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Information and communications technology (Word)

Note that the information, views and recommendations in this document have been obtained under contract from industry sources as part of Industry Advisory Arrangements; they may include data or information which have not been otherwise verified, and they should not be interpreted as being the views, intentions or policy of OPCET or the Tasmanian Government.

Industry Training Demand Profile - Information and Communications Technology

Industry Training Demand Profile

Information and Communications Technology

Contents

2Scope of Information and Communications Technology TDP

5Part 1Industry background and directions

8Part 2Skill shortages

10Part 3Industry demand for training

15Part 4Assessment of infrastructure needs

16Part 5Information on VET in schools, including school based new apprenticeships

20Part 6Industrys top priorities for the public training system

30Part 7Higher education

Scope of Information and Communications Technology TDP

This Training Demand Profile concerns the Tasmanian Information Technology and Telecommunications (ICT) industry, which covers the following sectors:

Information Technology

Multimedia

E-Business

Telecommunications, and

Contact Centres

While core occupations within the ICT industry are the main focus of the training demand profile, skills other than core skills and qualifications are covered where relevant in the analysis, highlighting industry demand for a range of broad skill areas of significance.

Industry sectors and core occupations

The scope of the industry covered in this analysis includes the following sectors:

ANZSIC Classifications

L782Technical Services

L783Computer Services

L786Other Business Services

J712

Telecommunications Services

Each of these classifications represents discrete industry sectors within specific VET requirements.

Training Package coverage

The ICT industry is covered by National Industry Training Packages, as set out below:

ICA99Information Technology

ICT02Telecommunications

Qualifications and courses within Training Package(s)

The ICT industry is covered by a range of Nationally Recognised Qualifications, as set out below:

Information Technology

ICA10101Certificate I in Information Technology

ICA20199Certificate II in Information Technology

ICA20201Certificate II in Information Technology (Applications)

ICA30199Certificate III in Information Technology (Software Applications)

ICA30299Certificate III in Information Technology (General)

ICA30399Certificate III in Information Technology (Network Administration)

ICA40199Certificate IV in Information Technology (Client Support)

ICA40299Certificate IV in Information Technology (Database Administration)

ICA40399Certificate IV in Information Technology (Network Management)

ICA40599Certificate IV in Information Technology (Technical Support)

ICA40699Certificate IV in Information Technology (Programming)

ICA40799Certificate IV in Information Technology (Systems Analysis and Design)

ICA40801Certificate IV in Information Technology (Helpdesk)

ICA40901Certificate IV in Information Technology (Telesales)

ICA50199Diploma of Information Technology (Systems Administration)

ICA50299Diploma of Information Technology (Software Development)

ICA50399Diploma of Information Technology (Business Analysis)

ICA50499Diploma of Information Technology (Network Engineering)

Multimedia

ICA40499Certificate IV in Information Technology (Multimedia)

ICA50599Diploma of Information Technology (Multimedia Integration)

E-Business

ICA10201Certificate I in Information Technology (E-Consumer)

ICA41001Certificate IV in Information Technology (Website Administration)

ICA41101Certificate IV in Information Technology (Website Design)

ICA50601Diploma of Information Technology (Website Development)

ICA50701Diploma of Information Technology (Internetworking)

ICA50801Diploma of Information Technology (E-Business Development)

ICA50901Diploma of Information Technology (Knowledge Management)

ICA51001Diploma of Information Technology (Database Design and Development)

ICA51101Diploma of Information Technology (Project Management)

ICA60101Advanced Diploma of Information Technology (E-Business Development)

ICA60201Advanced Diploma of Information Technology (E-Business Analysis)

ICA60301Advanced Diploma of Information Technology (E-Learning Development)

ICA60401Advanced Diploma of Information Technology (E-Security)

ICA60501Advanced Diploma of Information Technology (Project Management)

Telecommunications

ICT20202Certificate II in Telecommunications

ICT20302Certificate II in Telecommunications Cabling

ICT20402Certificate II in Telecommunications Access Network

ICT30202Certificate III in Telecommunications

ICT30302Certificate III in Telecommunications Cabling and Customer Premises Equipment

ICT40202Certificate IV in Telecommunications Engineering

ICT40302Certificate IV in Telecommunications Computer Systems

ICT40402Certificate IV in Telecommunications Network Planning

ICT50202Diploma of Telecommunications Engineering

ICT50302Diploma of Telecommunications Computer Systems

ICT50402Diploma of Telecommunications Photonics

ICT60202Advanced Diploma of Telecommunications Engineering

ICT60302Advanced Diploma of Telecommunications Computer Systems

Contact Centres

ICT20102Certificate II in Customer Contact

ICT30102Certificate III in Customer Contact

ICT40102Certificate IV in Customer Contact

ICT50102Diploma of Customer Contact Leadership

ICT60102Advanced Diploma of Customer Contact Management

Part 1Industry background and directions

Industry trends

The Information and Communications Technology industry in Tasmania includes both the core industry, and the much broader IT-user industry. The core ICT industry in Tasmania remains small, volatile and highly aware of the short cycle of skill redundancy. In contrast, the IT-user industry, whose main engagement with IT is as a driver or enabler, is a growing consumer of both IT product and IT skilled workers. This group is by far the larger in terms of both need and growth potential.

