L:// IIGF Project/ 031216 IIGF E&T Needs Project APIS Business Services Page 1 Deliverable for Milestone 1(b) 23 January, 2004 IIGF Project Report “Training

L:// IIGF Project/ 031216 IIGF E&T Needs Project

APIS Business Services Page 1

Deliverable for Milestone 1(b)

23 January, 2004

IIGF Project Report

“Training and Education Needs of the Printing Industry Now and Into the Future”



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)

1.4.1 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

1.4.2 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

1.4.3 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



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

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:



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:

1. Collection of data on the existing skills base and future skills needs of the industry

2. 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

3. Test and review the predictions through detailed consultations with key stakeholders

4. Produce an Action Plan for the future training needs of the printing industry

The Completed Project will:



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

The Project Has Been Driven by the Print 21 Learnings



• To be determined after the completion of this project

• Underutilised VET and higher education by the industry

Desired Position

DataData

Current Position

• 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 • Next phase of the project

• Industry adequately educated and trained to adapt to rapidly changing market environment

ImplementationImplementation

TestTest

PredictionsPredictions

• After predictions and will primarily be conducted by workshops with key stakeholders in the education and training of printers

GAP

Revolution Model Adopted for the Conduct of this Project



Project Methodology

PREDICTDATA

• 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

REVIEWTEST CONCLUDE

• 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

• 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



Pri

nti

ng

In

du

str

y R

ev

en

ue

Time5 – 10 years out

Now

1st curve –• Traditional

printing industry life cycle

2nd curve –• New thinking/

products and services

Incremental thinking

Natural inertia

2nd Curve Thinking Identified in Print 21 as Imperative for Developing New Value Added Growth – Education & Training is Key to This

• 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



FutureExisting

Exi

stin

gF

utu

re

• Print21 identified that the emerging need was for new products and services for new markets

• The industry needed:

1. Customer focused people

2. Knowledge and information people

3. Business people

4. Modern crafts people

Education & Training to Underpin Growth from Existing Products and Existing Markets

Products and Services

Mar

kets

• Printed product

• Print and hold services

• Pick and pack services

• Digital printing

• Variable imaging

• Digital file management

• Logistics services

• e-books

• Digital publishing

• Digital rights management

• Direct marketing

• Multi-media

• 2nd curve industry growth



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% 2%

Administrative 10% -

Production/ Technical 36% 26%

Sales/ Customer Service 39% 21%



Performance IndicatorSuperior Performing

CompaniesTotal Sample Group

ROTA 19.7% 5.8%

Profit Margin 11.7% 3.5%

Sales Growth (2000-2002) 17% 5%

Value Adding per Employee $113,815 $86,611

Training Days per Employee 3 1

Australian Printers Benchmarking Study Shows that there is a Positive Correlation Between Commitment to Training and Company Performance

(Source: IIGF Project – “A Benchmarking Investigation in the Australian Printing Industries”)



E&T

Sources Short Courses

Manager/ Owner

Professionals

Supervisors

Sales/ Admin

Trade

Factory/ Others

• 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

Ad

va

nc

ed

D

iplo

ma

De

gre

es

Ma

ste

rs

Dip

lom

a

C I

V

C I

II

C I

I

Se

co

nd

ary

Roles

Wo

rk

Ex

pe

rie

nc

e

Te

ch

nic

al

Ma

na

ge

-m

en

t

Sa

les

●

● ●

●

○

●

○

○ ●○

●

●

●● ○

○

●●

● ●●

●●

Education and Training Pathways for the Printing Industry



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



Trade and Non Trade Industry Employee Numbers and Areas of Particular Focus for this Study

