To succeed in the modern workplace, workers need varying levels of digital skills. Almost all workers need foundation digital skills; many workers need industry-specific digital skills; and tech workers need advanced digital skills. The skills system plays a key role in delivering these skills.
To engage with AI and other technologies, workers need foundation digital skills
Foundation digital skills, such as the ability to use the internet and word processing software, and messaging, collaboration, and project management tools are required for many jobs. AI and other digital technologies are used across many sectors, from retail services and health care to manufacturing and construction.
The Victorian Government is building digital literacy across the workforce to support a tech-driven economy. The Literacy and Numeracy Support program is available across all Victorian TAFEs and through specific community providers, giving learners the literacy, numeracy and digital skills they need to complete their VET qualification. The Victorian Government also funds short courses on foundation digital skills delivered by the ACE sector.
Tech workers need advanced digital skills
In addition to foundation digital skills, many workers need digital skills that are specific to their industry or employer. Industry-specific skills include electronic patient management systems in health care and project management software in construction. Demand for industry-specific digital skills is growing across many industries, including advanced manufacturing and renewable energy.
In-demand tech jobs include software and applications programmers, ICT managers, and graphic and web designers. Workers in these jobs need advanced digital skills, such as cloud computing, programming and cybersecurity, and demand for these skills continues to grow.
In a sector that is constantly evolving, it is critical for tech workers to have a combination of detailed technical expertise and advanced digital skills that are transferable across the industry, allowing them to adapt to new technologies and roles. VET qualifications at the Diploma and Advanced Diploma level provide this combination of knowledge and skills.
AI and machine learning are some of the most used technologies in the tech sector, with 58% of Victorian digital technology businesses surveyed in 2024 now using or trialling them in their business.49
In AI-related roles, employers are looking for workers with both advanced digital skills and non-technical skills such as creativity, critical thinking, communication, and collaboration because workers must be able to critically evaluate AI outputs and collaborate with others to get the best out of AI.50
The Victorian skills system is well positioned to respond to the opportunities arising from AI
Victoria’s TAFEs and universities are pioneering new AI and digital training in priority sectors of the economy, including in manufacturing and construction, to strengthen ethical AI adoption and boost safety, productivity and efficiency.
- The Victorian TAFE Network is exploring AI to make it easier to recognise workers’ existing skills and experience so that employers can quickly access the skilled workers they need.51 Holmesglen TAFE delivers a Digital and AI Skills Workshop for Educators to help them develop effective prompting techniques and use AI tools to enhance their lessons.52
- Six Victorian universities have AI centres, including the University of Melbourne’s AI and Autonomy Lab,53 RMIT’s Enterprise AI and Data Analytics Hub,54 Deakin University’s Applied AI Initiative,55 and La Trobe University’s Australian Centre for AI in Medical Innovation.56
The rapid pace of technological advancements means the skills system must remain responsive and adaptable to meet the needs of industry, encourage lifelong learning and support workers to up-skill and re-skill throughout their careers.
For people who already have full qualifications, micro-credentials and skillsets (that can be developed quickly) offer options to up-skill and re-skill to keep up with the latest technologies. These short qualifications can be delivered under fee-for-service arrangements through partnerships between industry and the Victorian TAFE Network.
Through self-accreditation for authorised providers, TAFEs can quickly develop courses to meet industry and workforce needs. TAFE Centres of Excellence have also been established to deliver more responsive training that meets industry needs. For example, Bendigo Kangan Institute self-accredited an Advanced Diploma of Digital Innovation in 4 months to deliver in-demand digital skills.57 Similarly, Melbourne Polytechnic’s Future of Housing Construction Centre of Excellence specialises in uplifting the digital skills of traditional construction and engineering trades in modern methods of construction.58
Embedding new technologies in teaching practices can benefit VET learners and teachers
New technologies such as virtual reality provide simulated learning environments that can benefit many VET disciplines. Simulated VET training facilities already exist in Victoria, including at Holmesglen TAFE’s Simulation Centre for health care and the Metro Trains Academy.59
VET teachers can use digital tools to give learners hands-on, work-based experience to better prepare them for the world of work before they commence their apprenticeships or traineeships. VET teachers can also use AI to reduce the time spent on administrative tasks, allowing them to focus more on teaching.
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