity performance and enable all Australians to participate and contribute in the Asian century. It also notes that Australians need to build ‘Asia-relevant’ capabilities—both broad-based and specialised. Language and cultural skills will be important alongside improving leadership and management to develop new organisational business models fit for purpose. The Australian Workforce and Productivity Agency (AWPA) has called for these to be embedded in our education and training system.4

Increasing attention to customer-service in many industries has built demand for workers to have a range of soft skills in addition to their technical skills. Customer-centricity requires strong communication skills and a flexible approach to work that ensures mutually satisfying outcomes and enhances productivity.

At the same time, more workers are seeking flexibility from their employers in terms of workplace arrangements.

Industry intelligenceAlthough Australia’s economy has dodged the extremes of the US economic downturn and the instability of Europe, a softer Australian economy and downgraded economic outlook are now being felt by most Australian industries.


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Flexible working arrangements, in terms of work hours or location, can have a positive effect on productivity and provide employers with access to a wider range of potential workers. However, flexible work arrangements also demand increased independence, resourcefulness and self-management skills of workers and new management challenges for employers.

Women, people with disabilities and Indigenous Australians continue to be underrepresented in most IBSA industries. The BCA points out that increasing the participation of women with children and older Australians to world-leading rates could bring more than 700,000 workers into the labour market.5 Having our population diversity represented in the workforce through a mix of age, gender, culture or other

facets of diversity can also increase the potential for innovation and new business opportunities by accessing specialised skills and critical insights.6 IBSA stakeholder consultations highlighted that social media has increased the importance of good customer relations throughout organisations. Those currently marginalised in the workforce now have a voice and access to networks through social media which industry can tap into.

2. Keeping up with technology

The Australian Industry Group’s (AiGroup) 2013 Business Prospects Survey of 350 CEos found that in 2012, 33% of businesses that invested in new technologies reported labour productivity improved compared with 16% of businesses that did not invest.

2 AIG, 2013, Report on WEF Global Competitiveness Survey.3 ibid.4 Australian Workforce and Productivity Agency, 2013, Future focus: 2013 National workforce development strategy.5 BCA, 2013, Action plan for enduring prosperity.6 National Sustainability Council, 2013, Sustainable Australia report 2013.7 AIG, 2013, National CEO survey: Business prospects in 2013: Australia’s gap year?8 AWPA, 2013, ICT workforce study.

The best gains in labour productivity have generally been in sectors with greater ability to adopt and benefit from new technologies, such as finance, IT and telecommunications.7 The survey went on to report that fewer than 50% of companies are confident in their capability to take advantage of high speed broadband, with small and medium enterprises (SMEs) the least confident and 73 percent planning to prepare by training existing staff.

Across all parts of the Australian economy, the use of innovative digital technologies and services has transformed business and household practices, from the comprehensive use of smartphones and personal computing devices, to the streamlining and automation of business processes by tailored applications and software.8

Developing an adaptive, flexible and diverse workforce in IBSA Industries

■ An increasing reliance on contract workers, consultants and freelancers in the Business Services and Training and Education Industries is being seen in response to the rapidly changing economic environment. Ensuring access to ongoing skill development for these workers will be critical for maintaining business outcomes and competitiveness. The off-shoring of back office processes and administrative tasks is increasing the need for skills in procurement and contractor management and resulting in deeper global engagement through partnerships and collaborations with overseas companies, particularly in Asia.

■ The Financial Services Industry is also seeing increased engagement with Asian markets and demand for globally astute and connected workers. Shifts within the industry toward growth in superannuation and away from bank deposits are also driving workforce redeployment and reskilling.

■ Opportunities exist in the ICT industry to engage with new markets and deal with working paradigms by tapping into previously underrepresented cohorts in the workforce, including women, mature and regional workers. Proactive firms are implementing strategies to recruit and support workers from these cohorts.

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2. Keeping up with technology (continued)

Research shows that Information and Communications Technology (ICT) investments have positive impacts on productivity by enabling greater business efficiencies and encouraging complementary innovations or investments in businesses (for example, changes to organisational structures or processes or increased staff training) which also improve the quality of services delivered.9

IBISWorld predicts that ‘ICT, enhanced with the inclusions of ubiquitous high-speed broadband, analytics, learning systems and cognitive computing’ will ‘evolve from a “value add” to becoming Australia’s new utility’.10 While a seemingly bold statement the role of technology in doing business and in day to day living is so ingrained it is impossible to imagine a world without it. Notwithstanding the value of technology and Australia’s traditional role as an early adopter of new technology, sectors of our economy are not yet realising its rewards.

IBISWorld predicts Australian consumers will need a monthly data allowance of almost 200GB by 2020 and potentially five terabytes

by 2030. It anticipates that superfast broadband and technology will enable an increase in haptic (tactile feedback technologies) devices that have the capacity to stimulate the sense of touch, based on a virtual 3-D environment.11 This explosion of information will increase demand for data analytics expertise to facilitate effective information management and information and cyber security services to ensure the safety of this data.12

Cloud computing will be increasingly used to enable shared access to a range of services and demand for data analytics will increase in response to the need to manage complex information related to business processes and consumer behaviour.13 Mobility is expected to continue to be a key feature of the ICT Industry with more than 50 percent of mobile data traffic via smartphones in 2013 and 10 percent via tablets. Global mobile data traffic is predicted to grow thirteen fold by 2017 and mobile video to consume more than two thirds of mobile data traffic by 2017.14 The most in-demand skills sets for the next five years in IT are expected to relate to mobile applications, cloud technology and business intelligence.15

Keeping up with technology was raised in all IBSA consultations as providing a plethora of opportunities for industry and, where absent, a major barrier to growth and innovation. Concerns were raised about the need to better anticipate and address skills requirements using new models. In its broadest sense digital literacy was acknowledged as a requirement for the whole community to benefit from the digital economy.

For the Vocational Education and Training sector technology impacts not only the education and training workplace, creating opportunities for innovation in curriculum design, delivery and assessment, but also on the specific skills and knowledge required by the industry sectors that learners will be entering. An additional complication for educators is that only 40 percent of VET graduates end up working in the occupation for which they had trained.16 Ensuring that learners develop the technology skills needed in the workplace is not at all straightforward. However, ‘graduates mostly report their training as relevant to their job, despite not ending up in their intended occupation’.17


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■ Technology is having an enormous impact on the banking sector. Banks are racing to develop new internet and mobile banking features and automating many of their functions. The rise of online banking has seen the nation’s branch network shrink for the first time in 11 years and is changing the composition of skills required in the banking workforce.

■ In the next decade the insurance sector will increasingly use large amounts of real-time sensor data, unstructured data from social networks, and multimedia data such as text, voice and video. Skills in cloud computing security

and management and use of big data analytics will be key workforce development needs for the sector, as well as for the Business Services industry more generally.

■ Access to fast broadband and digital technology as a whole have presented the Printing Industry with significant competitive challenges (such as online newspapers, e-books) and great opportunities which are already being realised. ‘Broadband will change the way people do business and deliver new services.’18 Small or medium sized printing businesses (comprising more than 80 percent of the industry) will be able to use fast broadband to access

Keeping up with technology in IBSA Industries

remote files, backups and specialist software via cloud services and for effective real-time consultation with remote customers. Take-up of these business opportunities will rely on the development of ICT skills throughout the printing workforce.

■ Smarter networks and the deployment of IT systems into all other industries is requiring new business models in the Information and Communication Technology Industry. ICT businesses are also having to adapt their customer services practices and capabilities to respond to changing consumer behaviour and increased expectations.

9 Brynjolfsson, E. and Hitt, L., 2000, Beyond computation: information technology, organisational transformation and business performance.10 IBISWorld, 2012, A Snapshot of Australia’s Digital Future to 2050.11 IBISWorld, 2012, A Snapshot of Australia Digital Future to 2050.12 AWPA, 2013, ICT Workforce Study.13 ibid.14 ICD, 2012, ‘Top 10 predictions’, IDC predictions 2013: competing on the 3rd platform.15 Weekend Australian, 2013, ‘Cloud and apps key to future’, June 15-16.16 Match at sub-major group (two-digit ANZSCo). NCVER, 2012, Student outcomes survey, 2008–2011, aggregated unpublished data provided to AWPA. Match is

between intended and destination occupations for graduates who undertook training for employment-related reasons, were employed after training and gave a valid destination occupation, by intended occupation of training activity (ANZSCo 2006).

17 Karmel, T. et al., 2008, Is VET vocational? The relevance of training to the occupations of vocational education and training graduates.18 Casey S., 2013, NBN Co, Delivering mountains of content.

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19 AIG, 2013, Report on WEF global competitiveness survey.20 Half, R., 2013, 2013 Salary guide: finance and accounting.

3. Working with regulation and compliance

Regulation and compliance activities continue to influence IBSA industries with Financial Services and Training and Education the most impacted. High regulatory costs means that businesses need to review their business models to absorb costs, and adapt to and demonstrate compliance with new requirements. With Australia currently ranked 128th out of 148 countries in the WEF 2013-14 Global Competitiveness Survey findings19 the burden of government regulation stands out as an area for improvement, and is one that the Australian Government is taking steps to address.

However, the need to deal with regulation and compliance will remain a business reality. For some businesses, cultural change is required to improve the focus on ethics and transparency. For others, new organisational structures to bolster compliance and risk management capabilities, including internal controls and governance mechanisms, need to be established. In some areas regulation may lead to opportunities to launch new products or access new markets but uncertainty means businesses need to be able to act nimbly once requirements are evident.

■ No fewer than 10 authorities, commissions or reporting agencies govern businesses in the Financial Services Industry. unsurprisingly, ninety percent of surveyed finance and accounting executives reported that managing recent regulatory changes has been challenging for their business.20

■ Compliance and keeping abreast of regulatory change is a major focus for organisations in the Vocational Education and Training (VET) sector where a National Partnership Agreement on Skills Reform has been initiated to improve the access, transparency, quality and efficiency of the VET system.

Working with regulation and compliance in IBSA Industries


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■ Leadership and management skills are vital but difficult to acquire in Cultural and Creative Industries where so many workers are sole operators, freelancers and contractors working on short-term projects and traditional corporate or public management practices are not always a good fit.

■ A shortage of effective leadership in the Printing and Graphic Arts Industry has been identified as a major issue in an industry that is grappling with transformative technological change and an ageing workforce. Strong leadership is needed to guide organisations through significant business redevelopment, upskilling and succession planning.

Building effective leadership and management in IBSA Industries

21 LMA, 2013, Leadership, employment and direction survey. 22 ibid.23 The Allen Consulting Group, 2011.24 Mills et al., 2012, Workforce skills development and engagement in training through skill sets: literature review.25 IBSA, 2013, Digital literacy and e-skills, 2013

■ Micro-businesses and small and medium enterprises (SMEs) comprise a significant proportion of the Printing, Training and Education and Cultural and Creative Industries. These businesses are often challenged by the need to keep abreast of ‘everything’ including technology, funding initiatives and new programs, regulatory requirements, copyright/intellectual property, marketing and promotion, and new modes of work. In particular micro-businesses and SMEs have difficulty attracting and maintaining staff with the necessary skills, mentoring new staff and succession planning.

Supporting small business in IBSA Industries

5. Supporting small businessAlthough the small business take up of internet access has doubled between 2009 and 2012, the use of broadband services by small business continues to lag behind their larger counterparts. Cost and time constraints are the main barriers to small and medium enterprises taking advantage of high-speed broadband.23 Technical issues, information gaps and behavioural issues such as company culture and skills availability are also obstacles.

Small and micro businesses have particular workforce development challenges. Skill sets training can be tailored to meet specific workforce and skill requirements and specialisations.24 For example small businesses need support in understanding their obligations under the stronger workplace health and safety legislation introduced in 2012 where a specific positive duty of care for officers (due diligence) has been introduced. The legislation also includes a broader definition of worker, which encompasses any person who works in any capacity in, or as part of, the business, including contractors often used by small business as service providers in delivering a total solution to customers.

Research by IBSA into the e-skills required by small and medium businesses found that e-skills are under-developed even in fast broadband roll-out locations and environments where there is consensus around the set of e-skills required to harness the new fast broadband technology25. Consultations questioned constraints on small business to ‘tool up’ and the need for applications to support small business. Short, sharp approaches to training may provide a means to keep up the breadth and depth of knowledge required in today’s fast moving environment.

4. Building effective leadership and management

The Leadership, Employment and Direction (LEAD) Survey recently surveyed 4,000 Australian leaders, managers and employees on workforce issues. About one third of respondents felt their organisation lacked leadership skills and a quarter reported that management skills were lacking.21

Getting the workplace environment right for high performance and innovation requires strong leadership skills. Changing demographics mean that leaders need to have the skills to nurture cross-generational relationships and adapt to the emerging and evolving needs of employees in a frequently changing and often unpredictable business environment. Strong communication and interpersonal skills are needed to build engagement and trust, connect with workers and understand their needs. Training and development must be perceived as core to the organisation. With changes in work driving more freelancing and contracting the responsibility of management for training and development becomes blurry but does not eliminate the need for training for entry level positions and upskilling of workers.

