Presentation is loading. Please wait.

Presentation is loading. Please wait.

Deliverable for Milestone 1(b)

Similar presentations


Presentation on theme: "Deliverable for Milestone 1(b)"— Presentation transcript:

1 Deliverable for Milestone 1(b)
IIGF Project Report “Training and Education Needs of the Printing Industry Now and Into the Future” Deliverable for Milestone 1(b) 23 January, 2004

2 Contents for Data Phase Deliverable
Introduction 1.0 Deliverables 1.1 Establish training needs both near and into the future 1.2 Map the current system for printer training/ education delivery 1.3 Map the structures and interfaces between the key stakeholders involved in the policy development and delivery of educators/ training of printers 1.4 Establish international best practice (Refer Appendix A3 – Overseas Training Review – for details) Country delivering best practice training based on agreed criteria 1.4.1 (A) Country delivering best practice E & T 1.4.1 (B) Criteria for best practice E & T Best practice training 1.4.2 (A) Context for best practice E & T 1.4.2 (B) Content for best practice E & T 1.4.2 (C) Practices and procedures for best practice E & T Gaps between the Australian system and best practice 1.4.3 (A) Key learnings/ features of overseas E & T for print 1.4.3 (B) Key gaps between the Australian system and overseas 1.5 Strategic SWOT for printing industry education & training

3 Introduction This document forms the first of 5 deliverables of the PIAA led study into the “Training and Education Needs of the Printing Industry Now and Into the Future.” The final report for the project is due on the 7th May 2004. As the first deliverable, this document provides the following: A listing and summary of the roles of key stakeholders in the education and training of printers Documentation of interviews held with stakeholders in the form of “Gap Analyses” Maps of the current system for printer training/education, showing the structures and interfaces between the key stakeholders, including those relating to policy development, funding and delivery An input/ output model, developed to dimension future printer tradespersons needs and the consequential printing industry demands for print apprentices An overview of printer training and education in major overseas countries A strategic SWOT based on the work completed above

4 The Completed Project will:
Recommend what needs to be done to meet the current and future training and education needs of the industry, including priorities in terms of training needs and resources required for implementation. The recommendations will have gone through a thorough industry consultation process and agreed with the Project Advisory Group. It will involve the following stages: Collection of data on the existing skills base and future skills needs of the industry Predictions based on the data collected for the requirements of education and training into the future to enable the development of a vibrant and viable industry Test and review the predictions through detailed consultations with key stakeholders Produce an Action Plan for the future training needs of the printing industry

5 The Project Has Been Driven by the Print 21 Learnings
Key industry trends: The industry predominantly comprises small to medium size firms There is a high concentration of firms in regional Australia Value adding is declining Capacity utilisation is extremely low and profit margins are declining The strategic analysis of the industry highlights major weaknesses being: Trade based industry image Excess capacity Failure of training structures to keep up with new and emerging technologies Poor management skills Lack of entrepreneurial focus Lack of understanding of customer needs Major findings in terms of threats: Competing industries such as IT The trade/ craft based image of the industry Digitization Reducing relevance to customers

6 Revolution Model Adopted for the Conduct of this Project
GAP Current Position Desired Position Underutilised VET and higher education by the industry Industry adequately educated and trained to adapt to rapidly changing market environment Data SME focus upon short term viability and not skills development Under-developed management capabilities Trade based focus Apprenticeship concerns: commitment & duration Training delivery concerns Funding issue for adult learning Little industry knowledge of training package Changes to ITAB structure Implementation Predictions To be determined after the completion of this project Next phase of the project Test After predictions and will primarily be conducted by workshops with key stakeholders in the education and training of printers

7 Project Methodology DATA PREDICT TEST CONCLUDE REVIEW
Identify the key stakeholders Establish the available data including other IIGF studies Via interviews identify data gaps Via interviews identify major issues and obstacles Map training and education facilities as well as structural interfaces Assessing local education/ training against world’s best practice Develop scenarios for skills needs now and into the future Model the type of training/education required by skill type Develop a model for nationally consistent and effective training delivery Utilise wide industry and other stakeholder consultation together with workshops of key industry participants to develop “straw men” predictions Review predictions with industry and key training/ education bodies and make adjustments Hold seminars, focus groups and workshops to achieve wide spectrum of consultation/ input Decide whether more data needed or step to conclusion phase Draw conclusions Make recommendations Finalise report Conclude qualitative/ quantitative training needs over 10 years Articulate resources required for implementation and priorities for application of funds Final report to Advisory Group Include plan for printers roll out Recommend review process

