Higher apprenticeships part of creating industry relevant training – comment by CEO Jenny Dodd

This week we continue our discussion of the initiatives coming from the Employment White Paper. The Employment White Paper can be accessed here.

We’ve talked about the skills passport and now let’s turn to the proposed higher apprenticeships.

For some time, the commentary has been nine out of ten new jobs will require post-secondary qualifications. For example, in Jobs and Skills Australia’s recently released Towards a National Jobs and Skills Roadmap – Summary, they state that around half of those new jobs will require a higher education qualification and about 44% a vocational education pathway (p14).

The proposal for a higher apprenticeship is something a bit different. It straddles both vocational education and higher education. Higher education because higher apprenticeships will be the equivalent of a bachelor degree. Vocational education because higher apprenticeships are firmly part of vocational education, given their partnership with industry. TAFE’s experience here is fundamental.

As the Employment White Paper states, “Innovative and new qualifications will be a vital part of meeting industry needs. The development of ‘higher apprenticeships’ – which combine structured on-the-job training through apprenticeships with study leading to degree-level qualifications – could provide opportunities for students to obtain higher-level skills. This has the potential to engage more people in tertiary education and address the skills needs of employers. Higher apprenticeships would allow students to develop more specialised higher-level skills tailored to emerging skills needs, such as digital or cyber technology and advanced manufacturing, not offered under traditional apprenticeship models.” (p124).

The examples given above are increasing areas of demand for TAFEs. For example, many TAFEs have noted that cyber security lends itself to a work-and-learn model in the form of an apprenticeship. It is also a good example of the emerging skills needs where new curriculum at higher capability levels is required to deliver industry relevant training. The current national TAFE cyber network is well positioned to be an innovative collaborative resource for such development.

The new thinking that sits behind the potential for these higher apprenticeships is exciting. The development of the curriculum alone will require appropriate scaffolding of learning to ensure the higher apprenticeships meet AQF 7 requirements. The current competency model is unlikely to be useful in this context. Curriculum development will require those with expertise in education along with industry to design what will be relevant for them.

There is quite a bit of work to be done to make these higher apprenticeships possible, but it is exciting that they are in the mix for new industry responsive qualifications. For too long innovation has been stifled by a one size fits all model. This expansion of vocational education is exactly what is required to meet emerging skill needs.