Research and consultations have highlighted the need to invest in first-time managers22. Mentoring and coaching is often touted as a useful way to cultivate the skills of up and coming staff. Leaders and managers need to have the skills and confidence to play the role of mentor, to ensure the time, energy and money invested in this activity is optimised.

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Identified workforcedevelopment needsKey business and industry drivers and trends are summarised in the following table and expanded in the section below. These issues have informed the development of the list of occupations in demand presented in Appendix C. The list is collated from industry intelligence on industry, employment and workforce trends and presents a clear relationship with IBSA training packages.

WOrKFOrCE DEVElOPmENT ChAllENGES CrITICAl FUTUrE SKIllS

Business Services

■ Customer centricity – focusing on ways to satisfy the needs of customers while delivering greater value and a more enjoyable customer experience

■ Staff retention – staff turnover is estimated to cost employers up to $1 million per annum, reducing turnover by 5 percent could save $280,000 a year for every 100 people employed26

■ Increasing use of contract workers, consultants and freelancers to meet business goals and respond to skills gaps

■ Increasing demand for professionals with higher level skills

Cultural and Creative Industries

■ Impact of the Creative Australia: The National Cultural Policy, released 2013 ■ Increasing demand for Australian content ■ Emphasis on business planning and development for artistic survival

Financial Services

■ Cautious hiring in the short term through business transformations such as technology improvements and offshoring

■ Social media and data analytics to strengthen decision making and increase workforce collaboration

Information and Communications Technology

■ Growth in data analytics influencing business decisions ■ Rise in managed services through increased mobility ■ Changing nature of work and spending available through digital platforms ■ Broader uptake of cloud services

Printing and Graphic Arts

■ Productivity issues including participation, workforce skills, business management practices, innovation and sustainability

■ Advancing technology and digital literacy

Training and Education

■ New technologies supporting innovation in instructional design ■ Impact of compliance and regulation on the workplace and workforce ■ Demand for higher level qualifications

26 Hays, 2013, Top 10 talent trends for 2013.

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Business ServicesThis Escan focuses on five key industry sectors that are heavy users of the vocational education and training (VET) system.

These are legal services, employment services, management consulting, contact centres, and advertising services (including public relations and market research and statistical services). Among these five sectors, the legal services and employment services sectors dominate the industry in terms of number of businesses and revenue generated. Combined, the five sectors generated an income of $55.3 billion in 2013, accounting for about 1.8% of total Australian industry income.27

The business services workforce is expected to continue to expand in coming years. Forecasts indicate that all sectors will increase their workforces, with management consultants and contact centres expanding the most. Professional occupations requiring high-level skills such as solicitors, legal executives, and training and development professionals, are

expected to be in highest demand. Corporate managers, especially corporate services managers and advertising and sales managers are expected to be amongst the strongest growing occupations in the workforce.

It is estimated that there are approximately 33,790 businesses in the industry, with the legal services sector accounting for more than half of these businesses, and the employment services sector accounting for more than a quarter of businesses. The Business Services Industry has become increasingly important in the Australian economy due to in the continuing rise in outsourcing, advances in technology and the expansion of the mining industry.28 The need for better customer service skills was stressed in IBSA consultations with the widespread adoption of ‘customer centricity’ – focussing on the whole customer experience.

27 ABS, 2012, Australian industry, 2011-12.28 Manalo and orsmond, 2013, The business services sector.

The highest Business Services enrolments in 2012 were in Business Certificates II, III, and IV, the Certificate IV in Frontline management and in the Diploma of management.


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Integrating ICT skills into business training at all levels Skills for strategic use of ICT including: ■ social media ■ big data ■ cloud computing and systems security ■ integration into business processes

Encouraging a diverse range of people into business services qualifications, skill sets and units of competency

Skills to recognise and use diverse perspectives including: ■ leadership and management skills ■ cultural competence ■ communication and interpersonal skills

Ensuring customer service is included in all qualifications, skill sets and units of competency

Strong and focussed customer service skills including: ■ relationship management ■ communication, particularly listening

Providing relevant training and support for first-time managers

Skills and support for frontline management including: ■ mentoring and coaching ■ communication and interpersonal skills

Providing workforce development solutions that will work for small and micro businesses Skills for business planning and development including:

■ understanding legislative and regulatory requirements ■ use of functional and strategic technology ■ coaching and mentoring ■ building business partnerships

Table 1: Business Services Workforce Development Challenges

Business ServicesBusiness Services remains the most heavily

used of all training packages

250,000There were over 250,000 enrolments in the Business Services Training Package in 2012


Cultural & Creative Industriesrecent research indicates the Cultural and Creative Industries employed more than half a million people (531,000) and represented 5.3% of the national workforce in 2011.29

Employment grew at 2.8 percent each year from 2006 to 2011, 40 percent faster than the economy as a whole. A South Australian report also showed that employment growth in the creative industries in that state was higher than growth in other industries (7.5 percent compared with 5.3 percent).30

Creative Australia: National Cultural Policy, the Australian Government’s comprehensive arts statement, was launched in March 2013.31 The policy presents the arts as central to national identity, social cohesion and economic success. It sets out aspirational goals: celebration of Australia’s indigenous cultures, recognition of the diversity of Australian culture, support for excellence including telling of Australian stories, the importance of the arts in national life, and support for creativity in the digitally driven 21st century.

Three broad areas for workforce development emerged strongly from the industry and research reports and are expressed succinctly in the recent Creative Futures report by Service Skills SA32, they are:

■ business planning and development skills, eg marketing and promotion, arts business management

■ technical skills related to specific job roles, and

■ digital literacy as a critical component of both business and technical skills.

Industry intelligence canvassed through desktop research and stakeholder consultations reiterates the previous emphasis on the continuing impact of the digital revolution on the Cultural and Creative Industries. This applies across all sectors, which are all being deeply

affected if not transformed in terms of artistic craft and technical expertise on the one hand and business and audience development on the other.

Maintaining craft skills and expertise while harnessing and extending innovative use of digital technology presents a challenge to artists/practitioners, with preservation of craft being an issue across many art forms (eg photography, screen and sound) and cultural occupations. Technology may present a threat to elite and/or expert practice; alternatively it increases access to professional level production of text, sound and visual images as art forms in themselves and for marketing and promotional purposes.

Certificates II and III in media, Visual Arts, live Production, Theatre and Events, Creative Industries and music continued to have strong VET in Schools enrolments.

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9%Certificate III in Media is the top cultural and creative qualification and enrolments

grew by nearly 9% between 2010 and 2012, including for VET in Schools

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Table 2: Cultural and Creative Industries Workforce Development Challenges


Building leadership and management capability in all industry sectors

Broad-based leadership and management skills including: ■ project management ■ entrepreneurship ■ mentoring ■ customer service delivered digitally ■ business development and succession planning

Developing workforce capacity to benefit from the introduction of new technologies

Skills for using technology including: ■ application of digital and other technology to practice ■ use of digital technology for business management and development ■ collaboration across related art forms and media platforms, and across time and spatial zones

Equipping the workforce for ongoing innovation

Capacity to innovate including: ■ developing and applying innovative approaches to practice, business development, collaboration and audience engagement

■ identifying and removing practices, structures and approaches that impede innovation

Ensuring self-employed or micro-business artists and practitioners and small arts and cultural organisations have access to workforce development opportunities

Capacity to ‘keep abreast of everything’ including: ■ digital technology ■ intellectual property ■ marketing ■ artistic/technical practice ■ business development ■ project management ■ customer service, audience growth and engagement

29 ARC Centre of Excellence for Creative Industries and Innovation, 2013, Australian creative economy report card 2013. See Chapter 2 for differing definitions of the scope of these industries. 30 Service Skills South Australia, 2013, Creative futures report.31 Australian Government, 2013, Creative Australia: the national cultural policy. Figures in this section are taken from the 2012 survey unless otherwise specified. 32 Service Skills SA, 2013, Creative futures report.


■ the transformation of big data into usable information for business development

■ harmonisation, standardisation and globalisation of markets and regulatory arrangements, and

■ The management of natural capital risks – the risks associated with environmental externalities such as damages from climate change, pollution and depletion of natural resources.

Financial Services

The industry has assets of nearly $5.6 trillion – nearly four times nominal GDP.33 Superannuation funds, local banks and insurers dominate the industry’s revenue base. The health of the Financial Services Industry is closely tied to the general economic and financial market conditions. Despite its value to the economy, the Financial Services Industry employs only around 552,000 workers, or 4.7 percent of the Australian workforce. The Financial Services Industry is highly regulated and in recent years has been subject to intensified regulatory requirements. It is also strongly affected by technological change.

The Financial Services Industry is positioning itself to respond to a range of demographic, economic, regulatory, social and environmental trends, including:

■ the rise in economic power in emerging Asian markets

■ the growth of superannuation and shift away from bank deposits, which will require adjustments to the roles of banks and super funds and the development of new financing techniques

■ increasing customer expectations in relation to simplicity, transparency and speed of transactions and the ever-increasing move towards online and mobile technology

Australia’s Financial Services Industry is large, diverse and growing as it expands its product selection to cater to growing consumer diversity.

33 Austrade, 2013, Why Australia: benchmark report update June 2013.

The two most popular Financial Services qualifications are the Certificate IV in Accounting and the Diploma of Accounting.

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Developing strong communication and interpersonal skills as interactions and data become more complex

Communication and interpersonal skills including: ■ speaking and presentation skills ■ interpersonal skills ■ building and managing business partnerships ■ analytical skills

Responding proactively to new technologies transforming the way work is undertaken

Skills to use new technologies including: ■ social media ■ cloud computing ■ data analytics ■ general digital literacy ■ project management skills

Dealing with more stringent compliance regimes and customer expectations for transparency and accountability

Corporate governance skills including: ■ risk management ■ ethics ■ sustainability ■ compliance

Responding to expectations for more flexible and supportive workplaces

Leadership and management skills including: ■ interpersonal skills and two way communication ■ mentoring and coaching ■ frontline management

Increasing international partnerships and trade relationships, especially in Asia

Cross-cultural skills including: ■ working with diversity ■ languages ■ awareness of international rules and regulations

Capacity to deliver cross systems and product advice in the superannuation, financial advice, accounting and insurance sectors

Sector-specific skills including: ■ product knowledge ■ research and analytical skills

Table 3: Financial Services Industry Workforce Development Challenges

25%Enrolments in the Financial Services Training Package increased between

2009 and 2012 and completions increased over the period by 25%

21


Young people undertaking VET in Schools are choosing ICT qualifications. Certificates I and II in Information, Digital media and Technology are among the most popular courses.

22

Information & Communications TechnologyEnhanced by emerging high speed broadband and online information, the ICT Industry is expected to deliver revenue of $131 billion in Australia in 2012.

By 2050, this new utility will generate around $1 trillion in revenue. Reports indicate that, for every ten percentage point increase in broadband penetration, Gross Domestic Product (GDP) increases by 1 percent; doubling an economy’s broadband speed increases GDP by 0.3 percent34. With the connection between ICT, innovation and productivity more widely recognised and accepted, Gartner Research estimates a 5 percent increase in enterprise IT spending in Australia, from $69 million in 2012 to $73 million in 2013.35

Major drivers for new applications in 2013 are expected to be mobility and social application business requirements. Cloud infrastructure will

be the underlying deployment model for these new workloads due to its compelling cost effectiveness compared to on-premises infrastructure. These new applications would not be viable without cloud infrastructure. Analytics and big data (analysis of very large volumes of structured and unstructured data ie voice, video) will be both a driver – as it will consume cloud services – and also an enabler as it will be the tool with which value – or business insight – is extracted from the enormous amounts of data collected by the new applications and already held in the enterprise.36

Technical skills required by the ICT Industry are changing as technology changes but new requirements for behavioural skills are emerging.

34 IBISWorld, 2012, A snapshot of Australia digital future to 2050.35 Gartner Inc., 2012, ‘Gartner says consumer-facing industries will drive IT investment in Australia in the next five years’, press release.36 IDC, 2012, Skills in the workplace forum, Parliament House, November.


2010-2012Enrolments in the Certificate III in Information, Digital Media and

Technology grew between 2010 and 2012.

