State priority occupation list September 2011


The State priority occupation list is an annually produced list of skilled occupations in high demand or considered industry-critical in Western Australia.


DATE Wed 07/11/2012 @ 03:27
AUTHOR David Carney

New Employability Skills Framework - Stage 1 released

The Framework will be comprised of two parts – a set of skills and knowledge, grouped under three Skill Clusters, and a set of Enabling Factors.

Skill Clusters

Navigate the world of work

  • Manage career and work life
  • Understand and work with roles, rights, responsibilities and protocols
  • Manage personal learning

Interact with others

  • Understand and be understood
  • Contribute and collaborate
  • Understand, respect and utilise diverse perspectives
  • Negotiate outcomes and identify and resolve conflict

Get the work done

  • Adapt and apply prior knowledge
  • Plan, organise and implement
  • Make decisions
  • Identify, solve and anticipate problems
  • Design, develop and implement new ideas
  • Use tools and technology
  • Manage information

Enabling Factors

  • Workplace support
  • Culture and values – both workplace and individual
  • External factors

Each of these elements is defined and provides the basis for further development of the
Framework. It is intended that the Framework will describe each element of the Skill Clusters in
detail at various points across the development continuum, while the Enabling Factors will be
described in general terms, and included in supporting documentation for the Framework.

The terminology used below, including the term ‘Enabling Factors’, will be further tested and refined in Stage 2 of the Framework development.

DATE Wed 06/20/2012 @ 10:22
AUTHOR David Carney

Skills Australia - Skills for prosperity a roadmap for vocational education and training


This report puts forward comprehensive reforms for the way the Australian vocational education and training (VET) sector is developed, organised and financed. Our recommendations for its future express an ambitious vision of growth to meet future skills needs and through this, the realisation of improved workforce participation, enterprise productivity and social inclusion.


The report draws on the experience and expertise of a broad range of stakeholders, who generously contributed their views through more than 140 submissions and through consultations attended by nearly 500 people.


The recommendations are driven by two realities.


First, Australia is poised for long-term prosperity through the resources boom but will be held back unless we can meet the requirement for the additional skills our economy demands and ensure those skills are well used. This will require investment.

Second, stakeholders tell us that the VET sector has served the nation well and we should be rightly proud of its achievements. We agree. However VET needs to change in order to realise its greater potential and our national needs.

DATE Tue 07/05/2011 @ 04:29
AUTHOR David Carney

Lost talent? The occupational ambitions and attainments of young Australians

‘Lost talent’ is a long-established term which describes the concept of the underutilisation or
‘wastage’ of human potential. Over time, however, the concept has been used to describe—at least
empirically—four different processes in the transition of youth to adulthood, and specifically those
related to educational and occupational attainments.
In this report, we follow Hanson (1994), and make use of the term ‘lost talent’ to refer to highachieving
students who, over time, do not maintain their high level of educational and occupational
expectations and attainments. Prior literature assumed that talent loss occurs when students in the
top 50% of the academic achievement distribution: lower their educational expectations; lower their
occupational expectations; fail to realise their educational plans; or fail to realise their occupational
plans. This study focuses specifically on the lowering of occupational expectations during secondary
school. Our main interest is to establish whether ambitious occupational career plans help an early
entry to high-status employment. We have chosen to focus on this area because of the shortage of
Australian studies assessing the impact of occupational expectations on labour market outcomes

DATE Tue 04/05/2011 @ 06:00
AUTHOR David Carney

Career Information, Advice and Guidance in Scotland

This strategy provides a framework for the redesign and improvement of
Career Information, Advice and Guidance (IAG) in Scotland, recognising the
diversity of the sector as a key strength. Whilst it is likely to be of interest to
a wide range of stakeholders, it is primarily aimed at those organisations in
Scotland responsible for the planning, management and delivery of Career
IAG and those providing career-related learning. This includes Skills
Development Scotland (SDS), our national skills agency; schools; colleges;
universities; employability services and training providers. Local authorities
and schools will have a particular interest given their lead role in
implementing Curriculum for Excellence and in developing young people’s
skills for learning, life and work.

DATE Tue 04/05/2011 @ 05:57
AUTHOR David Carney

Rethinking Australia’s employment services

Today, within the OECD, Australia’s economy appears to
be a stellar performer. Unemployment is almost half 1994
levels, at 5%, and appears on track to regain its pre GFC
levels of close to 4%.
But headline unemployment is deceptive as an indicator of
our adaptive capacity.

Despite economic growth throughout most of the
last decade, the level of long term unemployment has
fallen very slowly. 28% of the people currently on
unemployment benefit have been there for two years or
more. Since 1994, the number of people on the Disability
Support Pension has increased by over 70% to over
750,000 – more than the total on unemployment benefit.
The number of people identified as underemployed has
also increased by 50% to over 850,000. While so many
are looking for work, employers identify widespread skill
and labour shortages.

We have not effectively supported those affected by
change to adapt, but to understand the nature of the
problem, we need to look at all of those who cannot
secure the work that they need.

DATE Tue 04/05/2011 @ 05:52
AUTHOR David Carney

Our Future World An analysis of global trends, shocks and scenarios

The scientific research we conduct today will deliver solutions for our children,
grandchildren and future generations. But what will their needs be? What do they need
us to be solving today to make their lives better?

This report describes the outcomes from a CSIRO global foresight project. We present
five global megatrends and global risks that may redefine how people live. A
megatrend is based on the aggregation and synthesis of multiple trends. A trend is an
important pattern of economic, social or environmental activity that will change the way
people live and the science and technology products they demand. A global risk, or
“megashock”, is a significant and sudden event; the timing and magnitude of which are
very hard to predict

DATE Thu 06/03/2010 @ 11:41
AUTHOR David Carney

Quality, Choice and Aspiration A strategy for young people’s information, advice and guidance

By 2020 there will be 3 million fewer low skilled jobs in Britain than there are today.
• Over 40% of all jobs in 2020 will require a graduate level qualification.
• The top 10 jobs that will exist in 2010 did not exist in 2004.
• Today’s learners will have more than 10 jobs by age 38
• Britain will need 324,000 more scientists and engineers by 2014
• In the past 10 years there have been 12 jobs created in the knowledge industries for every 1 created elsewhere 3

Young people need high quality information, advice and guidance (IAG) to help them find their way in the world and make decisions that will set them on the path to success. We want young people to access the support and opportunities they need to:
• succeed in education and continue participating in learning until the age of 18
• make informed choices about their careers and be prepared for the demands of working life
• raise their aspirations and fulfil their potential
• overcome barriers that may be preventing them from releasing their talents.




DATE Thu 05/06/2010 @ 08:54
AUTHOR David Carney