Trades-people 21,000100%

5%

6%

20%

13%

22%

18%

12%Professionals Managers

Associate Professionals

Labourers

Intermediate Production &

Transport

Clerical Sales & Service

Printing Tradespeople

Press Operators

13,70065.3%

Graphic Prepress

17.6%

Binders & Finishers

11.9%

Screen Printers

5.3%

2300

1070

10330

Non-trades focus

Non-trades focus

Non-trades occupational trend

Newspaper printing & publishing

A focus of this report is for offset/ lithographic trades as this area is predominantly occupied by the industry’s SME population

Print Machinists

Small Offset

Areas of particular focus

(Source: ABS Data, Census 2001)

Total Printing Industry Population

116,000 People

4%

Other Trades



Plot of all Apprentices Nationally and Trend Line

0

200

400

600

800

1000

1200

1400

1600

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. of

Ap

pre

nti

ce

sh

ips

Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 20032005 Est

Correlation

Total 760 1026 1433 938 759 731 710 619 662 530 480 380 -0.72



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

050

100150200250300350400450500

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. o

f A

pp

ren

tice

s

QLD NSW ACT VIC TAS SA WA



0

50

100

150

200

250

300

350

400

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. of

Ap

pre

nti

ce

sh

ips

Plot of Prepress Apprenticeship Numbers and Trend Line

Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 20032005 Est

Correlation

Total 238 355 343 222 203 193 190 164 138 90 120 53 -0.86



Plot of Printing Machinist Apprenticeship Numbers and Trend Line

0

100

200

300

400

500

600

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. of

Ap

pre

nti

ce

sh

ips

Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 20032005 Est

Correlation

Total 344 462 524 490 385 370 357 330 383 340 260 279 -0.66



Plot of Binding & Finishing Apprenticeship Numbers and Trend Line

0

20

40

60

80

100

120

140

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. of

Ap

pre

nti

ce

sh

ips

Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 20032005 Est

Correlation

Total 78 107 121 119 88 106 74 88 81 60 60 59 -0.66



Plot of Screen Printing Apprenticeship Numbers and Trend Line

0

20

40

60

80

100

120

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003

Years

No

. o

f A

pp

ren

ticesh

ips

Years 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 20032005 Est

Correlation

Total 100 102 102 107 83 62 89 37 60 40 40 23 -0.88



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

Summary of Analysis of Future Trades Training Numbers



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

Printing Machinist 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

Small Offset 81 73 81

Total 243 52 64

New Apprentices Available

Printing Machinist 248 230 230 Overall the model projects an oversupply of apprentices even with the arbitrary assumption of growing demand for small offset apprenticeships

Small Offset 2 2 2

Total 250 232 232



13.8%

19.2%

18.0%

13.3%

7.4%

10.8%

9.6%

5.8%

2.1%2.2%

8.4%

15.1%

18.9%18.2%

15.0%

11.2%

8.1%

3.0%

0%

5%

10%

15%

20%

25%

25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69

Age Group

% o

f T

rad

e

2003

2013

• 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)

Printing Machinists – Age Profile

With a Focus on Retraining the Average Age of the Industry Still Doesn’t Increase to a Perilous Level

0

10

20

30

40

50

2001 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Years

Ave

rag

e A

ge



Non-Print Services Will Quickly Become a Significant Part of Printers Revenues

Print Revenues

Services Revenues

Print Revenues

Services Revenues

Print Revenues

Services Revenues

7%

(Sources: US GATF/PIA Benchmarking Study 2003, Expert Opinions)

NOW 5 Years 10 Years

14% 28%

93% 86% 72%

Assumes doubling of ancillary services every 5 years

Assumes US data reflects

Australian situation



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

To

tal

Ind

us

try

Re

ve

nu

e f

or

Tra

dit

ion

al

Pri

nt

Time

5 yearsNow

• More sophisticated/ quicker computer technology for make ready

• ERP elements• Equipment self-

diagnostics (press, bindery finishing

• Client to printer digital interface

• Significant CTP adoption

Greater adaptation 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

Significant presence of:

10 years

• Quick make-ready technology (press, bindery finishing)