8 Printing Industry Revenue
2nd Curve Thinking Identified in Print 21 as Imperative for Developing New Value Added Growth – Education & Training is Key to This 2nd curve – New thinking/ products and services 1st curve – Traditional printing industry life cycle P21 identified the need for new training Incremental thinking is not the answer Inertia GAP to be redressed by industry leadership Training for new thinking identified in Print 21 as an imperative Printing Industry Revenue Incremental thinking Natural inertia Now 5 – 10 years out Time

9 Education & Training to Underpin Growth from Existing Products and Existing Markets
Products and Services Existing Future Print21 identified that the emerging need was for new products and services for new markets The industry needed: Customer focused people Knowledge and information people Business people Modern crafts people Printed product Print and hold services Pick and pack services Digital printing Variable imaging Digital file management Logistics services e-books Existing Markets Digital publishing Digital rights management Direct marketing Multi-media Future 2nd curve industry growth

10 Profit leading enterprises Profit challenged enterprises
The US Printing Industry Benchmarking Study Clearly Demonstrates that Profit Leading Enterprises Commit More to Education & Training than Profit Challenged Enterprises Profit leading enterprises Profit challenged enterprises Percentage of payroll spent on E & T 4.1% 2% Education & Training Participation Formal training 14% Administrative 10% - Production/ Technical 36% 26% Sales/ Customer Service 39% 21%

11 Performance Indicator Superior Performing Companies
Australian Printers Benchmarking Study Shows that there is a Positive Correlation Between Commitment to Training and Company Performance Performance Indicator Superior Performing Companies Total Sample Group ROTA 19.7% 5.8% Profit Margin 11.7% 3.5% Sales Growth ( ) 17% 5% Value Adding per Employee $113,815 $86,611 Training Days per Employee 3 1 (Source: IIGF Project – “A Benchmarking Investigation in the Australian Printing Industries”)

12 ● ○ ● ● ● ● ● ● ● ○ ● ● ● ● ○ ● ● ○ ● ○ ● ○ ●
Education and Training Pathways for the Printing Industry E&T Sources Short Courses Manager/ Owner Professionals Supervisors Sales/ Admin Trade Factory/ Others Work Experience Advanced Diploma Secondary C II C III C IV Diploma Degrees Masters Manage-ment Technical Sales Roles The Vet and higher education availability is adequate to cater for the printing industry’s current needs The issues with E & T relate more to delivery approaches, industry attitudes to training and firms’ low profitability

13 Deliverable 1.1 - Establish Training Needs Both Near Term and Into the Future
Training needs by skill type, employment level, covering desired flexibility in delivery and duration of courses Skills needs 5 to 10 years out

14 Total Printing Industry Population
Trade and Non Trade Industry Employee Numbers and Areas of Particular Focus for this Study Total Printing Industry Population 116,000 People Screen Printers 5.3% Non-trades focus Binders & Finishers 11.9% Non-trades focus Professionals Managers 20% Associate Professionals 12% Graphic Prepress 17.6% Non-trades occupational trend 6% Newspaper printing & publishing Trades-people 21,000 100% 2300 Printing Tradespeople 18% 1070 Labourers 5% Press Operators 13,700 65.3% A focus of this report is for offset/ lithographic trades as this area is predominantly occupied by the industry’s SME population Intermediate Production & Transport 10330 Other Trades 13% Clerical Sales & Service 4% 22% (Source: ABS Data, Census 2001) Areas of particular focus Print Machinists Small Offset

15 Plot of all Apprentices Nationally and Trend Line
Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2005 Est Correlation Total 760 1026 1433 938 759 731 710 619 662 530 480 380 -0.72

16 Plot of All Apprentices Numbers for Each State/ Territory (Prepress, Press, Binding & Finishing, Screen Printing)

17 Plot of Prepress Apprenticeship Numbers and Trend Line
Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2005 Est Correlation Total 238 355 343 222 203 193 190 164 138 90 120 53 -0.86

18 Plot of Printing Machinist Apprenticeship Numbers and Trend Line
Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2005 Est Correlation Total 344 462 524 490 385 370 357 330 383 340 260 279 -0.66

19 Plot of Binding & Finishing Apprenticeship Numbers and Trend Line
Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2005 Est Correlation Total 78 107 121 119 88 106 74 81 60 59 -0.66

20 Plot of Screen Printing Apprenticeship Numbers and Trend Line
Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2005 Est Correlation Total 100 102 107 83 62 89 37 60 40 23 -0.88

21 Summary of Analysis of Future Trades Training Numbers
The 2003 – 2005 NPITC VET Plan suggested that the impacts of declining sales and increasing productivity would mean substantial decline in the need for new apprentices. This, together with the educators’ concerns about sufficient numbers to provide critical mass for training – we thought it important to analyse the impact of this by way of a projection of trades needs based on an Input/ Output model for print tradespersons The interviews conducted and analysis of data available indicated the need to critically focus upon press tradespersons (small offset and print machinists), as there is a significant move away by the industry from employing tradespersons for prepress, post press and screen printing The data used for the development of the Input/ Output Model utilises ABS and DEWR data, assumptions gleaned from previous industry reports together with advice from industry experts Our findings, even allowing for sensitivities, project an oversupply for print machinists