The core ICT industry involves enterprises whose main occupation is the development and manipulation of IT and associated communications technologies. These businesses are involved in activities such as hardware and component manufacturing, software development, provision of computer services, system design, architecture and maintenance, communications services, and communications equipment manufacturing and maintenance.

The Australian ICT industry is typified by small business operators/organisations. Of 24000 ICT businesses identified nationally in 2003, 96% had less than 20 employees.

Nationally, the decline in growth in the ICT industry in the early part of this decade has been overcome by the industry, and since mid 2003 a continuing rise in demand for ICT skills has been identified across the country. 2003/04 saw a sharp rise in the number of ICT vacancies registered on online recruitment sites, and a fall in the unemployment rates among Computing Professionals.

In Tasmania there are an estimated 2000 people employed in the core IT industry and 2,400 in the Telecommunications Services industry.

While the IT sector in Tasmania has not traditionally been a large consumer of vocational education and training, preferring generally to recruit graduates from the tertiary sector, there is a growing awareness of the benefits of VET qualifications in business application, particularly at the higher Australian Qualifications Framework levels (Certificate IV Diploma levels). In contrast, the Telecommunications sector, particularly the contact centre component, has a longer history of engagement with the system.

New businesses

Nationally, computer ownership among small to medium enterprises (SMEs) has risen to a point where 91% of Australian businesses own and operate a computer, and 34% of small businesses, and 71% of medium-sized businesses now have their own website. 89% of Australian businesses are operating online.

Tasmanian SMEs, like their mainland counterparts, are embracing IT as part of their everyday business functions, but to varying degrees of sophistication. The demand for ICT-skilled workers in these Tasmanian user industries is difficult to quantify. However, demand from this segment appears to be strong, and growing, as enterprises in all industries discover the power of ICT as a platform for growth, and require sound advice and assistance on business application for productivity increases.

New technology

Within the core ICT industry, significant convergence between Information Technology and Communications Technologies is evident in areas such as internet development, data casting and communications. Services and media forms that were previously delivered by distinct and separate technologies are increasingly based on digital technology.

Telecommunications, data, film, publishing, design, sound, visual arts, animation can now all be combined into information products. In the medium term, continued growth is expected in e-business technologies and equipment sales, and in communication devices such as wireless applications, used as local area networks, or with internet connectivity. These developments will create a need for greater numbers of people skilled in data and voice communications, as well as general business development.

As access to, and use of, high speed broadband internet increases in both business and household sectors in the short to medium term, demand for both e-business technologies and media content will increase. Within the next three years, release of a range of new technologies and services, such as Internet-based telephony (VoIP), in both business and consumer markets will drive skill development needs for existing and new employees in the sector.

New wireless and mobile technologies will also continue to impact on the sector. 72% of Australians over 16 years of age now have use of a mobile phone. And in a growing trend 19% of Australian mobile phone users access the internet on their mobile phone. The evolution and wide spread adoption of 3G mobile devices will facilitate a new wave of hardware, software, content and service provision opportunities and needs within the business and consumer markets.

Strategic priorities/directions

Community

Community demand for IT use and training remains high. General IT skills and familiarity with business systems from a consumer perspective are increasingly required of all citizens to function in the information economy.

65% of Australian households own or lease a PC. 56% of Australian households are online. This continues to have large implications for volume of demand for training from the public education system, particularly at lower levels of the Australian Qualifications Framework (Certificate I III levels).

Business

Contrary to some perceptions, the ICT industry is investing heavily in employee training, being the third highest industry nationally in terms of employer funded training expenditure, with expenditure representing almost three times the national industry average in dollar terms. Much of this training provision remains in the vendor specific and in-house training areas, but VET courses have an increasing role in servicing training demands

Strategic priorities for the Tasmanian ICT industry in the short to medium term need to focus on ensuring widespread employee IT literacy in all industries, with basic ICT skills now a generic requirement of business.

Training opportunities should foster an increased focus on contextualising ICT products and services to an industry and SME client focus.

The core ICT industry will need increased business skills in a broad range of management areas, facilitated through training programs that focus on groupings of skills/units of competency, rather than necessarily broad qualification structures. A main focus of program delivery should continue to provide opportunities for higher level skill development within the existing workforce, and also provide strategies to address an ageing workforce, particularly in the Telecommunications sector.

Diminishing areas/skills

Within ICT industries, a pervasive drive to update skill levels for new technologies will continue.

Part 2Skill shortages

At a national level, the Australian Government Department of Employment and Workplace Relations produces an annual list of skill shortages across the various ICT specialisations. Since 2001 the number of ICT skills shortages listed has been decreasing with each annual assessment. In October 2004, no ICT skills shortages or recruitment difficulties were listed in any ICT specialisation for Tasmania.

These findings are reinforced with the removal of all ICT occupations from the Migration Occupations in Demand List, prepared by the Department of Immigration and Multicultural and Indigenous Affairs.