• CTP• Some ERP elements• Client to printer digital

interface

Penetration of:

**

*



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 ChangeSkills 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 • Computer interface • 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)



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



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 – –



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

ManagementOperatives

• Logistics, Business development• Computer interface• Full Logistics Services

• Copyright management, Digital publishing• IT• Digital Right Management

• Marketing, Business development, Sales management

• Customer liaison, Written communications course

• Marketing Services

• IT, Business development• IT• Systems Integration

• IT, Marketing, Business development• IT, Multimedia TAFE courses• Webpage Production/ History

• IT, Business development• IT• CD Rom Services

• As immediately above• As immediately above• Digital Print Libraries

• Marketing, Business development• IT, TAFE Photography courses [CI, CII]• Photo CD Services

• Data management, Business development• IT• Database Management

• Rights management, Publishing, Business development

• IT• e-Books

• Data management, Business development• IT• Electronic File Storage

• Data management, Marketing• Phones sales• Telemarketing

• Diploma in Multimedia, Business development• Multimedia TAFE courses• Multimedia Services

• IT, Business development• Desktop publishing [CII]• Desktop Publishing

• Data management, Business development• Mailing house qualifications [CI, CIII]• Mailing Services

• Logistics, Business development• Computer interface• Warehousing

• Logistics, Business development• Computer interface• Fulfilment Management

• Marketing• Graphic design, IT• Graphic Design

• Data management, Business development• TAFE courses for digital printing• Digital Printing

Minimal Skills RequiredAncillary Services

ManagementOperatives

• Logistics, Business development• Computer interface• Full Logistics Services

• Copyright management, Digital publishing• IT• Digital Right Management

• Marketing, Business development, Sales management

• Customer liaison, Written communications course

• Marketing Services

• IT, Business development• IT• Systems Integration

• IT, Marketing, Business development• IT, Multimedia TAFE courses• Webpage Production/ History

• IT, Business development• IT• CD Rom Services

• As immediately above• As immediately above• Digital Print Libraries

• Marketing, Business development• IT, TAFE Photography courses [CI, CII]• Photo CD Services

• Data management, Business development• IT• Database Management

• Rights management, Publishing, Business development

• IT• e-Books

• Data management, Business development• IT• Electronic File Storage

• Data management, Marketing• Phones sales• Telemarketing

• Diploma in Multimedia, Business development• Multimedia TAFE courses• Multimedia Services

• IT, Business development• Desktop publishing [CII]• Desktop Publishing

• Data management, Business development• Mailing house qualifications [CI, CIII]• Mailing Services

• Logistics, Business development• Computer interface• Warehousing

• Logistics, Business development• Computer interface• Fulfilment Management

• Marketing• Graphic design, IT• Graphic Design

• Data management, Business development• TAFE courses for digital printing• Digital Printing

Minimal Skills RequiredAncillary Services



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



Desired Flexibility in Delivery and Duration of Courses

Qualifications

Delivery MethodDuration 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’

trainingLargely catered for

12 12

• Print Design 12 (not NT, WA) 12

• Small Offset 12 12

• Print Production Support 12 12

• Screen Printing 12 (not NT, WA) -

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 Design 48 (36 in NT) 24

• Print Finishing 48 (36 in NT) 24

• Screen Printing 48 (36 in NT, not ACT)

Certificate IV

• Graphic Prepress

Majority of courses offered are mainly full-time ‘off the

job’ (normally pre-vocational)

Largely catered for

24 (Tas), 48 (SA) 36

• Printing 12 (WA), 24 (Tas), 48 (SA) 36

• Print Finishing 24 (Tas), 48 (SA) 36

• Screen Printing 24 (Tas), 48 (SA) -

• Management/ Sales 24 (Tas & ACT) 36

Note: Apprenticeships shown in red* Source: NAC Info Statistics

+ A more detailed analysis of delivery mechanisms across States/ Territories is available on page 38 - VET Training for Apprenticeship/ Traineeship Possibilities



