IIGF Project Report
“Training and Education Needs of the
Printing Industry Now and Into the Future”
Deliverable for Milestone 1(b)
23 January, 2004
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Page 1
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
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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:

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
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The Completed Project will:

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:
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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
Page 4
The Project Has Been Driven by the Print 21 Learnings



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
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Revolution Model Adopted for the Conduct of this Project
GAP
Current
Position
Desired
Position
• Industry adequately educated and
trained to adapt to rapidly changing
market environment
• Underutilised VET and higher
education by the industry
Data
Implementation
• To be determined after
the completion of this
project
• 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
Predictions
• Next phase of the project
Test
• After predictions and will primarily be conducted by workshops
with key stakeholders in the education and training of printers
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Project Methodology
DATA
• 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
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PREDICT
• 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
TEST
• 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
CONCLUDE
• Draw conclusions
• Make
recommendations
REVIEW
• Recommend
review process
• 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
Page 7
2nd Curve Thinking Identified in Print 21 as Imperative for Developing New
Value Added Growth – Education & Training is Key to This
2nd curve –
• New thinking/
products and
services
Printing Industry Revenue
1st curve –
• Traditional
printing
industry life
cycle
Incremental
thinking
• P21 identified the
need for new
training
– Incremental
thinking is
not the
answer
Natural
inertia
• Inertia GAP to be
redressed by
industry
leadership
• Training for new
thinking identified
in Print 21 as an
imperative
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Education & Training to Underpin Growth from Existing Products and
Existing Markets
Products and Services
Future
• Printed product
• Variable imaging
• Print and hold services
• Digital file management
• Pick and pack services
• Logistics services
• Digital printing
• e-books
• Print21 identified that
the emerging need was
for new products and
services for new
markets
• 2nd curve industry
growth
• The industry needed:
1. Customer focused
people
2. Knowledge and
information
people
3. Business people
4. Modern crafts
people
Markets
Existing
Existing
Future
• Digital publishing
• Digital rights
management
• Direct marketing
• Multi-media
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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
4.1%
2%
 Formal training
14%
2%
 Administrative
10%
-
 Production/ Technical
36%
26%
 Sales/ Customer Service
39%
21%
Percentage of payroll spent
on E & T
Education & Training
Participation
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Australian Printers Benchmarking Study Shows that there is a Positive
Correlation Between Commitment to Training and Company Performance
Superior Performing
Companies
Total Sample Group
ROTA
19.7%
5.8%
Profit Margin
11.7%
3.5%
17%
5%
Value Adding per Employee
$113,815
$86,611
Training Days per Employee
3
1
Performance Indicator
Sales Growth (2000-2002)
(Source: IIGF Project – “A Benchmarking Investigation in the Australian Printing Industries”)
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●
Professionals
○
Sales/ Admin
Factory/ Others
●
○
●
○
●
●
Sales
Management
Technical
Masters
Degrees
Short Courses
●
●
●
●
●
●
●
Supervisors
Trade
Diploma
C IV
C III
C II
Manager/
Owner
Advanced
Diploma
Roles
Work
Experience
E&T
Sources
Secondary
Education and Training Pathways for the Printing Industry
○
○
●
●
●
○●
●
• 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
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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
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Page 13
Trade and Non Trade Industry Employee Numbers and Areas of Particular
Focus for this Study
Total Printing Industry Population
116,000 People
Professionals
Associate
Professionals
Screen
Printers
5.3%
Binders &
Finishers
11.9%
Managers
20%
12%
Graphic
Prepress
17.6%
6%
Printing
Tradespeople
18%
Labourers
5%
13%
Clerical Sales
& Service
22%
Other
Trades
Non-trades focus
Non-trades occupational trend
Tradespeople
21,000
100%
2300
Newspaper
printing &
publishing
1070
Press
Operators
13,700
65.3%
Intermediate
Production &
Transport
Non-trades
focus
A focus of this report is for
offset/ lithographic trades
as this area is
predominantly occupied by
the industry’s SME
population
10330
4%
(Source: ABS Data, Census 2001)
Areas of particular focus
Print Machinists
Small Offset
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No. of Apprenticeships
Plot of all Apprentices Nationally and Trend Line
1600
1400
1200
1000
800
600
400
200
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Years
Years
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2005
Est
Correlation
Total
760
1026
1433
938
759
731
710
619
662
530
480
380
-0.72
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No. of Apprentices
Plot of All Apprentices Numbers for Each State/ Territory (Prepress, Press,
Binding & Finishing, Screen Printing)
500
450
400
350
300
250
200
150
100
50
0
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
Years
QLD
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NSW
ACT
VIC
TAS
SA
WA
Page 16
Plot of Prepress Apprenticeship Numbers and Trend Line
No. of Apprenticeships
400
350
300
250
200
150
100
50
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Years
Years
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2005
Est
Correlation
Total
238
355
343
222
203
193
190
164
138
90
120
53
-0.86
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Plot of Printing Machinist Apprenticeship Numbers and Trend Line
No. of Apprenticeships
600
500
400
300
200
100
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Years
Years
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2005
Est
Correlation
Total
344
462
524
490
385
370
357
330
383
340
260
279
-0.66
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Plot of Binding & Finishing Apprenticeship Numbers and Trend Line
No. of Apprenticeships
140
120
100
80
60
40
20
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Years
Years
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2005
Est
Correlation
Total
78
107
121
119
88
106
74
88
81
60
60
59
-0.66
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Page 19
Plot of Screen Printing Apprenticeship Numbers and Trend Line
No. of Apprenticeships
120
100
80
60
40
20
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Years
Years
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2005
Est
Correlation
Total
100
102
102
107
83
62
89
37
60
40
40
23
-0.88
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Page 20
Summary of Analysis of Future Trades Training Numbers