While IT Specialist occupations are not identified as a skills shortage, Tasmanian ICT industry analysis identifies a broad range of skills shortages for specific skill development needs or skill clusters for current operations. The following skills shortages have been identified on a state-wide basis:

Information Technology, including Multimedia and E-Business Sectors

Specialised applications support (eg Peoplesoft, JDE, Oracle)

Business/risk analysts

Project Management (budgeting and contracting, time and resource estimates, preplanning, showcasing and testing)

ICT Marketing and sales

Negotiation skills

Internet and intranet based software development open source and open architecture applications

Software Programming

Frontline Management (people management)

Knowledge Management

Small Business skills

Regulatory requirements

MS.NET

Information Technology Infrastructure Library Service Management

Creativity and problem solving

2D animators

Instructional designers

Content developers/technical writers

Qualified and experienced IT and Multimedia trainers

Generic Consumer and User Skills

Telecommunications Sector

High Level Technical Telecommunications areas

TCP/IP Application

Wireless LAN

Part 3Industry demand for training

1 Tasmanian ICT IndustryCharacteristics of the existing workforce

Employment arrangements

The majority of occupations are full time, with 91.9% of the ICT industry employees classified as full time. Sub-contract work and project-based work is common in both industry groups, and a growing trend.

Employer Size

The majority of Tasmanian ICT businesses are micro businesses and small traders. In the Telecommunications industry 76% of 114 companies employ less than 10 employees. In the computer services industry this number is closer to 95%. Nationally, 79% of all persons employed in ICT occupations are based in a capital city, compared with 63% of persons employed across all industries. This centralisation of the ICT workforce is a similar characteristic in the Tasmanian industry.

Age of the workforce

On a national basis, 32% of ICT workers were in the 25-34 year age group. This is followed closely by the 35-44 year age group (31% of all ICT workers). Approximately 25% of the ICT employee base nationally is over 45 years of age.

Specifically for the Telecommunications sector, with the exclusion of contact centre employees, it is suggested that approximately one third of the workforce will be of retirement age within the next 10 years. Qualitative data from Tasmanian Telecommunications businesses confirms similar, if not higher ageing percentages, for the Tasmanian ICT industry. Planning for a skills shortage of Telecommunications technicians within Tasmania, in a growing industry, will become a priority in future years.

Gender

84% of ICT workers nationally are male, with the proportion of female workers in ICT (16%) remaining relatively steady over the last six years. This gender imbalance remains an issue for the ICT industry.

Turnover rates

In the public sector turnover rates are reported to be high, predominantly through leakage of staff to the private sector. In the private sector turnover is far lower. For the industry as a whole attrition is low, estimated to be in the order of 3%. This stable workforce continues to be a state advantage.

Skill Levels

The majority of the IT industry (68%) hold post school qualifications, with 42% of those holding tertiary qualifications. In the Telecommunications sector, 41% hold post school qualifications, with almost 40% of those holding vocational qualifications.

Normal drivers of training demand in this industry group

Industry GrowthNationally, employment growth forecasts for the ICT industry highlights low, steady growth in both IT and Telecommunications sectors. Average annual growth for IT is forecast at 2.2% through to 2011-12, and average annual growth for Telecommunications at 1.2% over the same period.

The IT Skills Hub Market Monitor recorded an 18.7% increase in ICT position advertisements nationally in the last six months of 2003. IT and Telecommunications online recruitment advertisements have jumped by over 77% nationally during 2004. Demand for Project Managers nationally increased by 51.5% in 2003. Instruction/Training/Writing positions online recruitment advertisements have jumped by over 100% nationally during 2004.

Business Expansion & New Technologies

Business expansion will be lead through the continuing engagement of ICT business and e-business systems across all Tasmanian industries for productivity imperatives, and the implementation of new products and services, including phototonics, informatics, broadband and internet/mobile based technologies, and the integration of network infrastructure.

Worker Recruitment and Retention

Worker recruitment and retention will drive training demand in the ICT industry, while operating in a global environment, with increasing offshore operations and outsourcing of ICT functions. The ICT industry will continue to compete with the public sector and IT user businesses for skilled workers.

Regulatory Compliance

The ICT industry will continue to operate within an increasing regulatory environment, covering a broad range of areas including security, privacy, spam, e-business, interoperability and accessibility standards and highly regulated technical telecommunications area.

Changes occurring in demand for training

National Centre for Vocational Education Research (NCVER) statistics continue to demonstrate the great majority of publicly funded VET provision in the Tasmanian ICT industry at the Certificate II and III levels. Over 74% of all publicly funded training provision in the IT area was included within these two certificate levels in 2003, which represents over 1700 of the 2400 students reported. Information technology courses at all levels represented 6.7% of the total student numbers for all publicly funded VET courses across Tasmania.

It remains difficult to quantify the amount of non-public funded training provision being provided in the ICT area, although employer funded training levels reported in Part One of this document, and analysis of data from non-government registered training organisations, suggest that non-public funded training provision is very high within the industry sectors.

VET Information Technology Qualifications Via

Certificate Level - Tasmania 2003

9%

17%

13%

61%

0%

Diploma or higher

Certificate IV

Certificate III

Certificate II

Certificate I

Source: NCVER, 2003

ICT Core Industry

Certain high level areas in the ICA99 Information Technology Training Package (eg Knowledge Management, Project Management) have commenced in Tasmania in the last two years and are starting to be used to meet demand for these skill areas. A new suite of qualifications in e-business have also provided a range of potential higher-level training options for industry specialists.