22 Supply of Press Operators – Most Likely Case
Most Likely Scenario (refer to Appendix A5 - Input/ Output Trade Employment Needs Analysis - for details of the Input/ Output Model) 2002 2007 2012 Comments Total Tradesperson Printing Machinist 9045 8009 6531 Overall decline of print press tradesperson positions due mainly to technology productivity gains and products cannibalisation by other mediums Small Offset 1090 1301 1436 Total 10135 9310 7967 Apprentices Required 162 -21 -17 Traditional print decline is reducing need for printing machinists apprentices. The model shows a positive need for small offset apprentices but nationally there are very few being trained reflecting small firms preference to employ non-trade persons 81 73 243 52 64 New Apprentices Available 248 230 Overall the model projects an oversupply of apprentices even with the arbitrary assumption of growing demand for small offset apprenticeships 2 250 232

23 Printing Machinists – Age Profile
With a Focus on Retraining the Average Age of the Industry Still Doesn’t Increase to a Perilous Level Printing Machinists – Age Profile For full details refer Appendix A5 – Input/ Output Trade Employment Needs Analysis Average age excludes the 11.2% of the population falling into the 15 to 24 age group. We have deemed these to be apprentices/ trainees who are not yet trades qualified Number based upon Most Likely scenario (refer in Appendix A5 for Input/ Output Model)

24 Non-Print Services Will Quickly Become a Significant Part of Printers Revenues
Assumes doubling of ancillary services every 5 years Services Revenues Services Revenues Services Revenues 7% 14% 28% Print Revenues Print Revenues Print Revenues Assumes US data reflects Australian situation 93% 86% 72% NOW 5 Years 10 Years (Sources: US GATF/PIA Benchmarking Study 2003, Expert Opinions)

25 Total Industry Revenue for Traditional Print
Life Cycle for Traditional Printing Industry is in Decline Phase Traditional total print products demand is expected to increasingly fall over the next 10 years – together with further printing workplace automation and process integration will have a negative impact on trade jobs and require upskilling in computer interface for those on the shop floor Total Industry Revenue for Traditional Print * * Greater adaptation of: Significant presence of: * More sophisticated/ quicker computer technology for make ready ERP elements Equipment self-diagnostics (press, bindery finishing Client to printer digital interface Significant CTP adoption Penetration of: Highly sophisticated computer technology for faster make ready (press, bindery finishing) End to end ERP Widespread CTP adoption Equipment self-diagnosis Wide band direct digital interface Quick make-ready technology (press, bindery finishing) CTP Some ERP elements Client to printer digital interface Time Now 5 years 10 years

26 The Skills Required to Adapt to the Changes Taking Place in the Traditional Printing Area will be Largely Determined by Technology Changes and the Increasingly More Complex and Competitive Business Environment Area of Change Skills Required Operatives Management Computerisation of Equipment Computer interface Appreciation of computers and impact on workplace Digital Communications Communications technology Understand impact of digital communications on work place Digital File Interchange Computer file handling Understanding of computers and files CTP Increase Computer interface/ Digital file handling Understanding of industry technology trends and financials for capital purchasing decisions ERP Increase End to end process understanding and appreciation of computers and work flows Customer Engagement Understanding importance of quality/ delivery, selling skills Customer management Competitive Environment Understanding quality/ cost relationship Quality management, strategic marketing Shrinking Market Minimal Strategic management More Stringent Environmental Legislation Awareness of environmental and waste management Waste management strategies statutory obligations (Source: Expert Interviews)

27 Traditional Print Skills Needs Summary
Operatives: The required skills to adapt to changes in the work environment has been identified in the previous slide The existing training packages have cover for training both new entrants and the upskilling of existing operatives in the areas required to increase the adaptability of operatives to changes into the future Areas of concern are: The low awareness of owners/ managers to the need for upskilling The relatively low attractiveness of upskilling to operatives Management: The new skills required have been identified in the previous slide The skill sets needed relate primarily to extracting the maximum profit from a business that resides within a declining margin industry; holding on to volume and strategically engaging customers to get a greater share of customer There are adequate short courses as well as graduate and post graduate courses available by various delivery methods The economy has a suitably qualified pool of tertiary qualified persons to recruit from

28 The Growth and Progression in Ancillary Services will Place Demands for New Skills Needs Both for Management and Operatives Ancillary Services Now 5 Years 10 Years Digital Printing Graphic Design Fulfilment Management Warehousing Mailing Services Desktop Publishing Telemarketing Electronic File Storage e-Books Database Management Photo CD Services Digital Print Libraries CD Rom Services Multimedia Services Webpage Production/ History Digital Right Management Marketing Services Systems Integration Full Logistics Services