23

Table 4: ICT Industry Workforce Development Challenges


Building digital literacy capability for business growth

Skills for the strategic use of ICT including: ■ integrating technology into business processes ■ social media ■ information management ■ security management

Managing the impact of the increasing attractiveness of the ICT industry

Skills to manage a diverse workforce including: ■ innovation in presenting and promoting ICT careers ■ collaboration between industry and government stakeholders, including industry associations, recruiters, careers counsellors and education providers

■ equitable recruiting ■ workforce development and job design ■ design and implementation of new, innovative business models ■ coaching and mentoring

Recognising the need for ongoing technical and professional development

ongoing technical and professional skills development including: ■ mobile applications ■ cloud based computing ■ data analytics ■ information security ■ network security ■ information management ■ project management ■ business analysis ■ procurement ■ communication ■ customer service ■ collaboration

using new technology in responsive teaching and assessment

Skills for effective teaching and learning including: ■ curriculum design ■ assessment design, implementation and validation ■ e-learning ■ digital rights management ■ work integrated learning ■ coaching and mentoring


Printing & Graphic ArtsWith a predicted revenue base of more than $29 billion and a workforce of just over 100,000, the Printing and Graphic Arts Industry continues to play an important role in Australia’s economy.

The long transformation of the industry in the digital era is continuing.

Research for the Escan 2014 confirms the continued existence of two distinct industry outlooks – the traditional printing outlook (offset technology, identification with manufacturing, ink-on-paper focus) and an expanded outlook (with digital technology, an emphasis on customer service and a range of print related services). The literature suggested a shift was occurring from the traditional to the expanded model, particularly in those businesses challenged by alternative media, such as newspapers,

magazines, books and directories. There now appears to generally be some optimism in the industry, largely buoyed by leadership in the industry.

The industry, as measured by the number of businesses and employment, is expected to continue to decrease in size, with the exception of the graphic design area. overall, employment is expected to drop by almost 8.0 percent between 2012-13 and 2017-18, although this figure is artificially low because of the increase in one sector, graphic design.37

Industry movement to digital processes has resulted in many printing businesses expanding their capacity and services to meet new customer requirements, bringing a new focus on customer service

24

37 IBISWorld industry reports, 2013.

The issues confronting the industry include:

■ changes in the perception of the industry from within and by customers, including less of a manufacturing focus and a more customer service orientation

■ technological improvements which has seen a shift from ink on paper to digital access

■ continued downsizing of the print workforce, which shows no signs of reversing, with the exception of graphic design, and

■ the importance of ongoing workforce development and training.


Table 5: Printing and Graphic Arts Workforce Development Challenges

Five AreasEnrolments tend to be highly concentrated in five

qualification areas: printing, print finishing, multimedia, desktop publishing and graphic prepress.

Hybrid IndustryThe printing industry is now a ‘hybrid’ industry with a manufacturing

history and a growing service and customer focus in transition to communications businesses with options for print products.

25


Skilling and upskilling the workforce for advancing technology

Skills to use new equipment and processes in digital printing including: ■ advanced IT skills ■ digital literacy (e-readiness and e-skills) ■ data and document file management ■ management and sales in a digital environment ■ alignment of technology with business models ■ use of existing skills recognition

Dealing positively with an ageing workforce and industry appeal

Skills for workforce planning and development including: ■ promotion of printing as a technologically-based industry to new entrants ■ succession planning ■ supporting retirement process and long term sustainability ■ upskilling existing workers into new areas, including a diversified industry environment

Improving business sustainability Range of business skills including: ■ use of digital communication ■ full production and communication services capabilities in technical, business-related and customer service skills

■ business leadership, succession planning, innovation and risk management

Building a post entry training culture ongoing skill building opportunities including: ■ contemporary skilling in digital technology ■ business-related and customer service skills ■ leadership in workforce development ■ recognition of skills transferability ■ supporting take up of improved skills


The VET Capability Framework supports VET practitioners and provides a common language for the knowledge, skills, behaviours and attitudes that practitioners will display if they are performing well in their roles. The framework consists of:

3 Three levels that reflect the expertise and responsibility required of VET Practitioners

4 Four Domains describing the specialist skills required of VET Practitioners

6 Six Skill Areas that address more generic work skills required for VET Practitioner job roles.

26

Training & EducationThe Training and Education Industry employs approximately 915,000 people, which is around 7.9 percent of the total workforce.38

Training and Education has experienced strong growth over the past decade. Employment in the industry increased by 215,500 (or 31.7 percent) in the ten years to August 2012, making it the fourth largest growth industry in Australia over this period.39

Revenue for 2012-13 for the vocational education and training (VET) sector is estimated to reach $9.8 billion with an annual growth of 2.3 percent through 2008-13. However, revenue is expected to decline to 2.1 percent through 2013-18.40 Between 2011 and 2012, the number of students enrolled in public VET increased by 3.3 percent, or 61,300 students, to 1.9 million; total subject enrolments increased by 5.3 percent, from 16.0 million to 16.8 million; and total hours of delivery increased by 9.0 percent, from 512.5 million to 558.4 million hours.41

Delivery of consistent, high quality training and assessment continues to be a fundamental concern for government, employers and individual students.42 Quality of delivery remains one of the most enduring issues facing the vocational education and training sector. The current shift to a demand driven funding model has created some uncertainty around funding for training providers, impacting on both their day to day operations and their capacity to forward plan.

Just over 10 percent of VET providers are also registered CRICoS providers and just fewer than 10 percent are also higher education providers. Policy and program changes which open up different types of providers to competition also lead to more overlap between the providers. Businesses operating in more than one education sector are governed by multiple regulatory arrangements. Even for training providers operating only in

the domestic VET sector, regulation and compliance dominated discussions at IBSA consultations.

The VET workforce comprises about 73,000 TAFE employees and an estimated 150,000 who work for other VET providers. It includes trainers and assessors, other professionals and general staff. It has a greater proportion of part-time, casual and older workers, compared with the general labour force.43 This casualisation is partly a response to the sector’s emphasis on industry currency and more recently in being nimbly able to respond to a demand driven paradigm. While casual workers offer flexibility and access to specialised skills and knowledge, providing training opportunities can be hampered by logistics. RTos can quickly become victims of their own lack of workforce planning and development.

38 Department of Education, Employment and Workplace Relations, 2013, Skillsinfo.39 Department of Education, Employment and Workplace Relations, Employment, 2012, Outlook for education and training, August 2012.40 IBISWorld, 2013, Industry Report P8101: technical and vocational education and training in Australia.41 NCVER, 2013, Australian vocational education and training statistics: students and courses 2012.42 Australian Workforce Productivity Agency, 2013, Future focus: 2013 national workforce development strategy.43 Productivity Commission Research Report, 2011, Vocational education and training workforce.


42,000In 2012 there were over 42,000 enrolments in the Certificate IV in Training

and Assessment, the highest of all IBSA training package enrolments

27

15%Since 2010 enrolments in the Certificate IV in

Training and Assessment have increased by 15%

Table 6: Training and Education Workforce Development Challenges


Ensuring quality outcomes and compliance through improved practices

Management skills including: ■ workforce planning and development

■ continuous improvement ■ internal auditing ■ business planning ■ quality systems development ■ risk assessment and management

Delivery and assessment skills including: ■ instructional design ■ assessment design and validation ■ curriculum design ■ inclusive teaching and learning ■ counselling and student support

Adapting to and integrating new technology into service delivery

use of new technologies including: ■ digital literacy ■ e-learning ■ digital rights management ■ content development ■ information and network security ■ mobile applications ■ social media

Maintaining effective relationships with all stakeholders

Relationship management skills including: ■ partnering with industry ■ market research ■ consumer relations ■ regulator dealings

For Australia’s workforce to become increasingly higher skilled, the VET workforce will also need to be capable of the delivery and assessment of higher level qualifications. Demand for high level skills is growing sharply, at 2.5 times the rate of unskilled jobs44 and is expected to increase, placing further pressure on improved pathways between VET and higher education. one of the key barriers to better articulation between VET and higher education is credit transfer and recognition of prior learning. In 2010 there were 25,400 commencing domestic higher education students whose previous highest educational participation was a completed VET course; 19,800 of these students (78%) were not offered any credit for their VET study.45 Arrangements for articulation and credit transfer vary significantly and largely depend on bilateral agreements between collaborating institutions rather than a structured formal transaction process.

44 Australian Government, 2013, Skills for all Australians.45 NCVER, 2012, Tertiary education and training in Australia 2010.


Current impact of training packages

29

30


Australia’s vocational education and training (VET) system continues to play a pivotal role in supporting industry through an unprecedented period of economic restructure.

Current impact of training packages

This section draws on data presented in the 2014 Industry Escans and from the national statistical collections on vocational education and training and apprenticeship and traineeships. It presents limited information on course enrolments and qualification completions. More detailed information is available in the six individual Industry Escans.

Data in this section from the National Centre for Vocational Education and Research (NCVER) VoCSTATS data warehouse includes data from the national annual VET Provider Collection and the quarterly national Apprentice and Trainee Collection. These collections bring together data on publicly funded training and fee for service VET provided by public institutions. The tables and figures should be read understanding that significant amounts of training in national qualifications also occurs outside the publicly funded VET system including fee for service training in national qualifications provided by private training providers, in house training in national qualifications delivered by enterprise RTos and other nationally recognised or non-accredited training conducted in house or by external providers.

Consistent with NCVER reporting, the tables and figures also exclude delivery undertaken at overseas campuses of Australian VET institutions, credit transfer and VET delivered in schools where the delivery has been undertaken by schools.

Completions data in this report includes all reported completions regardless of whether the qualification was reported to NCVER as Issued or Not Issued. Completions data for 2012 is preliminary and will be revised upwards in the 2013 VET Provider Collection which accommodates further notification of qualifications completed in 2012.

Attempts to directly correlate or compare tables of commencements or enrolments and completions should be avoided.

Notes on data

46 NCVER, 2013, Australian vocational education and training statistics: employer’s use and views of the VET system.47 NCVER, 2013, Australian vocational education and training statistics: students and courses 2012.

Australia’s vocational education and training (VET) system continues to play a pivotal role in supporting industry through an unprecedented period of economic restructure. The VET system upskills existing workers in response to new and evolving job roles, re-skills workers as structural change impacts on whole sectors, and equips new entrants to the workforce with required industry skills and knowledge. However, a recent survey of employers found that between 2011 and 2013, the proportion of employers:

■ using the VET system decreased by 4.2 percentage points to 51.9 percent

■ with jobs requiring vocational qualifications decreased by 3.1 percentage points to 33.3 percent

■ with apprentices and trainees decreased 3.5 percentage points to 26.9 percent, and

■ who are satisfied that vocational qualifications provide employees with the skills they require for the job decreased 6.3 percentage points to 78.3 percent.46

The trends suggested by this survey warrant further attention as they may signal that wider system changes are

having impacts on the Australian VET system that are not yet understood.

Apprenticeships continue to be plagued by poor outcomes nationally and within IBSA training packages. Notwithstanding a steady increase in apprentices in training over the last decade, completion rates for Australian Apprenticeships, which reflect economic fluctuations, are unacceptably low.

Publicly funded delivery ■ There were 1.9 million students enrolled in the public vocational education and training (VET) system in 2012. Enrolments in IBSA training packages in 2012 accounted for 27.4 percent of students enrolled in training packages (403,000 enrolments). Completions in IBSA training packages for 2011 comprised 31.4 percent (148,600) of total training package completions. Four IBSA training packages featured in the top 20 parent training packages including Business Services, Financial Services, Training and Education and Information and Communications Technology which respectively comprised 16 percent, 3.3 percent, 2.8 percent and 2.6 percent of the top 20 parent training packages for 2012.47


31

Table 7 above outlines enrolments in IBSA training packages over the period 2009-2012. Notable findings include:

■ enrolments in IBSA training packages increased by 29.6 percent from 2009 to 2012

■ enrolments in IBSA training packages increased by 3.9 percent between 2011 and 2012, a decline from the 14.4 percent increase seen between 2010 and 2011

■ enrolments in most IBSA Training Package qualifications increased between 2009 and 2012, with the exception of Information and Communication Technology, Integrated Telecommunications and Printing & Graphic Arts Training Packages which each showed small decreases in enrolments

■ Integrated Telecommunications enrolments grew between 2011 and 2012 by over 40 percent, while enrolments in library, Information and Cultural Services, Information

and Communications Technology and Printing and Graphic Arts declined slightly between 2011 and 2012

■ the Business Services Training Package remains the most heavily used of all IBSA training packages for publicly funded VET, accounting for nearly 57 percent of all IBSA training activity in 2012, and

■ Printing and Graphic Arts had the lowest overall enrolments in 2012 except for the recently endorsed live Performance Training Package.