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



State/ Territory Number of RTOs

ACT 3

New South Wales 10 (includes 7 Regional TAFES)

Queensland 6

Tasmania 3

South Australia 2

Victoria 12 (includes 6 Regional TAFEs)

Western Australia 7 (includes 2 Regional TAFEs)

Northern Territory 1

Summary of Registered Training Organisations (RTOs) for Printing Qualifications

(Source: National Training Information Service – www.ntis.gov.au)

(Refer Appendix A4 - Listing of Registered Training Providers for the Printing and Graphic Arts Training Package - for specific provider details)



The Training Package Provides Common Course Units for Multiple National Level Qualifications

Other

A to E Units

5 Unit Levels + Other

235 Course Unit Options for Printing and Graphic Arts

• Recommended for Front Line Management training

• One unit needs to be completed for CIII and above

• Course options constrained by:

1. Prescribed qualification rules

2. Contract negotiations– Unit selections need to be

relevant to both the student and the company

3. Delivery availability of selected units

Units can also be selected from within the other 84 industry Training Packages



National Printing & Graphic Arts Industry Qualifications

• Desktop Publishing• Print Design

Ink Manufacture

Mail Houses

Cardboard Box Container & Carton

General Prevocational Entry

Graphic Arts Services

Screen Printing

• Small Offset• Print Production

Support

Graphic Prepress

Multimedia

Ink Manufacture

Mail Houses

Print Finishing


General

Certificate III in Engineering –

Mechanical Trade

Screen Printing

Printing

Graphic Prepress

Multimedia

Ink Manufacture

Print Finishing


General

Certificate III in Engineering Graphic

Arts Service Technician

Screen Printing

Printing

Mail Houses

Management/ SalesNote: Direct Entry can been obtained through Certificate II &

Certificate III. Direct Entry is also obtained through Certificate IV Management/ Sales

Graphics

Multimedia

Other

Mail House

Finishing

Printing

Carton

General

Services/ Merchants

Screen Printing

Manage-ment

Certificate II in Printing & Graphic

Arts

Certificate III in Printing & Graphic

Arts

Certificate IV in Printing & Graphic

Arts

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Ad

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G

rap

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Art

s


Ink Manufacture

Mail Houses




Screen Printing

• Small Offset• Print Production Support

Graphic Pre-Press

Multimedia

Ink Manufacture

Mail Houses

Print Finishing


General

Certificate III in Engineering – Mechanical Trade

Screen Printing

Printing

Graphic Pre-Press

Multimedia

Ink Manufacture

Print Finishing


General

Certificate III in Engineering Graphic Arts Service

Technician

Screen Printing

Printing

Mail Houses



Graphics

Multimedia

Other

Mail House

Finishing

Printing

Carton

General

Services/ Merchants

Screen Printing

Manage-ment

Certificate II in Printing & Graphic Arts

Certificate III in Printing & Graphic Arts

Certificate IV in Printing & Graphic Arts

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Ad

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Gra

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Ink Manufacture

Mail Houses




Screen Printing


Graphic Pre-Press

Multimedia

Ink Manufacture

Mail Houses

Print Finishing


General

Certificate III in Engineering – Mechanical Trade

Screen Printing

Printing

Graphic Pre-Press

Multimedia

Ink Manufacture

Print Finishing


General

Certificate III in Engineering Graphic Arts Service

Technician

Screen Printing

Printing

Mail Houses



Graphics

Multimedia

Other

Mail House

Finishing

Printing

Carton

General

Services/ Merchants

Screen Printing

Manage-ment




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(Source: NAC Info Service – www.nacinfo.com.au)





Graphic Prepress

Print Finishing

Printing

Graphic Prepress

Print Finishing

Printing

Graphics

Finishing

Printing




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d D

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Pri

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ng

an

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s

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

The Major Area of Printing Industry VET Focus

(Source: NAC Info Service – www.nacinfo.com.au)