29 The Skills Required to Develop Ancillary Services is Significantly Different to the Skills Currently Held By Printer Managers and Operatives

30 Non-Traditional Ancillary Print Services E & T Needs Summary
Operatives: The key skill types have been identified in the previous slide The skill areas are different to the current print trades skills sets TAFE courses including the training package units cover the areas of skills required In these embryonic areas, there is little data showing employment levels nor historic data from which projections can be made as to future employment numbers The high level of IT literacy among the current student population, provides a sound platform for new employee recruitment in these areas Management: The key skills have been identified in the previous slide These skill sets are required to facilitate print companies to grow into the new areas identified There is adequate graduate and post graduate courses available to meet the education needs There is a pool of suitably qualified persons in the workforce from which to recruit

31 Desired Flexibility in Delivery and Duration of Courses
Qualifications Delivery Method Duration of Qualifications (full-time in months) for New Apprenticeships Current + Desired + Current* Desired Certificate II Desktop Publishing Can vary from fully ‘off the job’ to fully ‘on the job’ training Largely catered for 12 Print Design 12 (not NT, WA) Small Offset Print Production Support Screen Printing - Certificate III Graphic Prepress Wide variation is available for on/ off the job ratio Fully flexible with on/ off the job ratio to suit skill needs and assessment requirements 48 (36 in NT) 24 Print Finishing 48 (36 in NT, not ACT) Certificate IV Majority of courses offered are mainly full-time ‘off the job’ (normally pre-vocational) 24 (Tas), 48 (SA) 36 Printing 12 (WA), 24 (Tas), 48 (SA) Management/ Sales 24 (Tas & ACT) * Source: NAC Info Statistics Note: Apprenticeships shown in red + A more detailed analysis of delivery mechanisms across States/ Territories is available on page 38 - VET Training for Apprenticeship/ Traineeship Possibilities

32 Deliverable 1.2 - Map the Current System for Printer Training/ Education Delivery:
A complete database of printing and graphic arts education and training deliverers Training packages Methods of delivery Assessment of course delivery flexibility

33 Summary of Registered Training Organisations (RTOs) for Printing Qualifications
State/ Territory Number of RTOs ACT 3 New South Wales 10 (includes 7 Regional TAFES) Queensland 6 Tasmania South Australia 2 Victoria 12 (includes 6 Regional TAFEs) Western Australia 7 (includes 2 Regional TAFEs) Northern Territory 1 (Source: National Training Information Service – (Refer Appendix A4 - Listing of Registered Training Providers for the Printing and Graphic Arts Training Package - for specific provider details)

34 235 Course Unit Options for Printing and Graphic Arts
The Training Package Provides Common Course Units for Multiple National Level Qualifications Recommended for Front Line Management training One unit needs to be completed for CIII and above Other A to E Units 5 Unit Levels + Other Course options constrained by: Prescribed qualification rules Contract negotiations Unit selections need to be relevant to both the student and the company Delivery availability of selected units 235 Course Unit Options for Printing and Graphic Arts Units can also be selected from within the other 84 industry Training Packages

35 National Printing & Graphic Arts Industry Qualifications
Certificate II in Printing & Graphic Arts Certificate III in Printing & Graphic Arts Certificate IV in Printing & Graphic Arts Desktop Publishing Print Design Graphics Graphic Prepress Graphic Prepress Multimedia Multimedia Multimedia Other Ink Manufacture Ink Manufacture Ink Manufacture Mail House Mail Houses Mail Houses Mail Houses Finishing Print Finishing Print Finishing Advanced Diploma of Printing and Graphic Arts Printing Small Offset Print Production Support Printing Printing Diploma of Printing and Graphic Arts Carton Cardboard Box Container & Carton Cardboard Box Container & Carton Cardboard Box Container & Carton General General Prevocational Entry General General Services/ Merchants Graphic Arts Services Certificate III in Engineering – Mechanical Trade Certificate III in Engineering Graphic Arts Service Technician Screen Printing Screen Printing Screen Printing Screen Printing Manage-ment Note: Direct Entry can been obtained through Certificate II & Certificate III. Direct Entry is also obtained through Certificate IV Management/ Sales Management/ Sales (Source: NAC Info Service –

36 The Major Area of Printing Industry VET Focus
Desktop Publishing Print Design Small Offset Print Production Support Graphic Prepress Print Finishing Printing Graphics Finishing Certificate II in Printing & Graphic Arts Certificate III in Printing & Graphic Arts Certificate IV in Printing & Graphic Arts Diploma of Printing and Graphic Arts Advanced Diploma of Printing and Graphic Arts Other: Multimedia Mail House Carton General Services/ Merchants Screen Printing Manage-ment Access to skills via non-trade provision due to technology Minimal interest in apprenticeships in this area Prime printing apprenticeship (Source: NAC Info Service –