The ICT Industry requirement is geared towards higher level skills in application of projects, risk measures and technologies, and also generic management and employability skills. A noticeable trend is the broader engagement of soft skills within industry roles, with 33% of job advertisements nationally in 2003 included interpersonal skills in job advertisement content.

Within the Technical Telecommunications sector there is a growing demand for high level Telecommunications qualifications to support existing and new employee positions as industry expansion continues, new technologies are implemented and the trend of an ageing workforce escalates.

The Community

Community demand for ICT training remains at the lower end of the Australian Qualifications Framework scale, with skills in demand being primarily those relating to e-consumer applications (i.e. skills that allow them to function in the Information Economy), or personal pursuits.

A lower Tasmanian unemployment rate and higher skill base level of community/consumers in the coming years may result a slowing in supply of jobseekers for Certificate I II training programs, or a gearing of retraining opportunities to higher Australian Qualifications Framework levels.

Changes required to the nature of training

The information or knowledge economy is only partly concerned with the Information Technology industry; it is not wholly determined by it. IT workers are the mechanics of the information economy; they are not necessarily the drivers. The drivers are existing and new enterprises who infiltrate IT into their operations.

The core ICT industry has on numerous occasions expressed its dissatisfaction with VET as a source of employees and as a means of gaining the requisite skills for technical application. Tertiary qualifications remain the preference for the bulk of employers, in large part due to unfamiliarity with the concept of competency-based learning and the available skill sets of VET graduates. However, qualitative data continues to suggest neither tertiary nor VET graduates meet the industry requirement of being able to hit the ground running.

From the analysis of industry data, there are four key changes required to the nature of training:

1 Project focused delivery VET program delivery should be project focused at all levels, with students training in real or simulated environments with work/industry focused projects.

2 Client focused delivery VET program delivery should be client focused, in aiming to engage and address industry needs and outcomes in terms of not only the ICT industry, but the integration of ICT solutions with productivity and business focus across all industries.

3 Flexible delivery a range of just in time, chunked skill development programs are required for the existing ICT workforce, delivered via means and with times and locations suitable to meet the needs of the employed workforce.

4 Industry Certifications a broader engagement of courses offering both nationally recognised and vendor/industry certified outcomes are required. This may be developed through engagement of industry certification providers into the provision of nationally recognised programs, as per mapping undertaken in recent years.

The target market for training

The following key target markets for training have been identified:

1 Existing industry employees packaging of higher level skill courses in a range of technical areas, business, content development and management/project management topics for continued skill development of the existing ICT workforce

2 Jobseekers/school leavers continued provision of entry level training, retraining opportunities and programs for equity groups. A continued focus on attracting female entrants to the ICT industry is required.

3 Community continued provision of generic IT skills programs, at lower Australian Qualifications Framework levels (Certificate I II levels) to support skill development required in the broader community to function effectively within all industry environments (and an information based society).

Numbers of people that need to be trained

It is difficult to identify the numbers of people that need to be trained in the ICT industry, due to the large amount of vendor and in-house training within the industry, poor reporting of non-public funded training, and consideration of the need of ICT roles within the user industries in addition to the core ICT industry.

Quantified training demand is provided below.

Information Technology, including Multimedia and E-Business Sectors

Skill AreaNumbers Location

Business/risk analysts

50

State-wide

Project Management (budgeting and contracting, time and resource estimates, preplanning, showcasing and testing)

50

State-wide

ICT Marketing and sales

20

State-wide

Internet and intranet based software development open source and open architecture applications

40

State-wide

Software Programming

10

Southern Region

Frontline Management (people management) & Small Business skills

50

State-wide

Knowledge Management

50

State-wide

Content developers/technical writers

10

State-wide

Telecommunications Sector

Skill AreaNumbers Location

Technical Telecommunications areas Diploma levels

10

Southern Region

TCP/IP Application

20

Southern Region

Wireless LAN

30

State-wide

Comments on any government funded training provision in excess of local industry needs

No areas of existing government funded training provision have been identified in excess of local industry needs. There seems to be some considerable overlap, however, in the broader provision of entry level skill development programs across a range of community groups. These programs include Senior secondary college provision, Return to Work and Key Skills for Women equity programs, Competitive bids programs, Institute of TAFE Tasmania E-learn Initiative, Australian Government Basic IT Enabling Skills program and Adult Education computing programs. In the medium term, as ICT usage continues to mature with both household and business use, and unemployment levels in Tasmania continue to fall, programs for this target group will highlight an area for review.

Recommendations for the appropriate response by the training system

It is recommended that existing training levels provided currently by the training system be maintained. A response is required from the training system in terms of the nature of the provision of training programs, as outlined above.

The training system needs to respond to the needs of the existing workforce target group in the provision of further packages of higher level skill courses in a range of technical areas, business, content development and management/project management topics for continued skill development of existing IT workforce, in skills shortage areas listed in Part 2 of this training demand profile.