Table 7: Enrolments in IBSA Training Packages 2009-2012

ENrOlmENTS 2009 2010 2011 2012 ChANGE 2011/2012 (%)

BSB Business Services 176,889 207,720 263,370 275,139 4.5%

CuA Live Performance1 0 0 14 94

CuE Entertainment 3,679 3,549 4,042 4,396 8.8%

CuF Screen and Media 10,016 10,664 10,223 11,257 10.1%

CuF Library, Information and Cultural Services 4,166 4,411 4,482 4,396 -1.9%

CuS Music 7,210 7,753 7,616 8,128 6.7%

CuV Visual Arts, Craft and Design 16,000 16,317 15,880 16,329 2.8%

FNS Financial Services 50,269 54,191 60,547 61,845 2.1%

ICA Information and Communications Technology 63,803 60,233 55,293 53,584 -3.1%

ICP Printing & Graphic Arts 3,182 3,362 3,096 3,050 -1.5%

ICT Integrated Telecommunications 6,309 2,634 2,786 3,906 40.2%

TAA/TAE Training and Education 33,918 38,391 40,998 44,367 8.2%

Total Activity 375,441 409,225 468,347 486,491 3.9%

% Change in enrolments year to year for all IBSA TPs 9.0% 14.4% 3.9%

Average annual % change in enrolments for all IBSA TPs 9.0%

Overall % change in enrolments 2009-2012 for all IBSA TPs 29.6%

Source: VoCSTATS (www.ncver.edu.au/resources/vocstats/intro.html), extracted on 22/07/2013.Note 1: CuA11 Live Performance Training Package was first endorsed in 2011 and enrolments are beginning to flow through.

32


Table 8: Qualifications Completed in IBSA Training Packages 2009-2012

ENrOlmENTS 2009 2010 2011 2012 ChANGE 2009/2012 (%)

BSB Business Services 52,770 65,862 82,404 90,521 71.5%

CuA Live Performance 13 0

CuE Entertainment 303 361 411 552 82.2%

CuF Screen and Media 3,118 3,570 3,530 3,627 16.3%

CuL Library, Information and Cultural Services 858 1,243 1,377 1,197 39.5%

CuS Music 1,887 2,229 2,410 2,378 26.0%

CuV Visual Arts. Craft and Design 2,700 3,178 3,504 3,723 37.9%

FNS Financial Services 12,860 13,357 15,103 16,125 25.4%

ICA Information and Communications Technology 14,841 13,515 13,923 11,617 -21.7%

ICP Printing & Graphic Arts 787 892 815 713 -9.4%

ICT Integrated Telecommunications 2,702 682 855 845 -68.7%

TAE Training and Education 14,962 19,010 24,237 23,293 55.7%

Total 107,788 123,899 148,569 154,591 43.4%

Source: National VET Provider Collection data, including preliminary data for 2012 not yet in VoCSTATS, as provided by NCVER on 7/08/2013.Note: Data for qualifications completed in 2012 are based on preliminary data submissions. The 2012 data will be revised upwards in the 2013 VET Provider Collection to accommodate further notification of qualifications completed.

100,000

IBSA has 7 of the top 20 qualifications and 33.1% of all enrolments in the top 20 qualifications.

The total number of qualifications completed in IBSA training packages has increased between 2009 and 2012, as shown in Table 2, mainly due to the large growth in Business Services completions. The overall number of qualifications completed in 2012 was 43 percent higher than in 2009 resulting in an average annual increase of 12.8 percent.

Table 8 shows qualifications completed in IBSA training packages for the period 2009-2012. Key findings include:

■ the total number of qualifications completed in IBSA training packages increased by 43.4 percent between 2009 and 2012 and by 4.1 percent between 2011 and 2012

■ the Business Services and Entertainment Training Packages had the largest

increases in qualifications completed over the 2009-2012 period, and

■ Information and Communications Technology and Integrated Telecommunications Training Packages had the largest decline in qualifications issued for the 2009-2012 period, but showed increases between 2010 and 2011.

Apprenticeships and Traineeships in IBSA qualificationsThe number of apprentices and trainees in-training in IBSA training packages as at 31 March 2013 was 443,300, a decrease of 5.6 percent from one year earlier. The number


33

Commencements

Completions

Cancellations/ WIthdrawals

In-training final quarter of year

Source: Apprentices and Trainees Collection from VoCSTATS (www.ncver.edu.au/resources/vocstats/intro.html), extracted on 23/7/2013.Notes specific to Apprenticeship and Traineeship statistics: Figures are based on date of effect rather than the date of processing. Due to lags in reporting and processing, the most recent figures (generally those for the last 7 quarters or 2 years) are estimates and are subject to revision. Additional NCVER data is available on the IBSA website at http://www.ibsa.org.au/news-and-projects/environment-scan.aspx.

2009 2010 2011 2012

20,000

40,000

60,000

80,000

100,000

Figure 1: Apprenticeship and Traineeship Commencements, Completions and Cancellation/ Withdrawals for IBSA Qualifications, 2009-2012.

of commencements in the 12 months ending 31 March 2013 was 296,300, a decrease of 9.4 percent from one year earlier, comprising a 0.3 percent increase in trades commencements and a 13.2 percent decrease in non-trades commencements. The number of completions in the 12 months ending 31 March 2013 was 191,400, an increase of 4.0 percent from one year earlier. The apparent anomaly between declining commencements and increasing completions may have been influence by recent changes to Australian Government incentive payments for existing workers, chiefly the removal of the commencement incentive payment for

those apprenticeships and traineeships not on the National Skills Needs List.48

The growth in commencements and completions between 2009 and 2012 is shown in Figure 1 and exceeds the increase in IBSA Training Package enrolments for the same period. The number of cancellations/withdrawals are also significant for the period 2009 and 2012, increasing by 53.3 percent. Commencements and completions for apprenticeships and traineeships in IBSA training packages are outperforming the national trends.

The duration of training required to complete an apprenticeship or

traineeship varies significantly and most qualifications are not expected to be completed in the year in which they commence making it inappropriate to compare completions against commencements in the same year.

Quarterly data included in Figure 1 indicates a “rush” to enrol in and/or complete apprenticeships/traineeships during the first half of 2012 (64,437 commencements) with relatively few new commencements in the second half of 2012 (21,341 commencements). These changes are believed to be predominantly due to changes in the Australian Government incentive payments outlined above.

48 NCVER 2013, Australian vocational education and training statistics: apprentices and trainees 2013—March quarter, NCVER, Adelaide.

34


Reflecting industry need

Continuous improvement of training packages and changes that have occurred during 2013 are referenced in Appendix A.

State and Territory variationThe Australian Government has committed $1.75 billion over five years (2012-2017) through the National Partnerships (NP) to work with states and territories to drive reform of the national training system. The NP was agreed by the Council of Australian Governments in April 2012. Some reforms will be implemented nationally, such as the My Skills website and the unique Student Identifier. other reforms, such as the National Training Entitlement, will be implemented by each state and territory and customised in their state training systems.49 The states are at different stages of implementation of these national reforms as outlined in the table below.

Smart and Skilled meets the NSW Government’s commitment to the National Partnership Agreement on Skills Reform and supports the State Plan targets for increased participation and attainment in vocational education and training. From July 2014 Smart and Skilled will introduce: ■ an entitlement for entry level training up to and including Certificate II

■ targeted support for higher level qualifications

■ informed choice with improved quality measures

■ recognition of the role and function of TAFE NSW as the public provider

■ greater support for regions and equity groups

■ better information for consumers.50

The Victorian Training Guarantee (VTG) was introduced in 2008, placing the purchasing power for training in the hands of students. The VTG allowed individual students to access government subsidised training places in the course of their choice and at a range of providers. To facilitate this entitlement, the overall number of training places was uncapped and places were no longer allocated to particular providers. The introduction of the VTG released latent, pent up demand for skills training. Between 2008 and 2012 there was an increase in government funded VET enrolments from 381,300 to 670,400 people – representing 75 percent growth in enrolments in the system. 51

In June 2013 the Queensland Government released Great skills, Real opportunities, a five year action plan to reform the state’s further education and training sector.

NSW - Most significant enrolment growth in: ■ CuE Entertainment ■ CuV Visual Art, Craft and Design ■ FNS Financial Services

Declining enrolments in: ■ CuS Music.

VIC - Most significant enrolment growth in: ■ BSB Business Services ■ CuA Live Performance ■ CuS Music ■ ICT Integrated Telecommunications ■ TAE Training and Education

Declining enrolments in: ■ CuL Library, Information and Cultural Services.

QLD - Most significant enrolment growth in: ■ CuA Live Performance ■ CuF Screen and Media ■ ICT Integrated Telecommunications

Declining enrolments in: ■ BSB Business Services.

EnROLMEnTS In IBSA TRAInInG PACkAGES

nSw VIC QLD


35

$1.75bhas been committed by the

Australian Government through the States and Territories National Partnerships.

VETVET reforms vary in each

State and Territory

nEwThe Council of Australian Governments has formed

a new Industry and Skills Council

DID you knOw ?

Through the Skills for All policy introduced in July 2012, the South Australian Government has committed $194 million additional funding to help support an additional 100,000 training places in the VET system.

SA - Most significant enrolment growth in: ■ CuL Library, Information and Cultural Services

■ TAE Training and Education

No decreases in enrolments.

SA

49 Australian Government, 2013, National Partnership Agreement on Skills Reform.50 NSW Government, 2013, Smart and skilled – reforming VET in NSW.51 Victorian Government, 2013, Victorian training market quarterly report full year 2012.

36


■ From January 2014, Future Skills WA will change the way VET is subsidised and delivered in WA. Increased flexibility and responsiveness will ensure:

■ eligible students will be guaranteed a place in a range of State priority training programs

■ students will have more control over their career decisions

■ government subsidies will be more responsive to students’ choice of course and training provider to better reflect market demand.

Skills for Work ensures that VET reforms are specifically tailored to the needs of the Tasmanian training environment. The program includes an entitlement to a Tasmanian Government Subsidised Training Place in a first Certificate III qualification, which will be open to all Tasmanians aged 15 - 64 years. The entitlement aims to increase relevant work skills in the Tasmanian community.

■ The NT Employment Strategy 2012-2015 outlines priorities and targets for employment and training in the Northern Territory. The strategy includes initiatives to address five identified priorities:

■ grow our own workforce and capability

■ support sector specific workforce strategies

■ increase responsiveness in the training system

■ increase Indigenous workforce participation

■ support business and industry to improve productivity

WA - Most significant enrolment growth in: ■ CuL Library, Information and Cultural Services

No significant decreases in enrolments.

TAS - Slight enrolments growth in: ■ ICT Integrated Telecommunications

No other significant changes in enrolments.

NT - No significant changes in enrolments.

EnROLMEnTS In IBSA TRAInInG PACkAGES

wA TAS nT


37

EVOLVInGIBSA’s 2014 Environment

Scan is part of a continually evolving story that is intended

to alert and inform a wide audience and enhance their

capacity to act.

DID you knOw ?

Through the National Partnership Agreement on Skills Reform the ACT Government has committed to improve linkages between Registered Training organisations (RTos), employment service providers (ESPs), employers and Centrelink across the ACT.

ACT - Noticeable enrolment growth in: ■ TAE Training and Education

ACT


Future directions

39

40


Future directions for training packages

Australia’s jobs profile will change, with a shift to more technical, professional and managerial jobs. Industry demand for total qualifications is expected to increase at an annual rate of between 3 and 3.9 percent.52 Evidence of these trends is apparent in a number of IBSA training packages, where enrolments in lower level qualifications is declining and enrolments in qualifications at Certificate III and above is increasing.

Research and consultations also indicate that there is strong employer demand for skills that can help differentiate a business from its competition. In particular, strong leadership and management skills are required, with a focus on providing

mentoring and coaching for first time managers. The strategic management and use of technology is of key importance for many businesses.

Employees will increasingly need to be multi-skilled so that they have sufficient breadth of knowledge to work across a business and they need to have strong communication and interpersonal skills to manage higher customer service expectations and analyse the immense array of data increasingly becoming available. While, technical skills are of critical importance, they will need to be complemented by business skills to ensure the business achieves its outcomes.

The 2013 National Workforce Development Strategy, Future Focus, suggests that Australia’s employed workforce will expand by 3.5 million people by 2025 and that Australian industry’s need for higher qualifications will grow faster than for lower level qualifications leading up to 2025.

All of these trends have implications for IBSA’s training packages and will inform future directions for the ongoing development and maintenance of these products.

IBSA is progressively reviewing and restructuring its training packages to meet the Standards for Training

restructuring of IBSA’s training packages to meet the new, simplified standards will be completed by December 2015.

52 AWPA, 2013, Future focus, 2013 national workforce development strategy: key messages.


41

■ Develop training materials that support the Core Skills for Work Framework contextualised to the needs of industry

■ Encourage businesses to support women into higher level positions, including through mentoring and sponsorship

■ Consider how the industry skilling can be marketed to retain older workers and generate a robust multigenerational workforce

■ Encourage cooperation between the VET and higher education sectors to develop articulation arrangements that reflect the need for higher level business skills as simple jobs are subsumed by technology or moved offshore

■ Enable continuing professional development of the VET workforce in embedding foundation skills into training delivery and assessment.

Beyond the work of IBSA, this workforce development priority can also be supported through action in the VET system to:

53 National VET Equity Advisory Council, 2011, Equity blueprint 2011–2016

Packages after the Standing Council on Tertiary Education, Skills and Employment endorsed the new Standards in 2012; IBSA’s restructuring will be complete by 30 December 2015. The Standards implement many of the recommendations from the former National Quality Council’s VET Products for the 21st Century report of 2009. The new design presents information more simply, clearly and logically, resulting in more user-friendly training packages for industry and training providers.