37 Public Sector Training Accounts for the Majority of the Printing Industry’s Usage
Reflect the use of the Training Package by the industry (Source: National VET Plan ; NPITC) Private Sector 32.8% 67.2% Substantially generic training outside of apprenticeships and traineeships Estimated at < 10% VET Training

38 Training Package Usage
Certificate II and III Dominate Training Package Delivery Cert III in Print Finishing 6.7% Diploma of Multimedia 2% Cert III Screen Printing 2% Cert III in Graphic Prepress 14.5% Cert III in Printing 35.8% Training Package Usage Cert II in Print Design 3% Cert II in Print Production 2% Cert II in Desktop Publishing 32% Certificate IIs = 37% Certificate IIIs = 57% Diploma = 2% (Source: National VET Plan , NPITC)

39 VET Training for Apprenticeship/ Traineeship Possibilities
State/ Territory Providers VET Training Package Delivery Mechanisms for Printing Apprenticeships Traineeships Totally at College On/ Off Job Totally in Workplace VIC RMIT Flexible X Other Regional TAFEs Private RTOs Minimal QLD Southbank Institute NSW Sydney Institute ACT Canberra Institute SA Douglas Mawson Institute WA Central TAFE Private RTOS TAS Institute of TAFE Tasmania Via RMIT (see VIC above) NT Charles Darwin University

40 Assessment of Course Flexibility
Courses/ Units for Study: Whilst not promoted or well understood by printers, the Printing and Graphic Arts Training Package does provide a very broad and soundly based pool of units that courses can be structured from The course units available satisfy the range of qualifications spanning basic trade to Advanced Diploma levels. This is especially so considering the ability to leverage units from the other 84 industry sector training packages The rules applying to the structure of courses for apprentices and trainees (Government funded) do not impede course flexibilities Course Delivery: Flexibility of E&T delivery does not satisfy the needs of printers especially for the small printers who represent the bulk of the industry’s businesses and who employ the majority of the industry’s people Apprenticeships by and large are not being offered by the small firms in part because the potential apprentices cannot be released for off-site training There is industry interest to upgrade an apprenticeship to a Certificate IV level with a reduction in duration to 3 years There are issues of sufficient students to provide critical mass for traditional TAFE training delivery Consumer choice is constrained by the broad nature of single provider status

41 Deliverable Map the Structures and Interfaces Between the Key Stakeholders Involved in the Policy Development and Delivery of Education/ Training of Printers: Detailed documentation of the key stakeholders nationally, their roles, the key interfaces and the current issues/ obstacles Complete strategic SWOT of the current training/ education infrastructure

42 Federal Govt. Training Bodies
Principle Stakeholder Relationships Business enterprises Employees/ Trainees Secondary students Teachers ACE STAs Unions State ITABS Federal Govt. Training Bodies Universities State Govt. ANTA National ITABs Federal Govt. Assoc-iations Secondary schools RTOs TAFEs Business enterprises Roles and Focus Business enterprises Jobs provision Training opportunities Sustainable business profits Employees Provision of qualified labour/ services Career prospects Associations Advise Facilitation Secondary school students Job candidates Secondary schools Employment pool Industry promotion Unions Career opportunities (for members) Industry health/ advise Security (deliver on agreements) Governments Funds Infrastructure Educators Provision of learning Federal Govt. Federal Govt. ANTA ANTA National ITABs National ITABs DEST DEST State Govt. State Govt. State ITABS State ITABS Assoc-iations Assoc-iations Unions Unions Universities Universities STAs Suppliers Suppliers STAs TAFEs TAFEs RTOs RTOs ACE ACE Teachers Teachers Secondary Schools Secondary Students Employees/ Trainees Business Enterprises

43 Key Stakeholders Classification Participants Classification
Associations PIAA (Printing Industry Association of Australia) GAMAA (Graphic Arts Merchants Association of Australia) GASAA (Graphic Arts Services Association of Australia) SGIAA (Screenprinting & Graphics Imaging Association of Australia) Classification Participants Universities Specific print focus RMIT University International Centre of Graphic Technology (Brunswick campus) Other Used by print industry for higher education RTOs (Registered Training Organisations – VET) ACT – 3 NSW – 10 QLD – 6 Tasmania – 3 SA – 2 VIC – 12 WA – 7 NT - 1 Unions Australian Manufacturing Workers Union (AMWU) Printing Division Classification Participants ANTA Australian National Training Authority Brisbane/ Melbourne National ITAB National Printing Industry Training Committee (NPITC) Adelaide, SA DEST Commonwealth Department of Education, Science, and Training Canberra, ACT