Prime printing apprenticeship



Public Sector Training Accounts for the Majority of the Printing Industry’s Usage

Public Sector

Reflect the use of the Training Package by the industry

(Source: National VET Plan 2003-2005; NPITC)

Private Sector

32.8%

67.2%

Substantially generic training outside of apprenticeships and traineeships

Estimated at < 10%

VET Training



Certificate II and III Dominate Training Package Delivery

Training Package Usage

Certificate IIs = 37%

Certificate IIIs = 57% Diploma = 2%

Cert II in Desktop

Publishing 32%

Cert II in Print

Design 3%

Cert II in Print Production 2%

Cert III in Graphic Prepress 14.5%

Cert III in Print

Finishing 6.7%

Cert III in Printing 35.8%

Cert III Screen

Printing 2%

Diploma of Multimedia

2%

(Source: National VET Plan 2003-2005, NPITC)



VET Training for Apprenticeship/ Traineeship Possibilities

State/ Territory

Providers

VET Training Package Delivery Mechanisms for Printing

Apprenticeships Traineeships

Totally at College

On/ Off JobTotally in

WorkplaceTotally at College

On/ Off JobTotally in

Workplace

VIC

RMIT Flexible X

Other Regional TAFEs – – – –

Private RTOs – – – Minimal

QLDSouthbank Institute Flexible

Private RTOs – – –

NSW

Sydney Institute Flexible

Other Regional TAFEs – – –


ACTCanberra Institute Flexible


SADouglas Mawson Institute Flexible

Private RTOs – – –

WACentral TAFE Flexible

Private RTOS – – – Minimal

TAS Institute of TAFE Tasmania Via RMIT (see VIC above)

NT Charles Darwin University – Minimal



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



Deliverable 1.3 - 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



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

Principle Stakeholder Relationships

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– Facilitation

• Educators– Provision of learning


Teachers

ACE

STAs

Unions

State ITAB

S

DEST

Universities

State Govt.

ANTA Natio

nal ITABs

Federal

Govt.

Assoc-

iations

RTOs

TAFEs

Suppliers

Teachers

ACE

STAs

Unions

State ITABS

DEST

Universities

State Govt.

ANTA

National ITABs

Federal Govt.

Assoc-iations

RTOs

TAFEs

Suppliers



Key Stakeholders

Classification Participants

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)


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


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



Key Stakeholders


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]


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


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



National Training Structure

ANTA Ministerial CouncilReplacing 29 National ITABS (Industry Training

Advisory Bodies)

Australian National Training Authority (ANTA)

Emerging New National Skills Councils (10)

State ITABS – ITBS, Councils

Registered Training Organisation

TAFE Private Providers

Schools

Higher Education

State Training Authorities (normally State Departments of

Education and Training)

Approvals, Funding

Recommendations

Recommendations/ Applications

Policy, Guidelines, Approvals Funds

Applications

Industry Training Advice

Funding for Operations

Con

sulta

tion/

A

ssis

tanc

e

Advisory

Industry Training Advice

Funding for Operations

Skills Advice

AD

VIC

E A

ND

PL

AN

NIN

G

DE

LIV

ER

YPolicy, Guidelines, Approvals Funds



Major Responsibility for VET Training Funding Rests with the States

States/ TerritoriesStates/

Territories

Federal Govt.Federal Govt.

