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

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

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

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

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

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

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

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

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

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

This report presents the results of the Australian Industry Group’s survey on business skilling intentions for 2009/10.
The report has been prepared as part of our National CEO Survey series undertaken in conjunction with Deloitte Touche Tohmatsu.

The recent economic downturn in Australia, triggered by the global financial crisis, is the fourth period of slowing or declining economic growth in the past 30 years. The first two, during the early part of the 1980s and the 1990s, respectively, were severe and protracted recessions, characterised by a marked decline in economic activity and rising unemployment.
The most recent two, at the beginning and end of the decade just finished, were milder both in length and severity.

The purpose of this report is to highlight examples of the kinds of jobs, careers and professions that could result from advances in science and technology in the period from 2010 to 2030. The report was commissioned as part of the Science: [So what? So everything] campaign which aims to promote public interest in science and engineering and highlight their importance to the UK's future. Science: [So what? So everything] is funded by the Department for Business Innovation and Skills and supported by a wide range of individuals and organisations.

Last year's GFC had a big impact on the way job hunters view their current job and what triggers them to move into their next job.

CareerOne's Hunting the (Hidden) Hunters report has been conducted pre, during and post-GFC (2008, 2009 and 2010).

To attract candidates in 2010, Recruiters and Employers will have to work smarter to provide a package that will justify the risk of moving and will address job hunter needs.

To find out how candidates needs have changed within each of the CareerOne segments and what they now value when looking for their next role, download the entire Hunting the (Hidden) Hunters report.

Australian secondary students are facing more pressure than ever as they attempt to excel in their studies, participate in sporting and recreational activities and maintain an active social life. For an increasing number of young people there is an added dimension which is placing further pressure on their lives: the part-time job.

The Fifth International Symposium for Career Development and Public Policy was held in New Zealand from 14-17 November 2009.

A discussion paper prepared by the Chamber of Commerce and Industry WA.

Published September 2009

In the autumn of 2000 the OECD’s Education Committee and its Employment, Labour and Social Affairs Committee endorsed a comparative review of career information, guidance and counselling policies. Participating countries complete a detailed national questionnaire, and after its completion host a short visit by an expert review team. Australia was the fifth country to host such a visit, from 18 to 26 March 2002.The team had meetings with policy-makers and guidance practitioners in four states (New South Wales, Queensland, Victoria and Western Australia) and at national Commonwealth level; it also visited six schools, a university, a Job Network provider, a user-pays career counselling service, a career planning unit within a public-service employer, and a public career information centre.