44 Key Stakeholders Classification Participants Classification
TAFEs ACT – Canberra Institute of Technology [CIT] NSW – Sydney Institute of Technology [Ultimo] Queensland – School of Printing and Graphic Arts Southbank IT [Morningside] South Australia – Douglas Mawson Institute of TAFE [Croydon Park] Tasmania – refer Victoria below Victoria – RMIT – International Centre of Graphic Technology [Brunswick campus] Western Australia – Central TAFE WA School of Art, Design & Media [Wembley] Northern Territory – Charles Darwin University [Darwin] Classification Participants State/ Territories ITABs ACT – Communications, Info. Tech & Printing ITAB NSW – Communications ITA B (NSW) Queensland – Creative Industries Skills Council South Australia – Skills Track (Information Industries Training Board) Tasmania – Tasmania Arts Communication; Information Technology Printing and Recreation ITAB Victoria – Electro technology and Communications; Industry Training Board (EPIC) Western Australia – WA Utilities Electro technology and Printing Industry Training Council (UEP-ITC) Northern Territory – CREATE Northern Territory Classification Participants State/ Territories Training Authorities ACT – Department of Training and Adult Education (TAE) NSW – Department of Education and Training (DET) Queensland – Department of Employment and Training South Australia – Department of Further Education, Employment, Science & Technology Tasmania – Office of Vocational Education & Training (OVET) Victoria – Office of Training and Tertiary Education (OTTE) Western Australia – Department of Education and Training Northern Territory – Northern Territory Education and Training Authority

45 National Training Structure
ANTA Ministerial Council Replacing 29 National ITABS (Industry Training Advisory Bodies) Approvals, Funding Recommendations Industry Training Advice Emerging New National Skills Councils (10) Australian National Training Authority (ANTA) Funding for Operations Policy, Guidelines, Approvals Funds Recommendations/ Applications Consultation/ Assistance Advisory Industry Training Advice State Training Authorities (normally State Departments of Education and Training) State ITABS – ITBS, Councils ADVICE AND PLANNING DELIVERY Funding for Operations Policy, Guidelines, Approvals Funds Applications Registered Training Organisation Skills Advice Higher Education Private Providers TAFE Schools

46 Major Responsibility for VET Training Funding Rests with the States
Other Federal Govt. TAFE Institutes Printing Apprentices State/ Territory No. of Apprentices in 2001 (all trades) Funding Rate per Apprentice ($) Funding Expended for Print Trade Delivery ($) Nominal Hours for Printing Machinist Qualification (Hours) QLD 100 3,772 (mid range) 377,200 845 NSW 214 3,581 776,334 846 ACT 19 3,200 60,800 960 VIC 219 3,680 805,920 TAS 7 25,760 SA 82 3,016 247,312 770 WA 21 3,488 73,248 910 ANTA Estimated + 95% distribution 33% - Share of funding Departments of Education Adult and Community Education Estimated < 1% distribution (Source: NPITC VET Plan and State/ Territory Implementation Guides) 67% - Share of funding Excludes Higher Education which is Federally funded Excludes enterprise and student financial contributions Excludes Government incentives to enterprises States/ Territories Private Providers Estimated < 5% distribution

47 Education & Training Provision Chart
E & T Courses Providers of E & T Users of E & T Higher Education (Universities) Post Grad Degrees Degrees Enterprises Advanced Diplomas Diplomas Certificates I - IV TAFE Institutes Adult and Community Education Short courses in variety of areas Individuals (Students) Advanced Diplomas Diplomas Certificates I – IV Short courses Private Providers (RTOs)

48 Synopsis of Stakeholder Interests
Small printers Have as their prime concern the short term viability of their businesses. They cannot afford supernumeries and, as such, offsite training cannot be considered. To gain the support of small printers for training, more innovative training delivery methods are needed and training values need to be promoted in terms of financial returns Medium sized printers Their market share is being eroded by the small and very large printers. Training needs to assist the development of unique, competitive, niche business values. Looking for PIAA leadership including for education covering strategic development and on the job training. Regional/ rural coverage is an area of particular concern Large printers Focus is on cost reduction assisted via industry rationalisation. Cost effective re-training of employees is a particular issue PIAA As the largest employer representative, to provide strategic leadership and to promote the value of education and training with cost effective training delivery. Innovative at the printer’s site, training needs to be a priority along with Government funding assistance for the retraining and upskilling of existing employees AMWU To help facilitate an industry commitment to training, the upskilling of existing employees/ members, valuable and portable qualifications and financial rewards that recognise the qualifications achieved