Information on training demand being met outside the Tasmanian public system

It is difficult to accurately quantify training demand being undertaken outside the public system, due to a lack of reporting requirements of non-public funded training and non-accredited training. Industry reports indicate that demand for specialist and proprietary skills is currently being met via the delivery of vendor programs (eg CISCO, Microsoft, Macromedia, Siemens, PABX programs). While the majority of mainstream vendor programs have been mapped against the ICA99 Information Technology training package in previous years, there remains little evidence of integration of these courses into vocational delivery.

Often these skills are accessed via online or distance education. The numbers accessing these programs is difficult to quantify, but could be in the order of 300-500 per year.

Part 4Assessment of infrastructure needs

The ability of the existing building, plant and equipment infrastructure (in the publicly funded training system) to meet current and anticipated needs

The Institute of TAFE Tasmania has developed a systematic PC replacement Program. Under this program, student PCs will be changed over on a 4-5 year cycle.

A key criterion in selecting the preferred suppliers and equipment is the ability to deploy the equipment with a base image and then deploy applications based upon who the user is. This feature allows the PCs to be remotely set and reset with software specified by teachers and support staff.

A similar software up-grade policy has also been implemented which means that current software packages will always be available.

Recommendations

Significant annual funding is required for networking equipment in each of the Northern, North-Western and Southern regions to enable the delivery of IT and Telecommunications Training Package qualifications as well as the CISCO and NetPrep vendor qualifications.

The provision of high quality and modern training resources is essential to enable the Institute of TAFE Tasmania to deliver flexible and consistent training across the State.

There needs to be continued recognition that the delivery of a series of quite specific IT and Telecommunications qualifications requires an on-going and regular commitment of funds in the areas of:

Hardware,

Software,

Learning Resources, and

Professional Development.

Additional information on human and systems aspects of training infrastructure

The Institute of TAFE Tasmania has a critical mass of IT teachers who have both industry experience and relevant professional qualifications. However, professional development opportunities including Re-training and Return to Industry need to be constantly available to ensure currency of skills and knowledge in this dynamic industry. The majority of TAFEs IT teachers will have a short term industry placement each year as a result of the partnership between The Institute of TAFE Tasmania and the IT Industry Council. It is also expected that some teachers will continue to take the opportunity for a longer term return to industry placement.

The availability of qualified industry specialists as sessional staff in support of full-time staff in the delivery of the IT Training Package and Telecommunications Training Package qualifications is desirable and should be supported in any way possible. The Institute of TAFE Tasmania experiences general difficulty in recruiting sessional staff with the appropriate skills and experience.

Part 5Information on VET in schools, including school based new apprenticeshipsQualifications and pathways appropriate for delivery through a VET in Schools program including school based new apprenticeships

VET in Schools is now a well established part of senior secondary school certificates in Tasmania. There are a wide variety of programs based on training packages available to students across industry areas. Nationally, the most popular VET in Schools courses were in the industry areas of Tourism and Hospitality, Business and Clerical, and Computing.

Within the Information and Communications Technology Training Packages, the following qualifications are available for VET in Schools delivery:

ICA99Information Technology

ICA10101Certificate I in Information Technology


ICA20201Certificate II in Information Technology (Applications)

ICA10201Certificate I in Information Technology (E-Consumer)

ICT02 Telecommunications

ICT20202Certificate II in Telecommunications

ICT20302Certificate II in Telecommunications Cabling

ICT20402Certificate II in Telecommunications Access Network

ICT20102Certificate II in Customer Contact

The latest available NCVER figures (2003) denote approximately 8.9% of VET in schools students (approximately 276 students) were studying in an Information Technology pathway.

VET in Schools Students Percentage Via Industry

Area - Tasmania

8.9

8.7

3.1

4.8

0.4

0.6

16.9

20.3

3.5

14.5

18.1

Information technology

Engineering & related

technologies

Architecture & building

Agriculture &

environmental studies

Health

Education

Management &

Commerce

Society & Culture

Creative Arts

Food, hospitality &

personal services

Mixed field programs

Source: NCVER, 2003

As at May 2005, the following qualifications are available for School Based New Apprenticeships delivery in Tasmania:


ICA30299 Certificate III in Information Technology (General)

The delivery of these information technology school based new apprenticeships pathways has to date always involved a four way partnership arrangement between schools, group training companies, host employers and registered training organisations.

There are currently no School Based New Apprenticeships programs being delivered in the Telecommunications area in Tasmania.

Development and support for VET in Schools programs including school based new apprenticeships

Traditionally Tasmanian VET in Schools programs in Information Technology have not received a great deal of support from the IT industry itself, though a number of IT-user businesses (non-core ICT) have continuously supported a range of programs.

The lack of support among the core IT industry is due to a complex mix of issues surrounding the definition of the IT industry, the skill mixes required by the industry for effective service provision and the working patterns of those in the industry. To the core industry VET in School programs are thought to represent a pathway qualification only, as they do not provide the level of skills required for employment in a technical capacity.

There is an increasing willingness within the Information and Communications Technology industry to engage with education and training providers to address perceived and/or actual skill shortages within the industry. This awareness within the industry will increasingly facilitate school involvement in, and engagement of industry facilities, personnel and expertise in the development and expansion of VET in Schools and school based new apprenticeship programs. This industry climate is also conducive to the facilitation of industry involvement in career path planning and resourcing, for attracting students into career pathways within the industry, building at a local level on the number of initiatives, including the IT Skills Hub, that have been implemented on a national basis. This local engagement should be driven from the schools/providers, engaging with their industry contacts.

