Our work

Our work

The State Training Plan 2018–2021, developed by the State Training Board, lays the foundation to build a highly skilled workforce through an innovative, sustainable and contemporary education and training system which provides the skills needed by Western Australian industries and enables people to realise their potential. It contains strategies that will contribute to achieving the State Government’s major goals and visions for the Western Australian economy and labour market; such as increasing employment opportunities through training to meet industry's requirements for skilled workers.

In order to achieve these strategies, the Board undertakes projects, tasks and activities aligned with the priorities set out in the State Training Plan. We work closely with industry, employers and business, training providers and other key stakeholders to develop solutions that will address our training and workforce development needs now and into the future.

Here we will share our current work, and keep you up to date with progress and achievements. If you would like to find out more about this work, or get involved, please use our online enquiry form to tell us about your area(s) of interest and we will contact you.


WA Plan for Jobs

Plan for Jobs

Western Australia's vocational education and training sector provides training and skills needed by trade, non-trade and para-professional workers for all of Western Australia's industries, and plays a vital role in the economic, social and industrial development of our State. Through careful planning and investment the sector can contribute to the WA economy and avoid the implications of long-term skill shortages on the labour market. Well-targeted training programs will provide the workforce required by industries in Perth and regional Western Australia., enabling the economy to become stronger and more resilient to fluctuations and global pressures. 

Maximising the State’s workforce participation rate requires people to be able to access and obtain the ‘right skills’ at the ‘right time’; however, the reality is that most jobs in today's labour market require a post-school qualification and this trend is expected to continue into the future, further emphasising the need for the VET sector to align with industry needs.


Technology and innovation

Technology and innovation

Although the rate of adoption of innovation and technology is, and will be, different for some industries, businesses and occupations, the demand for new skills, specialised skills and multi-skilling will create the need for a new approach to education and training to upskill and cross skill the workforce.  In short, we need to equip our workforce for success in a technologically-rich environment.

We must encourage the uptake of relevant skills by raising profile and awareness of the importance of new and emerging technologies for a range of occupations. We also need to encourage cross-industry collaboration to identify transferable skills that can alleviate structural adjustment changes within industries and support vulnerable workers to transition to new employment. A broad and inclusive education and skill strategy is essential, and this is a key focus for the Board.


How the Board is supporting technology and innovation

Our vocational education and training system will need to be flexible and adaptive in order to help people to adapt to changes in technology and innovation in work practices and the evolving skill requirements that result from this. The State Training Board has commenced a project to examine current and emerging technology and innovation advances that are likely to impact key industries in WA, and their implications for education, training and workforce development over the short, medium and long-term.

We are collaborating with industry, employers, educators and training providers to develop strategies that will:

  • encourage our schools, TAFE and private training providers to support and embed foundation skills, including science, technology, mathematics, and engineering as appropriate at primary, secondary and tertiary levels;
  • establish new or redesigned education and training programs that align with current and emerging technologies;
  • develop a fresh approach to service delivery that enables more responsive and flexible training; and
  • introduce options for multi-disciplinary courses, short course skills training, or in-house training for existing workers, to address specific workforce needs.

The McKinsey Global Institute has identified 12 emerging technological innovations which are expected to have significant disruptive potential over several industries by 2025. These include cloud technology, advanced oil and gas exploration, robotics, 3D printing and renewable energy. These technologies are expected to:

  • experience accelerated or discontinuous rates of change in terms of price/performance relative to substitutes;
  • have broad ranging impact on industries giving rise to a wide range of new applications, products and services; and
  • have the potential to affect significant economic value through additions to profit pools and gross domestic product or by rendering capital investments of substitutes obsolete.
Terms of reference: Technology and innovation project

The State Training Board’s  aims to work with employees, managers and employers, parents, industry practitioners and advocates, education and training providers and Government to complete the following tasks.

Task 1: Appraise how current and emerging innovation and technology advances are changing the nature of work in some of Western Australia’s key industries (to be determined by the working group), particularly in relation to the following.

1.1 Skills needs (existing and emerging) that will be demanded by industries

1.2 New types of jobs that are expected to be in demand

1.3 Existing jobs that are expected to change in design

1.4 Specific vocational education and training products (skills, qualifications and training package design) required to close the gap between the supply and demand for skills in the short, medium and long term

1.5 The pathways from vocational education and training to higher education qualifications required to meet the skills needs demanded by industries.

Task 2: Reference how supply side and other broader environmental factors (eg migration patterns, ageing demographic, global business supply chains, etc.) are likely to change the demand for skills and new types of jobs and affect the work landscape.

Task 3: Identify foundational skills that will enable people to participate productively in the knowledge- economy of the future, as jobseekers, entrepreneurs, business owners and innovators. These foundational skills include, but are not limited to: science, technology, engineering and mathematics (STEM) skills; digital literacy; enterprise skills such as communication, creativity and innovation; financial literacy; analytical and critical thinking; project management; change management and adaptability.

Task 4: Develop education, training and other strategies to increase the supply of local talents to meet the new and existing skills identified and embed and encourage these and foundational skills as appropriate at the primary, secondary and tertiary levels.

Task 5: Identify the changes in policy necessary to ensure an appropriate response to these skills needs and strategies.

Did you know...
The McKinsey Global Institute has identified 12 "disruptive technologies" that have the potential to reshape the world economy.


Social assistance and allied health workforce

Social assistsance and allied health.

Western Australia's aged care, disability, allied health and community service sectors have undergone significant change in recent years. The ability for consumers to choose who provides their care and support will create a more competitive and innovative market, but will present challenges and opportunities for the workforce and service providers; such as remuneration, working conditions, staffing ratios and career pathways.

Medical advances and changes in technology and patient care will require continuous training and skills development. These advancements mean that in order to provide best-practice patient management and residential care services, workers must be updating their skills on an ongoing basis; particularly in areas where boundaries are often challenged and new areas explored, such as managing patients with cognitive issues.  These factors highlight the importance of providing opportunities for skill development both for existing workers and for new workers joining the industry.

Page last updated July 02, 2017