Departments of Education

Departments of Education

• ANTA

33% - Share of funding

67% - Share of funding

TAFE InstitutesTAFE

Institutes

Adult and Community Education


Private ProvidersPrivate

Providers

Estimated + 95% distribution

Estimated < 1% distribution

Estimated < 5% distribution

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 1003,772

(mid range)377,200 845

NSW 214 3,581 776,334 846

ACT 19 3,200 60,800 960

VIC 219 3,680 805,920 960

TAS 7 3,680 25,760 960

SA 82 3,016 247,312 770

WA 21 3,488 73,248 910

Other

• Excludes Higher Education which is Federally funded

• Excludes enterprise and student financial contributions

• Excludes Government incentives to enterprises

(Source: NPITC VET Plan 2003-05 and State/ Territory Implementation Guides)



E & T Courses

Providers of E & T Users of E & T

• Post Grad Degrees• Degrees

• Advanced Diplomas• Diplomas• Certificates I - IV

• Short courses in variety of areas

• Advanced Diplomas• Diplomas• Certificates I – IV• Short courses

Education & Training Provision Chart

Individuals (Students)Individuals

(Students)

Higher Education

(Universities)

Higher Education

(Universities)

TAFE InstitutesTAFE Institutes



Private Providers

(RTOs)

Private Providers

(RTOs)

EnterprisesEnterprises



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



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



Strategic SWOT of the Current Training/ Education Infrastructure

Perceived Strengths Strategic Windows Opportunities

1. National Training Packages (85) a. Changing technology

2. Broad TAFE coverage b. Changing buyer behaviour

3. Government funding support c. Modern communications

4. Articulated training pathways d. Increased industry awareness of their changing environment (Print21)

5. Private RTO coverage e. Growth in ancillary services

6. Established policy framework f. Availability of teachers

7. Funded Training Package Reviews g. Overseas training approaches

8. Generally delivery flexibility h. Increased PIAA industry training interest

i. Union support

Perceived Weaknesses Contingency Initiatives Threats

15. Proportion of teachers out of date A. Tightening of Government funding

16. Variable teacher commitment B. Printer attitudes to TAFEs

17. Shrinking trade training enrolments C. Printer attitudes to training

18. Funding dependant upon enrolments D. Falling printer profits

19. Understanding of key industry trends E. Declining traditional print demand

20. Lack of customer focus F. Deskilling via technology

21. Lack of up to data facilities G. Students focus away from trades (manufacturing)

22. Funds for student recruitment

23. Industry profile

24. Differences across States

25. Critical mass issues

26. Lack of national strategic direction

For Next D

elivera

ble

For Next D

elivera

ble



Deliverable 1.4 – Establish International Best Practice

(Refer Appendix A3 – Overseas Training Review – for details)



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



Deliverable 1.4.1 – 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

Contents for Deliverable 1.4.1



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



Deliverable 1.4.1 (B) – Criteria for Best Practice E & T

1. Recognised and strongly positioned lead industry body driving E & T

2. Government training environment that supports the adoption of best practice

3. An established training framework, fully articulated from junior entry levels to

tertiary education

4. A national approach to policy, funding and delivery

5. Strong value chain linkages between all the key industry stakeholders

6. Easy access to training (e.g. affordability)

7. Fully flexible mode of delivery to fit with firms’ needs

8. Adequate supply of teachers and competency assessors of the right quality

9. Courses and course units directly linked to firms’ E & T needs

10. Transportable qualifications



Deliverable 1.4.2 – 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




Deliverable 1.4.2 (A) – Context for Best Practice E & T

1. The market situation both now and into the future has been articulated

2. From (1) above the E & T needs have been clearly identified

3. There is an industry body that has accepted the responsibility and accountability for driving

the E & T needs of the industry

4. The courses and the course units developed and offered are certified by the industry body

that has the charter for the industry E & T

5. The modes of training delivery on offer, closely reflect the preferences of the industry’s

enterprises

6. There are no obstacles for enterprises to access the E & T

7. E & T offered is uniform nationally to provide a common national industry language and

portability of industry people

8. There is sufficiency of qualified, up to date teachers to cover the course units on offer and

they are periodically reaccredited for teaching

9. The Government is supportive of the industry’s E & T

10. There is complete knowledge by the industry’s enterprises of the importance of E & T and

what is offered

11. There is a high level of cooperation between the key industry stakeholders for E & T

12. Changes to E & T are driven by the industry via the responsible industry body and are

implementable quickly

13. The industry has developed a receptive culture for E & T



Deliverable 1.4.2 (B) – Content for Best Practice E & T

1. The courses offered cover the articulated industry E & T needs

2. The course units and content are developed with active participation by industry experts nominated by the responsible industry body