Research and consultation for Escan 2014 identified five workforce development priorities for IBSA Industries:

1. developing an adaptive, responsive and diverse workforce

2. keeping up with technology

3. working with regulation and compliance

4. building effective leadership and management, and

5. supporting small business.

These workforce development priorities can guide IBSA’s future work with stakeholders to ensure that training packages actively support the workforce development needs of IBSA industries. With input from industry stakeholders IBSA can adjust and enhance existing products so that they continue to support the development of industry-relevant skills and knowledge.

Developing an adaptive, responsive and diverse workforceIBSA can help industry develop an adaptive, responsive and diverse workforce by ensuring that training packages describe the technical and non-technical skills and knowledge needed on the job. The Core Skills for Work Developmental Framework clearly articulates the underpinning or ‘soft’ skills that employers value in flexible workers. using the Framework, IBSA can ensure these valued skills are consistently integrated into all IBSA training packages.

Foundation skills, including language, literacy and numeracy skills, underpin all training and workforce development, but these skills can create barriers to participation for disadvantaged learners.53 Support for the development of foundation skills is needed to build a diverse workforce. IBSA has already created a number of training package products to enable the integration of foundation skills development into vocational training. These include:

■ FSK Foundation Skills Training Package – making foundation skills units of competency available for use in vocational training programs in any industry area

■ Address Foundation Skills in Vocational Practice Skill Set – to build the capacity of vocational trainers to integrate foundation skills into their training and assessment practice, and

■ Workplace Supervisor LLN Skill Set – to equip workplace supervisors with the skills and knowledge to understand the workplace LLN issues and source appropriate support for workers.

IBSA’s ongoing work on these and related products in the TAE Training Package will help training providers to ensure that learners in all industries have the opportunity to develop the underpinning skills so valued in the workplace.

As part of the training package

continuous improvement process, IBSA works with industry stakeholders to monitor and review the fit of each training package with industry needs. This ongoing activity will be informed by an awareness of industry requirements for an adaptive, responsive and diverse workforce. Specific actions that IBSA can take to support this workforce development priority include:

■ assessing where the Financial Services Training Package needs to integrate units on relationship management, business partnerships and Asia-competence, particularly in higher level qualifications

■ ensuring the Financial Services Training Package assists the development of high level communication and customer service and advice skills for frontline workers, including cross systems and product advice

■ assessing the capacity of the ICA Information and Communications Technology and the ICT Integrated Telecommunications Training Packages to elevate the work readiness of VET graduates, and

■ building on the mapping of the VET Capability Framework to identify gaps in the TAE10 Training and Education Training Package.

42


Keeping up with technologyWith responsibility for the development and maintenance of training products for the ICT Industries, IBSA is well-placed to keep abreast of developments in technology and their implications for the workplace. IBSA can help industry to address this workforce development challenge by ensuring that training packages in all industries incorporate the skills and knowledge needed to respond to rapid change. IBSA’s use of Core Skills for Work Developmental Framework descriptors for ‘Work in a digital world’ will help with the integration of required technology skills.

other specific actions that IBSA can take to support this workforce development priority include:

■ considering the inclusion of specialist customer service units in the Business Services Training Package to focus on business-to-business and social media skills

■ assessing the availability of digital literacy skilling options for arts, entertainment and cultural practitioners to support successful job performance and the establishment and development of arts businesses and practice

■ reviewing qualifications, units of competency and skill sets to ensure ongoing applicability for the multi-technology rollout of the National Broadband Network

■ undertaking further mapping of vendor training and ICA qualifications and consider the processes needed to access and integrate vendor skills into training delivery and promotion to stakeholders

■ considering the capacity of ICP10 to address advanced skills needs required for the increased digitisation of print production, in particular data and document file management and e-publishing skills, and

■ integrating digital literacy skills into qualifications in ICP10, including consideration of the strategic digital literacy and management skills needed to purchase and implement technical solutions in broader print communications businesses.

■ Enable continuing professional development of the VET workforce in ICT and instructional design skills to better integrate technology into training delivery and assessment.



43

Working with regulation and complianceThe continuous improvement of training packages allows IBSA to consider and respond to regulatory change as it impacts on the IBSA industries. Recent work has been undertaken by IBSA in partnership with industry to ensure that training packages reflect changes to Work Health Safety regulations.

Future work for IBSA to support this workforce development priority includes:

■ assessing where the Financial Services Training Package needs to adopt technical content on compliance and audit requirements

■ reviewing Financial Services qualifications and adjusting qualifications and units against ASIC requirements, and

■ monitoring future changes to the VET regulatory environment to ensure they are supported within the Training and Education Training Package.

■ Enable continuing professional development of the VET workforce in ICT in the development of policies and procedures that embed standards and ensure compliance.


Building effective leadership and managementAs the Industry Skills Council responsible for the Business Services Industry, IBSA has conducted extensive research and consultation in the areas of leadership, management and innovation. This work has informed the ongoing development and maintenance of the Business Services Training Package

and can also be used to address the leadership and management needs of other industries.

Specific actions that IBSA can take to support this workforce development priority include:

■ ensuring that leadership and management qualifications in the Business Services Training Package include a continued focus on capitalising on a diverse, multi-generational workforce, building strong mentoring and coaching skills, listening and feedback skills, cultural competence and skills in managing a contingent workforce, and

■ evaluating the capacity of the Cultural and Creative Industries training packages to assist skills development in broad based project management, entrepreneurial and business development skills, along with skills in mentoring and customer service to online clients.

■ Encourage businesses to offer training and development opportunities to their staff, including mentoring and coaching for first time managers

■ Develop articulation pathways from VET to higher education, and VET pathways from lower to higher level VET qualifications.


Supporting small businessIBSA Industries include a significant proportion of small and micro businesses. All workforce development priorities identified through this Escan reflect the needs of these businesses to a degree, but IBSA is also conscious of the unique workforce development

challenges facing small and micro business. Access to targeted and meaningful skill development options is critical for businesses that do not have the internal capacity for in-house solutions. IBSA will continue to strengthen feedback and consultation mechanisms with small businesses, and their representative associations, to ensure their needs are addressed in future directions for training packages.

Future work for IBSA to support this workforce development priority includes:

■ investigating the need for skill sets in areas where small and micro businesses need upskilling, including legislative and regulatory responsibilities, business planning and strategic and functional technical skills

■ gaining further insights into the way that skill sets can be used to support the development needs of small business, and

■ promoting existing skill sets more strongly to small business by showing how they can be used and promoting their value as a pathway to full qualifications where appropriate.

■ Provide diverse training delivery options for small and micro-businesses, including skill sets, learning partnerships and work-integrated learning.


44


AppendicesAppendix A: Report of training package continuous improvement

Appendix B: Methodology and bibliography

Appendix C: occupations and qualifications in demand

45

46


report of training package continuous improvement.

Appendix A

The table below highlights the changes made to the endorsed components of IBSA training packages over the preceding 12 months and identifies any refinements or new units of competency. More detailed information on updates to training packages can be found on the IBSA website at https://www.ibsa.org.au/training-packages.

BSB07 BUSINESS SErVICES TrAINING PACKAGE, VErSION 8.0

Date submitted to NSSC: 28 February 2013

Date endorsed by NSSC or ISC upgrade: 28 February 2013

Date made public through TGA: 18 March 2013

INDUSTry ImPErATIVES/rATIONAlE FOr ChANGE:

over the last five years, there has been sustained growth in the demand for project managers within industry, and within the VET sector. The revised/new qualifications and units of competency have been structured to accommodate:

• Changes in the industry and vocational roles for project management• Current and future growth in the adoption of project management methods as generic work tools• Flexible and transferable skills across industries, enterprises and work contexts• Need improved access and assessment flexibility at the certificate IV level to accommodate broad demand

for small ‘p’ project management and support roles.

Need to ensure Diploma level qualification meets needs of industry for ‘core’ level skills and knowledge, as now structured as the initial entry level for the recognised ‘project manager’ within the VET sector.

SUmmAry OF KEy ChANGES:

Version 8 sees a restructuring of the Certificate IV and Diploma qualifications in human resources and project management. It includes eight new and revised human resources units of competency, changed to reflect current and emerging industry and enterprise skilling requirements and local and international trends in the human resources sector. It also includes twenty-two new project management units of competency, changed to reflect:

• changes in occupational structure• recognition and articulation within industry and educational sectors• credential demand• need for improved flexibility• need to restructure units and qualifications to meet current expectations the growing demand for project

management skills in different industry sectors.

Development of twenty-two new Project Management units of competency and the following two new qualifications:

• BSB42012 Certificate IV in Project Management Practice• BSB51912 Diploma of Project Management.

The Advanced Diploma remains unchanged at this time, and will be incorporated into a future process to review project management at senior, director, program and portfolio levels.

IBSA training package continuous improvement


47


Date submitted to NSSC: ISC upgrade

Date endorsed by NSSC or ISC upgrade: 12 April 2013

Date made public through TGA: 13 April 2013


Existing units needed to be updated. Increased demand for Workforce Planning and Implementation was reported and two skill sets developed.


ISC upgrade for:updated elective units with the most current equivalent unit in:BSB50311 Diploma of Customer ContactBSB40312 Certificate IV in Customer ContactBSB41412 Certificate IV in Work Health and Safety

Pathways into the qualification code updatedBSB60907 Advanced Diploma of Management (Human Resources)BSB60707 Advanced Diploma of Project Management.

2 skill sets added:Workforce Planning and Development Workforce Development Implementation


Date submitted to NSSC: 15 August 2013

Date endorsed by NSSC or ISC upgrade: 15 August 2013

Date made public through TGA: 28 August 2013

48


CUA lIVE PErFOrmANCE AND ENTErTAINmENT TrAINING PACKAGE V1.0

Date submitted to NSSC: August 2013

Date endorsed by NSSC or ISC upgrade: 9 october 2013

Date made public through TGA: 21 November 2013


Consultation with industry through IBSA’s Cultural Industry Sector Advisory Committee identified the need to undertake a review of the CuE03 Entertainment Training Package.

Further stakeholder consultations clearly showed industry support for new, updated qualifications that allowed development of both specialist and multi skilled workers to meet the varied requirements of the industry and to embed new technologies.

The proposed qualifications more accurately reflect the specific needs of industry and the requirements of both specialists and multi skilled workers in the entertainment sector of live performance. The transition from CuE03 Entertainment Training Package to CuA Live Performance and Entertainment Training Package will require some additional work for RTos in the short term but should occur smoothly. The addition of the new Certificate IV in Musical Theatre will offer additional opportunities to those offering the Diploma of Musical Theatre.


Version 9 is in response to:A study undertaken by IBSA in 2010: Pathways for the development of language, literacy and numeracy expertise, which recommended the development of a skill set for workplace supervisors along with newly developed language, literacy and numeracy (LLN) units for a workplace context. An important feature of these units is that they are written from the perspective of the workplace and are designed for uptake by mainstream workplace supervisors, not training or literacy specialists developing four units of competency and associated skill sets in direct response to funding from the Department of Innovation, Industry, Climate Change, Science, Research and Tertiary Education (DIICSRTE) as part of the Clean Energy and other Skills Package.


New units:BSBFLM313A Apply language, literacy and numeracy to support others in the workplaceBSBFLM314A Mentor others in the workplace to support their language, literacy and numeracy skill developmentBSBSMB308A Improve energy efficiency in micro or small business operationsBSBSMB410A Review and implement energy efficiency in business operationsBSBSMB411A Manage specialist external advisory servicesBSBSMB412A Introduce cloud computing into business operations.

updating BSB30307 Certificate III in Micro Business operations:to include one new unit in its elective pool: BSBSMB308A Improve energy efficiency in micro or small business operationsBSBHRM402A replaced with BSBHRM405A - minor editorial reformattingupdating BSB40407 Certificate IV in Small Business Management:to include three new units in its elective pool: BSBSMB410A Review and implement energy efficiency in business operations, BSBSMB411A Manage specialist external advisory services, and BSBSMB412A Introduce cloud computing into business operations - minor editorial reformattingupdating BSB40812 Certificate IV in Frontline Management to:include two new units in its elective pool BSBFLM313A and BSBFLM314A


49

CUV ArTS AND CUlTUrE TrAINING PACKAGE, VErSION 1.0





A 2007 Senate enquiry into the industry noted that Australia’s Indigenous visual arts sector provides considerable economic, social and cultural benefitsThe Australian Government has implemented a number of initiatives to support training and employment in the industry, including through the Indigenous Visual Arts Industry Support (IVAIS) program and the Indigenous Employment Initiative (IEI).In 2011 oFTA commissioned IBSA to conduct research into training available to the industry and whether it was meeting the needs of those involved. The objective was to help strengthen the industry, particularly through the development of individual capabilities, career pathways and employment outcomes, supporting Aboriginal and Torres Strait Islander arts workers across a wide range of roles within the industryBased on findings in the research report, oFTA again commissioned IBSA to develop the necessary qualifications and competencies to reflect the application of skills in this diverse industry.