49 Synopsis of Stakeholder Interests
TAFEs To redress the current critical mass problems associated with printing industry training RMIT To leverage unique VET and higher education position to deliver full value chain centralised training for Australia – before international delivery rollout Private RTOs Focus directed towards short course training provision for new generation production skills and middle management training. Government funding equity and consumer choice are key concerns NPITC To redress recent industry concerns about relevancy and to provide strategic advice within the emerging national skills formation structure Apprentices Faster achievement of transportable trade qualifications and trade level remuneration State Government education bodies Tangible industry commitment to training as part of workplace training ANTA Management of 33% of Government’s training funds flowing to the printing industry with the current focus concerned with the restructuring of the national industry advisory system for improved focus and cost optimisation Secondary schools and their students Interview feedback suggests lack of understanding of the industry and its career opportunities

50 Contingency Initiatives
Strategic SWOT of the Current Training/ Education Infrastructure Perceived Strengths Strategic Windows Opportunities National Training Packages (85) Changing technology Broad TAFE coverage Changing buyer behaviour Government funding support Modern communications Articulated training pathways Increased industry awareness of their changing environment (Print21) Private RTO coverage Growth in ancillary services Established policy framework Availability of teachers Funded Training Package Reviews Overseas training approaches Generally delivery flexibility Increased PIAA industry training interest Union support Perceived Weaknesses Contingency Initiatives Threats Proportion of teachers out of date Tightening of Government funding Variable teacher commitment Printer attitudes to TAFEs Shrinking trade training enrolments Printer attitudes to training Funding dependant upon enrolments Falling printer profits Understanding of key industry trends Declining traditional print demand Lack of customer focus Deskilling via technology Lack of up to data facilities Students focus away from trades (manufacturing) Funds for student recruitment Industry profile Differences across States Critical mass issues Lack of national strategic direction For Next Deliverable For Next Deliverable

51 Deliverable 1.4 – Establish International Best Practice
(Refer Appendix A3 – Overseas Training Review – for details)

52 Contents for Deliverable 1.4
1.4.1 Country Delivering Best Practice Training Based on Agreed Criteria 1.4.2 Best Practice Training 1.4.3 Gaps Between the Australian System and Best Practice

53 Deliverable 1.4.1 – Country Delivering Best Practice Training Based on Agreed Criteria

54 Contents for Deliverable 1.4.1
1.4.1 (A) Country Delivering Best Practice E & T 1.4.1 (B) Criteria for Best Practice E & T

55 Deliverable 1.4.1 (A) – Country Delivering Best Practice E & T
The study scope for overseas best practice review was constrained essentially to web-based research. To improve our understanding of this research, interviews were conducted with people who have investigated, to varying degrees, the E & T systems overseas The complexity and breadth of this subject matter requires at least one/ two weeks in-country research for each, to conduct a comprehensive comparative review The data collected in this essentially web-based research covers: New Zealand United Kingdom United States Netherlands Germany Heidelberg International Print Media Academies Whilst a detailed assessment is not feasible, nevertheless there are important learnings that can be extracted

56 Deliverable 1.4.1 (B) – Criteria for Best Practice E & T
Recognised and strongly positioned lead industry body driving E & T Government training environment that supports the adoption of best practice An established training framework, fully articulated from junior entry levels to tertiary education A national approach to policy, funding and delivery Strong value chain linkages between all the key industry stakeholders Easy access to training (e.g. affordability) Fully flexible mode of delivery to fit with firms’ needs Adequate supply of teachers and competency assessors of the right quality Courses and course units directly linked to firms’ E & T needs Transportable qualifications

57 Deliverable 1.4.2 – Best Practice Training

58 Contents for Deliverable 1.4.2
1.4.2 (A) Context for Best Practice E & T 1.4.2 (B) Content for Best Practice E & T 1.4.2 (C) Practices and Procedures for Best Practice E & T

59 Deliverable 1.4.2 (A) – Context for Best Practice E & T
The market situation both now and into the future has been articulated From (1) above the E & T needs have been clearly identified There is an industry body that has accepted the responsibility and accountability for driving the E & T needs of the industry The courses and the course units developed and offered are certified by the industry body that has the charter for the industry E & T The modes of training delivery on offer, closely reflect the preferences of the industry’s enterprises There are no obstacles for enterprises to access the E & T E & T offered is uniform nationally to provide a common national industry language and portability of industry people There is sufficiency of qualified, up to date teachers to cover the course units on offer and they are periodically reaccredited for teaching The Government is supportive of the industry’s E & T There is complete knowledge by the industry’s enterprises of the importance of E & T and what is offered There is a high level of cooperation between the key industry stakeholders for E & T Changes to E & T are driven by the industry via the responsible industry body and are implementable quickly The industry has developed a receptive culture for E & T