This engagement, through continued development of regional committees and government/provider/industry partnership groups, will also facilitate increased placement opportunities for students, a greater awareness of industry needs within education program delivery, professional development opportunities for delivery staff and a greater awareness of pathways and school based new apprenticeships programs within ICT businesses.

Schools and registered training organisations should continue to market the benefits of programs to ICT and user businesses through vocational placement information and responsibilities, and case studies of best practice examples, including industry/employer outcomes.

Emerging opportunities

VET in Schools programs will continue to represent a major pathway for senior secondary students to develop information and communication technology industry based skills and knowledge within the compulsory years of schooling.

Engagement of Tasmanias ICT businesses in supporting work placements for these students will ensure adequate work experience opportunities for increasing student numbers. Exploring opportunities outside the core ICT industry area, into a range of other industry areas as IT users, may assist in finding additional work placements for VET in Schools students, and may open new employment opportunities for students beyond their course of study, due to the closer match between the students skills and the needs of the placement business. This strategy will also encourage awareness among students of the job opportunities that exist outside of the core ICT industry.

Government departments also remain a potential source for large numbers of student placement experiences. Government departments are increasingly accessing new apprenticeships and partnership arrangements in the VET sector, and can provide a structured placement environment for the implementation of student skill development opportunities.

School based new apprenticeships are an innovative way to encourage school students to commence a career in the ICT industry, and can enable businesses to target skills shortage areas and provide a pathway for young people to enter the industry. The area of school based new apprenticeships is an area of high growth potential for the industry, with the main barriers to achieving this potential being lack of awareness of school based new apprenticeships within the industry, and hence a lack of businesses offering the opportunity to enter the industry through this pathway.

There are currently no school based new apprenticeship pathways in Telecommunications qualification areas. There have been no barriers identified to a future implementation of these pathways. Innovative pathway arrangements between schools, group training organisations, registered training organisations and, importantly, businesses in this industry sector would provide opportunities for implementation of these pathways.

There is also a growing interest expressed in Certificate IV level qualifications as a possibility for school based new apprenticeships in the IT industry, and in particular the Certificate IV in Information Technology (Web Design). This may be an area of exploration in the short term if employers are prepared to trial approaches to delivery under problem based learning approaches.

Issues in implementing VET in Schools including school based new apprenticeships

There are a number of issues facing providers of ICT VET in Schools and school based new apprenticeships programs, partnership organisations, funding bodies and students. These include:

Difficulties in finding placements for students

Accessing suitable vocational placements for increasing student numbers will continue to raise difficulties for some teachers, in finding an adequate number of placement employers. The SME character of the IT industry is a barrier to engaging with programs, as companies often have few (or no) staff available to supervise a VET student. The lower level of skills achieved by students at this stage in their learning career also presents difficulties for employers in finding suitable occupations for the students during placement. This is why opportunities should continue to be sought outside of the core ICT industry (as outlined above).

Professional development of teaching staff

ICT is an industry where currency of skills is critical and maintaining these requires ongoing training effort. Industry release and professional development opportunities must be available for teachers involved in delivering IT, Multimedia and Telecommunications courses. It is important for teachers to be encouraged, supported and given the time necessary to actively participate in training and industry activities.

System Issues

Broader cross sectoral issues also impacting in the ICT industry include:

Maintaining student access to VET in Schools as a valued option in the curriculum, particularly as school based new apprenticeships opportunities increase

Providing training in rural and isolated areas

Promoting to parents and the ICT industry the merits of VET qualifications as alternative pathways other than University

Addressing any issues about the perceptions of quality in VET in Schools programs

Part 6Industrys top priorities for the public training system

1 System Priority - IT User IndustriesHow many people require training and when (if relevant)?

The user industry is very roughly described as all businesses that are not core ICT Industry organisations. In Tasmania, this covers up to 26,000 organisations.

The ICT user industry is seeking an entirely different set of skills to the core ICT industry, and therefore a one size fits all approach to training will never be appropriate. Employees in SMEs are often in need of generalist skills that have a high degree of business application.

Many businesses in the IT user industry have not yet formalised their skill needs in respect to their uptake of IT. IT is still perceived as a function external to the business incorporated in an ad hoc fashion and thus not well integrated into many business operations. External support personnel are called in to fix any problems, at cost to the business and ensuring that any knowledge gained through the exercise is lost.

What will meeting this priority achieve?

There is little recognition that the skills already in use are ICT skills and that a more formal approach to training in these skills across all user industries will support new business models of efficiency and productivity.

What current action is in place to address this priority?

A range of current publicly funded programs are in place to address this priority. These include the Competitive Bids Programs with E-Business focus (for specific user industries), the Workforce Development Fund (where ICT skills are identified in SMEs business and training plans) and the Business Skills Initiative, again where ICT related programs (ie E-Business) are identified by the training system and industries.

OPCETs Information Technology Training Project (funded by the Australian Governments Department of Education, Science and Training) is also addressing this priority through the Smarter SME project being trialled in several local government areas.

What further action is required and what are the consequences of not taking it?