New package titled CuV Arts and Culture Training Package, which includes:

• A Certificate II level qualification for Aboriginal and Torres Strait Islander arts workers entering the industry

• A Diploma level qualification to meet the needs of Aboriginal and Torres Strait Islander arts workers wanting to develop higher level skills in a range of areas

• units of competency in relation to working within the Australian indigenous visual arts industry

• units of competency in relation to cultural awareness and understanding which would be relevant to managers and other Indigenous and non-Indigenous workers in the industry.


CuE03 qualifications endorsed as part of the CuA Live Performance and Entertainment Training PackageCuA Live Performance and Entertainment Training Package will become the ‘umbrella’ package in which all qualifications associated with live performance and entertainment will be foundCurrent legislation around licensing and government policy on harmonisation of legislation has been incorporated where appropriateA skill set in sustainability has been developed to underpin skill development for enhance sustainable work practicesSkill sets have been developed to meet defined industry needs and are of particular interest for up skilling, e.g. show control for lighting technicians, lighting skills and for production management for sound techniciansThere are no pre-requisites to units of competency, thereby providing maximum flexibility and access for learners.

50


FSK TrAINING PACKAGE, VErSION 1.0

Date submitted to NSSC: January 2013

Date endorsed by NSSC or ISC upgrade: 28 February 2013

Date made public through TGA: February 2013 (replaced 16 May 2013)

IBSA developed the Foundation skills Training package, to meet industry needs in February 2013 and at the request of the National Quality Council and was funded separately by the Commonwealth. The new Foundation Skills Training Package has been designed to provide more support and deliver better outcomes for all learners. Foundation skills are the core competencies we all need in our work and daily lives.


New qualificationsThe FSK provides new qualifications and units of competency to support and complement a variety of VET programs. Generic in nature, the units and qualifications can be adapted to suit specific training and work requirements. The FSK is designed to be used in conjunction with other training packages, and has the flexibility to be used in a wide variety of contextsThe FSK comprises three qualifications:

• FSK10113 Certificate I in Access to Vocational Pathways• FSK10213 Certificate I in Skills for Vocational Pathways• FSK20113 Certificate II in Skills for Work and Vocational Pathways

There are 91 units which can be used either as core or elective units in learning, reading, writing, oral communication and digital technology, along with an extensive emphasis on numeracy.

ICA11 INFOrmATION AND COmmUNICATIONS TEChNOlOGy TrAINING PACKAGE, VErSION 2.0





Since the ICA11 Training Package was released in July 2011, advances in technology have seen the expansion of cloud computing and virtualisation technologies as the cornerstone of many business enterprises.

The ICA11 Information and Communications Technology Training Package v1.0 continuous improvement project was undertaken to ensure that the ICA Training Package reflects current industry requirements in the areas of cloud computing conceptualisation, big data and virtualisation technologies—and remains technically relevant for future innovations and emerging skill needs


14 revised qualifications10 new units5 revised unitsEnterprise Server Virtualisation SpecialistEnterprise Desktop Virtualisation Specialist


51

ICT10 INFOrmATION AND COmmUNICATIONS TEChNOlOGy TrAINING PACKAGE, VErSION 2.0

Date submitted to NSSC: 2 May 2013

Date endorsed by NSSC or ISC upgrade: 17 June 2013

Date made public through TGA: 19 July 2013


The ICT10 Integrated Telecommunications Training Package v1.0 provides the qualifications and units of competency that address the Federal Government commitment to initiatives such as the high-speed National Broadband Network (NBN) roll out, the Digital Economy, Digital Education Revolution (DER) computers in schools program, the Analog to Digital TV switchover and the implementation of the ’Green ICT‘ sustainability strategy, all of which impact on the Telecommunications industry and its infrastructures. The ICT10 Integrated Telecommunications Training Package v1.0 was updated with the technology changes and evolving terminologies.

Since implementing the ICT10 Integrated Telecommunications Training Package v1.0 feedback from industry and the advancement of projects such as the NBN and the Digital roll out have highlighted a range of areas that were in urgent need of refinement to meet the industry’s needs efficiently and effectively. The ICT10 Integrated Telecommunications Training Package v2.0 continuous improvement project has provided these refinements to ensure the highest possible relevance of ICT10 in meeting industry’s needs.


New qualifications• Certificate II in National Broadband Network Construction• Certificate III in National Broadband Network Construction• Certificate IV in Telecommunications Network Design

ICT10 INTEGrATED TElECOmmUNICATIONS TrAINING PACKAGE, VErSION 3.0

Date submitted to NSSC: 23 october 2013

Date endorsed by NSSC or ISC upgrade: 5 December 2013

Date made public through TGA: TBC


This update is an extension to ICT10 v2.0, endorsed 17 June 2013.

The previous update provided the NBN qualifications and this second update provides the more routine aspects of the ICT10 update, as well as a new qualification in network design.


ICT40713 Certificate IV in Telecommunications Network Design

12 new units in the areas of network design and digital reception technology

12 revised qualifications

52


TAE10 TrAINING PACKAGE, VErSION 3.1

Date submitted to NSSC: April 2013

Date endorsed by NSSC or ISC upgrade: June 2013

Date made public through TGA: 27 June 2013


Some Enterprise Trainers reported that they did not train with groups, but rather worked with individuals. To meet their needs the Skill Set Enterprise Trainer Mentoring has been introduced.


Inclusion of two Enterprise Trainer skill sets; Enterprise Trainer-Presenting, Enterprise Trainer Mentoring

TAE10 TrAINING PACKAGE, VErSION 3.2

Date submitted to NSSC: July 2013

Date endorsed by NSSC or ISC upgrade: August 2013




Minor edits only.


53

TAE TrAINING PACKAGE, VErSION 1.0

Date submitted to NSSC: July 2013

Date endorsed by NSSC or ISC upgrade: August 2013



IBSA developed a Skill Set to Address Foundation Skills in Vocational Practice, to meet industry needs with the introduction of the Foundation Skills Training Package in February 2013. As the three units constituting the Skill Set were developed to comply with the new standards the TAE Package was created. At the same time IBSA recast the two high level LLN qualifications and incorporated them into this Package.

By June 2014 all Tae qualifications and skill sets will be migrated to this Package


New qualifications• Graduate Diploma of Adult Language, Literacy and Numeracy Practice• Graduate Diploma of Adult Language, Literacy and Numeracy Leadership• Skill Set Address Foundation Skills in Vocational Practice

54


methodology and bibliography

Appendix B

Statistical information for this report was gathered through a desktop research process from a range of sources as indicated in the bibliography.

Further input into this Escan was gathered from industry stakeholders via a series of consultation forums held in 2013. Forums were held in Melbourne, Hobart, Brisbane, Sydney, Perth and Adelaide.

The following organisations have made valuable contributions to this Escan:

Survey tools were used at each of the forums to gather information from participants, including advice on occupations in demand.

This Escan was validated by IBSA’s Industry Advisory Committee and State and Territory Advisory Network representatives in october 2013.

Ability Associates AustraliaAboard Training Australia and Frank Lee ServicesAccess Training CentreACS Foundation WAAddendum Learning ServicesAdelaide Business HubAdelaide College of the Arts TAFEAdvance Business Specialists (ABS)Aegis Aspire Aegis Services Australia Pty LtdAustralian and New Zealand Institute of Insurance and Finance (ANZIIF) Arts Centre MelbourneArts Communications Finance Industries and Property Services (ACFIPS)Arts Industry Council of South AustraliaAshley Institute of TrainingAssociation of Independent SchoolsAtsolutions

Australian Army

Australian Broadcasting Corporation (ABC)

Australian Business School

Australian Child Care Career options

Australian College of Commerce & Management

Australian College of Training

Australian Computer Society

Australian English Language Centre (AELC)

Australian Financial Management Association (AFMA)

Australian Industry Trade College

Australian Institute of Financial Services and Accounting (AIFA)

Australian Institute of Management QLD NSW ACT and NT (AIM QNAN)

Australian Institute of Management Western Australia (AIM WA)

Australian Institute of Personal TrainersAustralian Marketing InstituteAustralian Medical Association (WA)Australian Nursing and Midwifery Education CentreAustralian Skills Quality AuthorityAustralian Tax officeAustralis InstituteAustralian Professional Skills InstituteAustralian Vocational Education & Training Academy (AVETA) Avant-Garde Leadership/Institute for Sustainability & Social InnovationBankVicBelprinceBetterlink GroupBlossom TrainingBox Hill InstituteBPG TrainingBrisbane North Institute of TAFE (BNIT)

methodology and stakeholder input


55

Bunyip ConsultingBusiness FoundationsByron CollegeCanberra Institute of TechnologyCareer Employment AustraliaCareers AustraliaCato HRCentral College onlineCentral Institute of TechnologyCentre for Adult Education (CAE) Australia Centre for Innovative Industries Economic Research (CIIER)/Australian Computer Society - Victoria Challenger Institute of TechnologyChamber of Commerce and Industry WAChisholm InstituteCity of unleyCommunications and Information Technology Training (CITT)Community College GippslandCommunity Services, Health & Education Training CouncilConstruction, Forestry, Mining and Energy union (CFMEu) CPA AustraliaCreative Corporate SolutionsCreative Industries Skills CouncilCrown Institute of Business and TechnologyC. y. o’Connor Institute Dean McDonald ConsultingDepartment of CommerceDepartment of Defence - ArmyDevelopment DynamicsDepartment of Further Education, Employment, Science and Technology (DFEEST)DucereElan ProjectsENHANCE Training & RecruitmentEsset AustraliaEvocca CollegeEvolve Training SolutionsExcel TrainingFinancial, Administrative and Professional Services Training Council (FAPSTC)Financial Education Professionals Pty LtdFinancial, Administrative & Professional Services Training Council

FINSART inc.Foundation EducationFuji Xerox Australia Pty LtdFutureNowGippsTAFEGoodstart Institute of Early learningGreenline AG Pty LtdGroup Training Australia (SA) Inc.Hamilton Secondary CollegeHeritage Bank LtdHumanagersIndustry Skills unit, Sydney Institute, TAFE NSWInfinite Education & TrainingInsources EducationInstitute of Certified BookkeepersIntellitrainInterlink Technology Services P/LIntellectual Property (IP) AuSTRALIAJenard Training and PersonnelLeadership Learning DynmaicsLearning VerveLennox InstituteLine Management Institute of TrainingLive Performance AustraliaLeadership Management Australia (LMA) - Farley GroupLocher and AssociatesMajor Training GroupManagement Consultancy InternationalMansfield Adult Continuing EducationMacquarie Education Group Australia (MEGA) Master Electricians SkillsConnectMeagan Newton Training and ConsultantMedia, Entertainment & Arts AllianceMEGTMental Health Coalition of SAMerinda Park Learning and Community CentreMetro ScreenMetropolitan South Institute of TAFEMiDel Education Pty LtdMiss Music BizMosaic Audio Visual Pty LtdMSIT Creative Industries Graphic DesignNational Insurance Brokers Association

National training organisationNavitas ProfessionalNBN Co.New Horizons Learning Centre(Perth)Newskills LimitedNorthern Melbourne Institute of TAFE (NMIT)Norgrove TrainingNSW PoliceoAK Tasmaniaopen Channel Co-operativeopen CollegesParadigm InfinitumParticipate Film AcademyPerformis Pty LtdPersonal Injury Education FoundationPerth Institute of Contemporary Arts (PICA)Pilbara InstitutePivot Solutions Pty Ltd trading as The Pivot InstitutePolytechnic West - Australian Centre for Work SafetyPrinting Industries Association of AustraliaProfessional Training & AssessmentProvet Pty LtdQueen Anne English CollegeQueenlsand Catholic Education CommissionQueensland Tourism Industry CouncilRadio AdelaideRamsden Telecommunications TrainingRaytheon AustraliaREACH for TrainingResponse LearningRhodes CollegeSA Ambulance ServiceSA Power NetworksScott Adam ManagementSerco Global ServicesService Skills South AustraliaShoreline LEarning and DevelopmentSKILLED GroupSkillsHQSociety of Motion Picture and Television EngineersSoftware Publications Pty LtdSol-utions Business Services

56


Southbank Institute of TechnologySouthern cross education institueSpectra TrainingSpectrum TrainingStar Training and AssessingSterling Business CollegeSuncorpSuperannuation Compliance ServicesSustainable Advantage Group Australia Pty LtdSydney College of Business and ITSydney Community CollegeSydney Film SchoolSydney Instituite of TAFESydney Institute of TechnologyTAFE Hunter InsituteTAFE NSWTAFE NSW open Training and Education Network (oTEN)TAFE NSW South Western Sydney Institute (SWSI)TAFE SATAFE SA Training Package unit Task Force Community Agency Inc.Tasmanian Polytechnic/TasTAFE

Tasmanian Small Business Council

Technology Industry Association

Telstra

The Association of Superannuation Funds of Australia Limited

The Australian yMCA Institute of Education and Training (Perth Campus)

The Graphic Arts Merchants Association of Australia (GAMAA)

The Recovre Training Services Pty Ltd

THINK Education

Telecommunications Industry Training Advisory Board (TITAB) Australia

Training and Tertiary Education

Training Th@t Works

Trainwest

True North Education & Training

Tactical Training Group (TTG)

universal Events Management

upskilled

Victoria university

Victorian Aboriginal Education Association Incorporated

Victorian Institute of Culinary Arts and Technology

Victorian Working Party

Vostro Institute

Western Australian Academy of Performing Arts (WAAPA)

WA Department of Training & Workforce Development (WADTWD)

Walking Horse Music

West Coast Institute of Training (WCIT)

Western Australian Museum

Work & Training

Workfit Australia Pty Ltd

WorkSafe Victoria


57

Bibliography

■ ABS (2012) Australian industry, 2011-12.