3. The course units have a direct correlation to the articulated industry E & T needs

4. The course content has a focus on workplace appliability

5. The utility of the course content is high and the level acceptable by the industry



Deliverable 1.4.2 (C) – Practices and Procedures for Best Practice E & T

1. Course exit reviews are undertaken by all participants and their supervisors via questionnaires

2. 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

3. The responsible industry body is highly responsive to industry enterprises

4. Interaction between the responsible industry body, the training bodies and the industry enterprises is cooperative, not complex and respectful of the enterprises

5. The practices and procedures are documented, easy to understand and widely distributed and promoted



Deliverable 1.4.3 – 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




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



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



Deliverable 1.5 – Strategic SWOT for Printing Industry Education & Training



SWOT from Perspective of Printing Enterprises with Respect to E & T

Strengths Strategic Windows Opportunities

1. Existence of training package with articulated pathway

a. Widespread presence of internet and computers

2. Established training infrastructure (AQF) b. 2004 is an election year Federally

3. Major industry (4th largest) c. Opposition’s focus on education electorally

4. Working partnership with Government (Print 21) d. PIAA and Union lobbying strength (peak body representation)

5. Industry position established (Print 21) e. Suppliers’ interest for healthy industry

6. Importance to Governments because of SMEs and regional presence

f. New technologies for E & T delivery

7. Diminished dependency on new trades entrants g. Competency based accreditation system

8. Demonstrated relationship between training and profitability

h. High youth unemployment (including tertiary trained)

9. New technology use reducing need for trades numbers

i. Students leave school with higher education

10. Printers have computer facilities with many being wide band access

j. Large pool of graphic design graduates

11. Printer interest to adopt new technologies for productivity

k. Recognition by RTOs that the industry isn’t providing them critical mass

12. Alignment with industry associations l. Government is a large purchaser of print

m. Overseas VET training opportunities

n. Union support for shorter apprenticeships/ higher qualifications

o. GAMMA scholarships for higher education

p. State variations in student profiles for funding

For

Nex

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Weaknesses Contingency Initiatives Threats

15.Understanding of training available - complexity A. Lack of coordinated national approach to E & T and promotion

16.Technology quickly outdating existing tradespersons

B. Increasing expertise of SEA printers

17.Managers mainly trades trained C. Lack of up to date trainers/ equipment at TAFEs/ RTOs

18.Lack of willingness for own time upskilling D. Emergence of national skills councils – diluted focus on printer training with respect to ANTA

19.Short term profit focus of SMEs discounting training

E. Territorial based State funding exclusions

20.Structural disconnect between industry and those concerned with training provision

F. Lack of Government funding for upskilling training

21.Lack of competency in key areas (eg. problem solving, colour matching)

G. Lack of new entrants to underwrite traditional training infrastructure

22.Length of apprenticeship course H. Changing customer buying behaviour

23.Diminishing willingness by SMEs to contract apprenticeships

I. Cannibalisation by competing media

24.Distance of regional enterprises from training facilities

J. Rules requiring minimum periods of off-print site training

25.No training in how to manage new entrants K. Lack of promotion of industry

26. International cost competitiveness L. Decreasing interest of school leavers for trades

27.Low industry profile

28.Apprentices treated by firms as normal employees

29.35% Apprentice attrition rate

SWOT from Perspective of Printing Enterprises with Respect to E & T

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Documents

L:// IIGF Project/ 031216 IIGF E&T Needs Project APIS Business Services Page 1 Deliverable for Milestone 1(b) 23 January, 2004 IIGF Project Report “Training