Continued and further programs building on the success of the current actions listed above will continue to raise awareness of the role of ICT within Tasmanian SMEs across all user industry areas, encourage greater engagement of ICT solutions for business and productivity needs within these businesses and provide a greater ability to quantify the future training demand for ICT training within Tasmanian user industries.

2 Certificate I & II in Information Technology

(All streams)How many people require training and when (if relevant)?

Community demand for ICT training remains at the lower end of the Australian Qualifications Framework scale, with skills in demand being primarily those relating to e-consumer applications (i.e. skills that allow them to function in the Information Economy), or personal pursuits. Provision of a range of community programs, including equity programs, should continue to be provided at current funding levels.


Continued provision of generic IT skills programs, at lower Australian Qualifications Framework levels (Certificate I II levels) will support skill development required in the broader community to function effectively within all industry environments (and information based society).


There seems to be some considerable overlap in the broader provision of entry level skill development programs across a range of community groups. These programs include Senior secondary college provision, Return to Work and Key Skills for Women equity programs, Competitive bids programs, Institute of TAFE Tasmania E-learn Initiative, Australian Government Basic IT Enabling Skills program and Adult Education computing programs. The TAFE Tasmania E-Learn voucher initiative alone has provided more than 3000 Tasmanians with foundational computer skills since 2001.


A lower Tasmanian unemployment rate and higher skill base level of community/consumers in the coming years may result a slowing in supply of jobseekers for Certificate I II IT training programs, or a gearing of retraining opportunities to higher Australian Qualifications Framework levels. Higher certificate levels should be considered in future reviews of funded programs.

3 Diploma & Advanced Diploma of Information Technology

(All streams)

How many people require training and when (if relevant)?

There remains a strong demand for up-to-date training in specialist skills which can be applied across projects and workplaces.

Industry specialists still have a preference towards tertiary-based skills, with a perception that the skills available through the VET system are not of sufficient depth or breadth. This perception will be addressed through VET programs delivering the high level skills required of industry specialists.

Funding is needed for a series of higher level courses (not necessarily whole qualifications) in skill sets identified by the industry, relevant to a broad range of areas described within the Diploma of Information Technology qualifications. These areas include project management, knowledge management, business and risk analysis, e-security and internetworking.Funding for numbers of Diploma and Advanced Diploma skill set programs should be made available each year, with indicative participant numbers listed in Part 3 of this document.


The skill sets listed in this priority area will support the integration of new ICT and business processes across all user industries by ensuring that Tasmanian ICT businesses and specialists have appropriate skills to effectively design and implement ICT projects with new technologies within increasingly regulatory and risk-related environments.

For industry specialists, these skill sets will be useful in gaining short or long-term contracts as the industry continues to move towards contracted employment.


Several publicly funded initiatives have been identified relevant to this priority, but do not go far enough to meeting the training demand expressed by the industry. These programs include the Competitive Bids Programs with E-Commerce focus (for specific user industries) and possibly the Workforce Development Fund (where ICT companies are approved for funding under the program).

OPCETs Information Technology Training Project (funded by the Australian Governments Department of Education, Science and Training) is also addressing this priority through the John Smyrk Project Management workshops, with 24 participants to date.


Continued and further programs building on the success of the current actions listed above will meet the growing demand and need for higher level ICT specialised skills in the Tasmanian core ICT industry, and better equip the industry to meet the demand and needs of all user industries implementing new technologies and business systems.

4 Certificate IV & Diploma of Business

(Frontline Management)

Certificate IV in Business (Small Business Management)How many people require training and when (if relevant)?

Employers are increasingly looking for a range of other skills in addition to the hard technical skills gained from ICT training at either university or VET levels.

IT enablement in any business requires process re-engineering and human change. This demands skills in organisational change and management of human resources as well as infrastructure. This also re-emphasises the need to focus on soft skills to assist the necessary knowledge transfer required for successful process re-engineering.

Funding for numbers of Certificate IV and Diploma skill set programs should be made available each year, with indicative participant numbers listed in Part 3 of this document.


These soft skills include business and management skills, sales and marketing, customer relations, information management, budgeting and marketing ICT solutions for user businesses, as well as general skills in problem solving and creative thinking. It is now the case that businesses want not just technical competence, but individuals with competencies that can contribute to the organisations strategic success and growth.


Several publicly funded initiatives have been identified relevant to this priority, but do not go far enough to meeting the training demand expressed by the industry. These programs include the Business Skills Initiative (if programs are focused towards ICT businesses) and possibly the Workforce Development Fund (where ICT companies are approved for funding under the program).

OPCETs Information Technology Training Project (funded by the Australian Governments Department of Education, Science and Training) is also addressing this priority through the K2b marketing training workshops, with 24 participants to date.


Continued and further programs building on the success of the current actions listed above will meet the growing demand and need for higher level management and soft skill areas in the Tasmanian core ICT industry.

5 Certificate IV and Diploma of Telecommunications

(All streams)How many people require training and when (if relevant)?

Within the Telecommunications sector there is a growing demand for high level Telecommunications technical qualifications to support existing and new employee positions as industry expansion continues, new technologies are implemented and the trend of an ageing workforce escalates.