■ AIG (2013) National CEO survey: business prospects in 2013: Australia’s gap year?

■ AIG (2013) Report on WEF Global Competitiveness Survey, Sept 2013.

■ ARC Centre of Excellence for Creative Industries and Innovation (2013) Australian creative economy report card 2013, http://www.cci.edu.au, (accessed 10.07.2013).

■ Assetinum (2012) Social media survey private banks.

■ Austrade (2013) Why Australia: benchmark report update June 2013.

■ Australian Government (2013) Creative Australia: the national cultural policy. http://www.creativeaustralia.arts.gov.au, (accessed 01.06.2103).

■ Australian Government (2013) National Partnership Agreement on Skills Reform. http://www.innovation.gov.au/skills/National/NationalPartnership/Pages/default.aspx.

■ Australian Government (2013) Skills for all Australians. http://www.dpmc.gov.au/publications/skills_for_all_australians/chapter1_overview.html.

■ AWPA (2013) Future focus, 2013 National Workforce Development Strategy key messages.

■ AWPA (2013) ICT workforce study, July 2013.

■ BCA (2013) Action Plan for enduring prosperity. http://www.bca.com.au/Content/102223.aspx.

■ Brynjolfsson, E. and Hitt, L. (2000) ‘Beyond computation: Information technology, organizational transformation and business performance’. Journal of Economic Perspectives, 14(4): 23-48.

■ Casey, S., NBN Co, Delivering mountains of content.

■ Department of Broadband, Communications and the Digital Economy (2013) The national cloud computing strategy.

■ Department of Education, Employment and Workplace Relations (2012) Employment outlook for education and training, August 2012.

■ Department of Education, Employment and Workplace Relations (2013) Skillsinfo.

■ Dow, K. L. and Braithwaite, V. (2013) Review of Higher Education Report, Australian Government.

■ Gartner Inc. (2012) ‘Gartner says consumer-facing industries will drive IT investment in Australia in the next five years’, press release (19 November). http://www.gartner.com/newsroom/id/2244515.

■ Government of South Australia (2013) Skills for All: summary report. http://www.skills.sa.gov.au/Portals/0/content/trainingandlearning/pdfs/Skills%20for%20All%20Summary%20Report%20December%202012%20(uPDATED%20121212).pdf.

■ Government of Tasmania (2013) Skills for work. http://www.skills.tas.gov.au/skillstas/skillsforwork.

■ Government of WA (2013) Future Skills WA. http://www.dtwd.wa.gov.au/dtwd/detcms/navigation/future-skills-wa/?oid=MultiPartArticle-id-14230840.

■ Hays (2013) Top 10 talent trends for 2013. http://www.hays.com.au.

■ Hudson (2013) Salary and employment insights 2013.

■ IBISWorld (2012) A snapshot of Australia’s digital future to 2050.

■ IBISWorld (2013) Industry report P8101: technical and vocational education and training in Australia, February 2013.

■ IBM (2013) Reinventing Australian enterprises for the digital economy.

■ IBSA (2013) Digital literacy and e-skills, 2013. http://www.ibsa.org.au (accessed 18.07.2013).

■ ICD (2012) Top 10 predictions, IDC predictions 2013: competing on the 3rd platform. http://www.idc.com/research/Predictions13/downloadable/238044.pdf.

■ IDC (2012) Skills in the Workplace Forum, Parliament House, November 2012.

■ Karmel, T., et al. (2008) Is VET vocational? The relevance of training to the occupations of vocational education and training graduates. NCVER, Adelaide.

■ Leadership Management Australasia (2013) Leadership, employment and direction survey: new realities, new challenges, new outlook. Leadership Management Australasia.

■ Melbourne Manalo & orsmond (2013) The business services sector.

■ Mills et al (2012) Workforce skills development and engagement in training through skill sets: literature review. http://www.ncver.edu.au/publications/2483.html.

■ National Sustainability Council (2013) Sustainable Australia report 2013. http://www.environment.gov.au/sustainability/measuring/council.html.

■ National VET Equity Advisory Council, 2011, Equity blueprint 2011-2016, NVEAC, Melbourne.

■ NCVER (2012) Tertiary education and training in Australia 2010, NCVER, Adelaide.

58


■ NCVER (2013) Australian vocational education and training statistics: Students and courses 2012, NCVER, Adelaide.

■ NCVER (2013) Australian vocational education and training statistics: apprentices and trainees 2013 March quarter, NCVER, Adelaide.

■ NCVER (2013) National VET provider collection data, including preliminary data for 2012 not yet in VoCSTATS, as provided by NCVER on 07.08.2013.

■ NSW Government (2013) Smart and skilled – reforming VET in NSW. http://www.training.nsw.gov.au/vet/skills_reform/.

■ Productivity Commission Research Report (2011) Vocational education and training workforce.

■ Robert Half (2013) 2013 salary guide: finance and accounting. http://www.roberthalf.com.au/salary-guides.

■ Robert Walters (2013) Salary survey 2013. http://www.robertwalters.com.au/career-advice/salary-survey.html.

■ Service Skills South Australia (2013) Creative futures report.

■ Victorian Government (2013) Victorian training market quarterly report, full year 2012.

■ Weekend Australian (2013) ‘Cloud and apps key to future’, in Weekend Professional, June 15-16, 2013.


59

Occupations and qualifications in demand

Appendix C

IBSA reports critical occupations in demand to government and industry stakeholders.

This list reflects demand for occupations and job roles reported at IBSA’s Escan industry consultations and

IBSA occupations and qualifications in demand

validations conducted in 2013 and also incorporates underpinning industry intelligence and research gathered through IBSA’s ongoing stakeholder engagement. The list is organised alphabetically on the basis of the IBSA industries and their training packages.

Qualifications that correspond to the occupations in demand are also provided. The ‘bold’ occupations and job roles represent newly reported occupations in demand.

BUSINESS SErVICES

ANZSCo oCCuPATIoN/JoB RoLE TRAINING PACKAGE QuALIFICATIoN

149211 Contact centre manager BSB40312

BSB50311

BSB50407

Cert IV in Customer Contact

Diploma of Customer Contact

Diploma of Business Management

541112 Contact centre workers BSB30211

BSB40312

BSBSS00002

PSPSS00024

Cert III in Customer Contact


Basic Contact Centre Operations Skill Set

Operate in a Customer Contact Environment Skill Set

511111

511112

Contract, program, project manager

BSB41513

BSB51413

BSB60707

Certificate IV in Project Management Practice

Diploma of Project Management

Advanced Diploma of Project Management

132111 Corporate services manager BSB50207

BSB51107

BSB60407

Diploma of Business

Diploma of Management

Advanced Diploma of Management

132111 Corporate social responsibility manager

BSB50207

BSB51107

BSB60407

Diploma of Business



521212 Court clerk/legal support

BSB40110 Cert IV in Legal Services

60


BUSINESS SErVICES - Continued


541211

149212

Customer service/ frontline inquiry officer

BSB30412

BSB40507

BSB50407

Cert III in Business Administration

Cert IV in Business Administration

Diploma in Business Administration

133512

512111

Frontline supervisor BSB40812

BSB50311

Cert IV in Frontline Management

Diploma of Customer Contact

531111 General administrative officer

BSB30412

BSB40507

BSB50407

Cert III in Business Administration


Diploma of Business Administration

111211 General manager BSB50207

BSB51107

BSB60407

Diploma of Business



599411

132311

Human resource administrator/manager

BSB41013

BSB50613

BSB60907

Cert IV in Human Resources

Diploma of Human Resources Management

Advanced Diploma of Management (Human Resources)

224711

224712

Management and organisation analysts

BSB51107

BSB60407



224214

224999

Manager – data and records BSB40212

BSB41707

BSB50207

BSB51707

BSB60207

BSB60807

Cert IV in Business

Cert IV in Recordkeeping

Diploma of Business

Diploma of Recordkeeping

Advanced Diploma of Business

Advanced Diploma of Recordkeeping

111211 Manager business development/strategy

BSB50207

BSB51107

Diploma of Business


131112

225113

Manager/advisor - social media

BSB41307

BSB51207

BSB60507

Certificate IV in Marketing

Diploma of Marketing

Advanced Diploma of Marketing


61

BUSINESS SErVICES - Continued


131112

131113

131114

Managers, advertising, sales and public relations

BSB40107

BSB40610

BSB41307

BSB50107

BSB51207

Cert IV in Advertising

Cert IV in Business Sales

Cert IV in Marketing

Diploma of Advertising


132111 Managers, corporate services

BSB50407

BSB60207



225112 Market research analyst

BSB41307

BSB51207

BSB60507



Advanced Diploma of Marketing

512111

512211

512299

office and practice manager BSB50207

BSB50407

BSB60407

BSB60207

Diploma of Business




132311 oHS/WHS manager BSB51312

BSB60612

Diploma of Work Health and Safety

Advanced Diploma of Work Health and Safety

251312 oHS/WHS officer BSB30712

BSB41412

Certificate III in Work Health and Safety

Certificate IV in Work Health and Safety

224712 organisation and workforce development specialist

BSB50407

BSB51107

BSB60207

BSB60407





221213

221214

Quality and compliance auditor

BSB50407

BSB51107

BSB51607

BSB60407



Diploma of Quality Auditing


234312

234399

251311

Sustainability manager BSB51107

BSB60407

Diploma of Management, including units on business continuity and sustainability

Advanced Diploma of Management, including units on business continuity and sustainability

62


CUlTUrAl & CrEATIVE

ANZSCO OCCUPATION/JOB rOlE TrAINING PACKAGE QUAlIFICATION

139911 Arts administrator/manager (inc. business and financial skills)

BSB30307

CuV30411

BSB40407

CuV40511

Cert III in Micro Business operations

Cert III in Arts Administration

Cert IV in Small Business Management

Cert IV in Arts Administration

399512 Digital operators - camera (film, television, video): focus puller data wrangler 3D videographer

CuF20107

CuF30107

CuF40107

CuF40307

CuF50107

CuF50207

CuF50307

Cert II in Creative Industries (Media)

Cert III in Media

Cert IV in Screen and Media

Cert IV in Broadcast Technology

Diploma of Screen and Media

Diploma of Interactive Digital Media

Diploma of Broadcast Technology

232413 Games developer/ 3D animator/ visual effects

CuF40107

CuF40207

CuV40311

ICA40311

ICA40811

ICA40911

CuF50107

CuF50207

ICA50211

ICA50611

ICA50911

CuF60107

CuV60311


Cert IV in Interactive Digital Media

Cert IV in Design

Cert IV in Web-Based Technologies

Cert IV in Digital Media Technologies

Cert IV in Digital and Interactive Games



Diploma of Digital and Interactive Games

Diploma of Website Development

Diploma of Digital Media Technologies

Advanced Diploma of Screen and Media

Advanced Diploma of Creative Product Development


63

CUlTUrAl & CrEATIVE - Continued


232412 Illustrator CUV30111

CUV30311

CUV40111

CUV40311

CUF40107

CUF40207

ICA40811

ICA50611

ICA50911

CUF50107

CUF50207

CUV60311

Cert III in Visual Arts

Cert III in Design Fundamentals

Cert IV in Visual Arts

Cert IV in Design




Diploma of website Development




Advanced Diploma of Creative Product Development

224999 Knowledge or information manager

CuL30111

CuL40111

CuL50111

Cert III in Information and Cultural Services

Cert IV in Library, Information and Cultural Services

Diploma of Library and Information Services

599711

399312

Library assistant or library technician

CuL30104

CuL40104

CuL50104

Cert III in Information and Cultural Services

Cert IV in Library, Information and Cultural Services

Diploma of Library and Information Services

64



599912 Media technician (post-production, screen on set)

CUF20107

CUF30107

CUF40107

CUF40207

CUF50107

Cert II in Creative Industries (Media)