60 Deliverable 1.4.2 (B) – Content for Best Practice E & T
The courses offered cover the articulated industry E & T needs The course units and content are developed with active participation by industry experts nominated by the responsible industry body The course units have a direct correlation to the articulated industry E & T needs The course content has a focus on workplace appliability The utility of the course content is high and the level acceptable by the industry

61 Deliverable 1.4.2 (C) – Practices and Procedures for Best Practice E & T
Course exit reviews are undertaken by all participants and their supervisors via questionnaires Periodic E & T effectiveness are formally undertaken by the responsible industry body with questionnaires analysis forming a key input – the review results are published on the industry website The responsible industry body is highly responsive to industry enterprises Interaction between the responsible industry body, the training bodies and the industry enterprises is cooperative, not complex and respectful of the enterprises The practices and procedures are documented, easy to understand and widely distributed and promoted

62 Deliverable 1. 4. 3 – Gaps Between the Australian System
Deliverable – Gaps Between the Australian System and Best Practice

63 Contents for Deliverable 1.4.3
1.4.3 (A) Key Learnings/ Features of Overseas E & T for Print 1.4.3 (B) Key Gaps Between the Australian System and Overseas

64 Deliverable 1.4.3 (A) – Key Learnings/ Features of Overseas E & T for Print
The key industry bodies have taken charge of the E & T agenda, in some cases, they have taken on an RTO role A philosophy towards minimising disruption to the workplace by delivering most of the training at the workplace A focus on promotion and marketing of the E & T programs (e.g. videos on career opportunities in print distributed to schools) Significant attention given to upskill trade and management Greater formal involvement of the enterprise in apprenticeship training Enterprise flexibility in choice and control of the content and delivery of training Flexibility in media for delivery, e.g: CD Rom Simulation software, e.g. prepress, press operation Provision of print management courses by testing institutions Major use made of short duration courses for trade and management

65 Deliverable 1.4.3 (B) – Key Gaps Between the Australian System and Overseas
The Australian system doesn’t have: As clear and strong links between the industry and the training that is offered As many degrees of freedom in choice of E & T provider The same flexibility in E & T delivery modes As simple policy, funding and delivery decision making as compared to New Zealand The breadth and depth of industry tailored courses as compared to the United States As focused an approach to marketing and promotion for print E & T The recognition given to the importance of upskilling E & T

66 Deliverable 1.5 – Strategic SWOT for Printing Industry Education & Training

67 SWOT from Perspective of Printing Enterprises with Respect to E & T
Strengths Strategic Windows Opportunities Existence of training package with articulated pathway Widespread presence of internet and computers Established training infrastructure (AQF) 2004 is an election year Federally Major industry (4th largest) Opposition’s focus on education electorally Working partnership with Government (Print 21) PIAA and Union lobbying strength (peak body representation) Industry position established (Print 21) Suppliers’ interest for healthy industry Importance to Governments because of SMEs and regional presence New technologies for E & T delivery Diminished dependency on new trades entrants Competency based accreditation system Demonstrated relationship between training and profitability High youth unemployment (including tertiary trained) New technology use reducing need for trades numbers Students leave school with higher education Printers have computer facilities with many being wide band access Large pool of graphic design graduates Printer interest to adopt new technologies for productivity Recognition by RTOs that the industry isn’t providing them critical mass Alignment with industry associations Government is a large purchaser of print Overseas VET training opportunities Union support for shorter apprenticeships/ higher qualifications GAMMA scholarships for higher education State variations in student profiles for funding For Next Deliverable

68 Contingency Initiatives
SWOT from Perspective of Printing Enterprises with Respect to E & T Weaknesses Contingency Initiatives Threats Understanding of training available - complexity Lack of coordinated national approach to E & T and promotion Technology quickly outdating existing tradespersons Increasing expertise of SEA printers Managers mainly trades trained Lack of up to date trainers/ equipment at TAFEs/ RTOs Lack of willingness for own time upskilling Emergence of national skills councils – diluted focus on printer training with respect to ANTA Short term profit focus of SMEs discounting training Territorial based State funding exclusions Structural disconnect between industry and those concerned with training provision Lack of Government funding for upskilling training Lack of competency in key areas (eg. problem solving, colour matching) Lack of new entrants to underwrite traditional training infrastructure Length of apprenticeship course Changing customer buying behaviour Diminishing willingness by SMEs to contract apprenticeships Cannibalisation by competing media Distance of regional enterprises from training facilities Rules requiring minimum periods of off-print site training No training in how to manage new entrants Lack of promotion of industry International cost competitiveness Decreasing interest of school leavers for trades Low industry profile Apprentices treated by firms as normal employees 35% Apprentice attrition rate For Next Deliverable


Download ppt "Deliverable for Milestone 1(b)"

Similar presentations


Ads by Google