Some Tasmanian companies have expressed that they cannot meet current demand for their services from user industries due to a lack of trained and qualified technicians, and that they are forced to turn down work due to this skills shortage. This trend highlights cause for concern when this factor is considered in conjunction with the current ageing workforce, and predicted retirement levels within the next ten years.

Funding for numbers of Certificate IV and Diploma skill set and qualification programs, while initially small, should be made available each year, with indicative participant numbers listed in Part 3 of this document.


The skill sets listed in this priority area will support the integration of new ICT and business processes across all user industries by ensuring that Tasmanian Telecommunications businesses and specialists have appropriate skills to effectively design and implement new Telecommunications technologies within increasingly regulatory environments. Program implementation will address a growing demand for skilled technicians within the industry and provide a strategy to combat imminent issues with an ageing workforce.


TAFE Tasmania made a considered effort in 2003 to determine the level of demand that existed for a higher level qualification at Diploma and Advanced Diploma in Telecommunications. Due to a lack of employer response at this time, student numbers identified were not sufficient to make a program viable. TAFE Tasmania continues to be anxious to engage relevant employers to develop a collaborative response to this issue, and several years on industry feedback suggests the timing is right to commence delivery of these programs with industry support.

OPCETs Information Technology Training Project (funded by the Australian Governments Department of Education, Science and Training) is also addressing this priority through supporting some delivery of electrotechnology programs, although there is feedback to suggest that these qualifications do not meet all requirements of Telecommunications providers.


Funding is a high need for this priority area due to the fact that the programs have been viewed in the past to be unviable with small student numbers. All industry indicators and research analysis suggest student numbers will continue to grow in the short to medium term.

Part 7Higher education

Information on demand by industry for skills that is being met by higher education

The Information and Communications Technology industry continues to rely heavily on University level qualifications for the initial education of ICT industry specialists, at both a local and national basis. This preference for the recruitment of IT graduates from qualitative data is partly due to the need for higher level skills and partly due to unfamiliarity with the VET system and course offerings.

Typical courses available from the University of Tasmania meeting industry needs include:

Bachelor of Computing

Bachelor of Information Systems

Graduate Certificate, Graduate Diploma and Master programs in Information Systems

Information on demand by industry for skills that could be, but is not being met by higher education

Typically ICT industry demand is for clusters of skills rather than qualification based programs, once initial University qualifications are achieved. Industry is currently servicing these demands through access to vendor specific training, in house training and increasingly VET course offerings at higher levels (Australian Qualifications Framework Certificate IV Advanced Diploma).

Information on existing, likely or possible articulation from VET to higher education

Articulation arrangements have been developing through closer links between vocational and tertiary ICT training delivery. The Institute of TAFE Tasmania provides a range of qualification pathways at Diploma level in the ICA99 Information Technology Training Package that are considered for articulation into University of Tasmania Bachelor of Computing and Bachelor of Information Systems programs. Similar pathways are developing with privately operated registered training organisations, often on a student by student application basis, at the Diploma of Information Technology level.

The Institute of TAFE Tasmania and the University of Tasmania have implemented a joint Diploma of Information Technology/Bachelor of Information Systems program completed over four years of study at both institutions, as a unique program providing a broad spectrum of IT education.

Greater opportunities exist to foster links between the VET and University sectors, and these should be encouraged through engagement with University of Tasmania Commerce and Science, Engineering and Technology faculties and VET providers. These opportunities, through the examination of set articulation arrangements and joint (combined) programs, may be realised with in depth negotiations between stakeholders, greater understanding of course content, qualification pathways and quality assurance needs of these stakeholders. The use of joint moderation/consultation processes may necessarily feature within these discussions.

There remains a challenge to consider how VET in Schools and lower level qualifications (Australian Qualifications Framework Certificate II to Certificate IV level) courses fit into articulation arrangements at the University level.

Endnotes

ABS Characteristics of Small Business 2003 (cat. no. 8127.0)

Olivier Internet Job Index The Report December 2004

Australian Government Department of Employment and Workplace Relations Job Outlook May 2005

ABS Australian Labour Market Statistics 2004 (cat. no. 6105.0)

2002 Yellow Pages E-Business Report - The Online Experiences of Small and Medium Enterprises July 2002

Australian Government Department of Communications, Information Technology and the Arts Information Economy Index 2004




ABS Employer Training Expenditure and Practices 2001-02 (cat. no. 6362.0)

Australian Government Department of Employment and Workplace Relations National and State Skill Shortage Lists Australia 2004.

Australian Government Department of Immigration and Multicultural and Indigenous Affairs - Migration Occupations in Demand List (MODL)

Australian Government Department of Employment and Workplace Relations Job Outlook May 2005

Ovum Report March 2003

ABS Australian Labour Market Statistics (cat. no. 6105.0)



Monash Employment Forecasts 2002

Monash Centre of Policy Studies December 2003

IT Skills Hub Market Monitor 2004

Olivier Internet Job Index The Report December 2004

National Centre for Vocational Education Research Tasmania students and courses 2003

IT Skills Hub Market Monitor 2004

National Centre for Vocational Education Research VET in Schools students and courses 2003

TAFE Tasmania Annual Report 2003-04

Updated June 2005

Updated June 2005Page 2 of 27

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