Cert III in Media




261212 Multimedia specialist ICA40311

ICA50611



312312 Specialist or niche occupations: broadcast technologist, and outside broadcasting technician (television)

ICT20113

ICT20313

CuF30207

ICT30213

ICT30313

BSB41513

CuF40307

ICT40210

ICT40613

ICT50210

ICT50310

ICT50410

ICT60210

Cert II in Telecommunications Technology

Cert II in Telecommunications Cabling

Cert III in Broadcast Technology

Cert III in Telecommunications

Cert III in Telecommunications Cabling

Cert IV in Project Management

Cert IV in Broadcast Technology

Cert IV in Telecommunications Network Engineering

Cert IV in Telecommunications Networks Technology

Diploma of Telecommunications Network Engineering

Diploma of Telecommunications Management

Diploma of Radio Frequency Networks

Advanced Diploma of Telecommunications Network Engineering



65



399516

399513

212316

Technicians - audio/sound, lighting, stage management

CuS40209

CuS50209

CuS60209

Cert IV in Sound Production

Diploma of Sound Production

Advanced Diploma of Sound Production

261212 Web development (content management, database development, editing and publishing)

ICA40311

ICA50611



Script development (producer, writer, director) and script editor

CuF40107

CuF50107

CuF60107




Performing arts teacher CuA40313

CuA50313

Cert IV in Dance Teaching and Management

Diploma of Dance Teaching and Management

Specialist or niche film on set crew: screen and media technician; armourer; continuity; script supervisor; colourist, make-up and prosthetics; 3D operator

CuF40107

CuF40407

CuF40507

CuF50107

CuF50407

CuF60107


Cert IV in Make-up

Cert IV in Costume for Performance


Diploma of Specialist Make-up Services


66


FINANCIAl SErVICES


221111

221112

221113

Accountants/accounting manager

FNS40611

FNS50210

FNS60210

Cert IV in Accounting

Diploma of Accounting

Advanced Diploma of Accounting

551111

551112

Accounts assistant/accounts officer

FNS30311

FNS40211

FNS40611

FNS40710

Cert III in Accounts Administration

Cert IV in Bookkeeping


Cert IV in Financial Practice Support

512111 Administrator and corporate operations officer

BSB40507

BSB50407

BSB60207




221213

221214

Auditors – accounts, including carbon

FNS30311

FNS40211

FNS40611

FNS50210

FNS60210

FNS60811






Advanced Diploma of Integrated Risk Management

221213

221214

Auditors – compliance and regulation

FnS40611

FnS50210

BSB51607

FnS60210

FnS60811






551211 Bookkeeper FNS30111

FNS30311

FNS40211

Cert III in Financial Services




67

FINANCIAl SErVICES - Continued


131112 Business development manager – financial planning

BSB40610

BSB50207

BSB60207


Diploma of Business


222112 Business lending/mortgage development

FNS40111

FNS40811

FNS41811

FNS50311

FNS51511

Cert IV in Credit Management

Cert IV in Finance and Mortgage Broking

Cert IV in Financial Services

Diploma of Finance and Mortgage Broking Management

Diploma of Credit Management

541112

611312

149212

Customer and client services FNS30111

FNS30311

FNS40111

BSB40312

BSB40610

BSB50207

FNS51511

BSB60207






Diploma of Business



599311 Debt collector FnS30410

FnS40111

Cert III in Mercantile Agents


222311 Financial planner/advisor financial investment advisor

FNS41811

FNS50611

FNS51011

FNS60410

Cert IV in Financial Services

Diploma of Financial Planning

Diploma of Financial Markets

Advanced Diploma of Financial Planning

68




599516

599599

Financial services investigations

FNS40611

FNS50210

FNS60210

FNS60811





222113 Insurance broker FNS30610

FNS41710

FNS51210

Cert III in Insurance Broking

Cert IV in Insurance Broking

Diploma of Insurance Broking

599611

599612

599613

Insurance consultant claims FNS30511

FNS41512

FNS41411

FNS51312

FNS50110

FNS50811

FNS51110

Cert III in General Insurance

Cert IV in Life Insurance

Cert IV in General Insurance

Diploma of Life Insurance

Diploma of Personal Injury Management

Diploma of Integrated Risk Management

Diploma of General Insurance

599611 Insurance officer – health and life insurance

FNS30511

FNS30111

FNS40107

FNS50107

FNS50110

FNS50811

Cert III in General Insurance


Cert IV in Financial Services – Life Insurance

Diploma of Financial Services – Life Insurance



221214 Manager/analyst – business risk

FNS40111

FNS50811



2222 Manager/analyst – carbon trading

FnS51011

FnS60811

Diploma of Financial Markets



69


224712 Manager/analyst compliance and regulation

FnS40611

FnS50210

BSB51607

FnS60210

FnS60811






552211

221213

Manager/analyst credit and audit compliance

FnS40111

FnS50811

FnS51511

BSB51607





223113 Manager/analyst workers’ compensation

FNS40310

FNS40510

FNS50110

Cert IV Personal Injury Management (Claims Management)

Cert IV Personal Injury Management (underwriting)


222112 Mortgage/finance broker FNS40111

FNS40811

FNS50311


Cert IV in Finance and Mortgage Broking

Diploma of Finance and Mortgage Broking Management

222312 Superannuation administration, manager/analyst superannuation fund

FNS40911

FNS50711

FNS60513

Certificate IV in Superannuation

Diploma of Superannuation

Advanced Diploma of Superannuation

222312 Superannuation advisor FnS50711

FnS60513

Diploma of Superannuation

Advanced Diploma of Superannuation


70



313214

342414

Broadband technician ICT20213

ICT20313

ICT30213

ICT30313

ICT30613

ICT40110

ICT40210

ICT40613

Cert II in Telecommunications




Cert III in Broadband and Wireless Networks

Cert IV in optical Networks

Cert IV in Telecommunications Engineering

Cert IV in Telecommunications Networks Technology

135111

135199

Chief information officer (pathway)

ICA50111

ICA60211

ICA60411

ICA70111

Diploma of Information Technology

Advanced Diploma of Network Security

Advanced Diploma of Information Technology Project Management

Vocational Graduate Cert in Information Technology and Strategic Management

263312

263111

Computer network professional

ICA30111

ICA40111

ICA40411

ICA50111

ICA50411

ICA60211

Cert III in Information, Digital Media and Technology

Cert IV in Information Technology

Cert IV in Information Technology networking


Diploma of Information Technology networking

Advanced Diploma of network Security

INFOrmATION & COmmUNICATIONS TEChNOlOGy


71

INFOrmATION & COmmUNICATIONS TEChNOlOGy - Continued


261112

342313

Data analyst, information and mining manager

FnS40611

FnS50210

ICA50511

FnS60210

ICA60311



Diploma of Database Design and Development


Advanced Diploma of Information Technology Business Analysis

262111

262112

Database, virtual database administrator

ICA40111

ICA50111

ICA60211




312412

313211

Digital communication technician, digital reception technician

ICT20413

ICT30413

ICT40313

Cert II in Telecommunications Digital Reception Technology

Cert III in Telecommunications Digital Reception Technology

Cert IV in Telecommunications Radio Communications

261111

261112

ICT business, green and systems analyst

ICA40511

ICA50411

ICA50611

ICA60211

Cert IV in Programming

Diploma of Information Technology networking



263112 ICT helpdesk officer ICA30111

ICA40411


Cert IV in Information Technology networking

135199 ICT manager ICA50111

ICA60111

ICA60211


Advanced Diploma of Information Technology


135112 ICT project manager ICA50111

ICA60411


Advanced Diploma of Information Technology Project Management

7121 ICT rigger ICT20513

ICT30513

Cert II in Telecommunications Fixed Wireless and Rigging Installation

Cert III in Telecommunications Rigging Installation

6212 ICT sales assistant ICA30111 Cert III in Information, Digital Media and Technology

262112 ICT security specialist ICA60211 Advanced Diploma of network Security

72



313214

313199

ICT support technician ICA30111

ICA40111

ICA50111




263299 ICT support, test engineers

ICA30111

ICA40211

ICT40510

ICA40611

ICA50111


Cert IV in Information Technology Support

Cert IV in Telecommunications network Planning

Cert IV in Information Technology Testing


261212

232414

Multimedia specialist, web developer, web designer

ICP30312

ICA30111

CUF30107

CUF40207

ICA40311

ICA40811

CUF50207

ICA50611

ICA50911

Cert III in Printing and Graphic Arts (Multimedia)


Cert III in Media


Cert IV in web-Based Technologies





261111 261311 261312 261313 261314

Software and applications programmer, tester

ICA40511

ICA40611

ICA50711

Cert IV in Programming

Cert IV in Information Technology Testing

Diploma of Software Development



73



262113 Systems administrator, virtual systems administrator

ICA40711

ICA50311

ICA50511

Cert IV in Systems Analysis and Design

Diploma of Information Technology Systems Administration

Diploma of Database Design and Development

2254 Technical sales representative ICA40211 Certificate IV in Information Technology Support

342312

342412

342413

Telecommunications: cable jointer, line worker, cabler, splicer, communications officer

ICT20313

ICT20413

ICT20213

ICT30413

ICT30313


Cert II in Telecommunications Digital Reception Technology

Cert II in Telecommunications



233411

263312

263311

313212

313213

Telecommunications: network planner, operations, test engineer, designer, technical specialist

ICT30213

ICT40210

ICT40510

ICT40613

ICT50210

ICT50513

ICT60210

ICT70110

ICT80110


Cert IV in Telecommunications Engineering

Cert IV in Telecommunications network Planning

Cert IV in Telecommunications network Technology

Diploma of Telecommunications network Engineering

Diploma of Telecommunications Planning and Design

Advanced Diploma of Telecommunications network Engineering

Vocational Graduate Cert in Telecommunications network Engineering

Vocational Graduate Diploma of Telecommunications network Engineering

n/A code

Telecommunications rigger installer

ICT20513

ICT30513

Cert II in Telecommunications Fixed wireless and Rigging Installation

Cert III in Telecommunications Rigging Installation

74



272111 Career counsellor or advisor N/A Higher education qualification used

242211 Language, literacy and numeracy professional

TAE70111

TAE80110

Vocational Graduate Cert in Adult Language, Literacy and numeracy Practice

Vocational Graduate Diploma in Adult Language, Literacy and numeracy Leadership

224712 Management and organisation analyst including quality, compliance and skills auditing, accountable education officer

TAE40110

BSB51107

BSB51607

Cert IV in Training and Assessment



242211 Professional – VET curriculum and instructional designer/advisor

TAE40110

TAE50211


Diploma of Training Design and Development

242211 Teachers – schools – ICT learning

TAE40110

TAE80312


Vocational Graduate Cert in Digital Education

249311 Teachers of English to speakers of other languages

n/A Higher education qualifications and accredited courses used

223311 Training and development professional

TAE40110

TAE50111

TAE50211


Diploma of Vocational Education and Training


242211 VET teacher – school and non-school, trade trainer

TAE40110

TAE50111

TAE50211


Diploma of Vocational Education and Training


242211 workplace trainers and assessor (VET and non-VET)

TAE40110

TAESS00006


workplace Supervisor Skill Set

TRAINING & EDuCATIoN


75


131112 Business Development/Sales and Marketing Manager

BSB41307

BSB51207

ICP40610

ICP50410



Cert IV of Printing and Graphic Arts (Management/Sales)

Diploma of Printing and Graphic Arts (Management/Sales)

392311/ 392211

Digital Printer/ Digital Press operator (Inkjet; Continuous; Web Fed; Wide Format)

ICP30412

ICP30512

ICP40110

ICP40310

ICP50210

Cert III in Printing and Graphic Arts (Digital Print)

Cert III in Printing and Graphic Arts (Printing)

Cert IV in Printing and Graphic Arts (Graphic Pre-press)

Cert IV in Printing and Graphic Arts (Printing)

Diploma of Printing and Graphic Arts (Multimedia)

133512 Production Manager (digital printing)

ICP40710

ICP50510

Cert IV in Printing and Graphic Arts (Process Leadership)

Diploma of Printing and Graphic Arts (Process Improvement)

392111* Binder and Finisher ICP20610

ICP30712

Cert II in Printing and Graphic Arts (Converting, Binding and Finishing)

Certificate III in Printing and Graphic Arts (Print Finishing)

PRINTING & GRAPHIC ARTS

* The packaging operator - converting not binding - aspect of the Binder and Finisher qualification has been reported as in demand.

76


AcknowledgementsThe 2014 Environment Scan has been produced with the assistance of funding provided by the Australian Government through the Department of Industry.

IBSA has produced this Environment Scan as a resource for its stakeholders without any form of assurance. While IBSA aims to provide high quality content, it does not guarantee the accuracy of this information and therefore will not be liable in any capacity for damages or losses to the user that may result from the use of this information.

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