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
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Page 21
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
Printing Machinist
9045
8009
6531
Small Offset
1090
1301
1436
Total
10135
9310
7967
Overall decline of print press
tradesperson positions due mainly to
technology productivity gains and
products cannibalisation by other
mediums
Printing Machinist
162
-21
-17
Small Offset
81
73
81
Total
243
52
64
Printing Machinist
248
230
230
Small Offset
2
2
2
Total
250
232
232
Total Tradesperson
Apprentices Required
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
New Apprentices Available
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Overall the model projects an
oversupply of apprentices even with
the arbitrary assumption of growing
demand for small offset
apprenticeships
Page 22
With a Focus on Retraining the Average Age of the Industry Still Doesn’t
Increase to a Perilous Level
25%
2003
2013
20%
19.2%
18.9%
18.2%
18.0%
% of Trade
15.1%
15%
13.8%
Printing Machinists – Age Profile
15.0%
13.3%
10.8%
• For full details refer Appendix A5 – Input/
Output Trade Employment Needs
Analysis
11.2%
9.6%
10%
8.4%
8.1%
7.4%
5.8%
5%
3.0%
2.1%
2.2%
0%
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
Age Group
• Number based upon Most Likely
scenario (refer in Appendix A5 for Input/
Output Model)
50
40
Average Age
• 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
30
20
10
0
2001 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Years
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Page 23
Non-Print Services Will Quickly Become a Significant Part of Printers
Revenues
Assumes doubling of ancillary services every 5 years
7%
Assumes
US data
reflects
Australian
situation
93%
Services
Revenues
Print
Revenues
14%
86%
NOW
Services
Revenues
28%
Print
Revenues
72%
5 Years
Services
Revenues
Print
Revenues
10 Years
(Sources: US GATF/PIA Benchmarking Study 2003, Expert Opinions)
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Life Cycle for Traditional Printing Industry is in Decline Phase
Total Industry Revenue for Traditional Print
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
*
Greater adaptation
of:
Penetration of:
• Quick make-ready technology
(press, bindery finishing)
• CTP
• Some ERP elements
• Client to printer digital
interface
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• More
sophisticated/
quicker computer
technology for
make ready
• ERP elements
• Equipment selfdiagnostics
(press, bindery
finishing
• Client to printer
digital interface
• Significant CTP
adoption
*
Significant
presence of:
• Highly
sophisticated
computer
technology for
faster make
ready (press,
bindery finishing)
• End to end ERP
• Widespread CTP
adoption
• Equipment selfdiagnosis
• Wide band direct
digital interface
*
Page 25
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
Skills Required
Area of Change
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)
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Page 26
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
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Page 27
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
–
–

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Page 28
The Skills Required to Develop Ancillary Services is Significantly
Different to the Skills Currently Held By Printer Managers and Operatives
Minimal Skills Required
Ancillary Services
Operatives
Management
• Digital Printing
• TAFE courses for digital printing
• Data management, Business development
• Graphic Design
• Graphic design, IT
• Marketing
• Fulfilment Management
• Computer interface
• Logistics, Business development
• Warehousing
• Computer interface
• Logistics, Business development
• Mailing Services
• Mailing house qualifications [CI, CIII]
• Data management, Business development
• Desktop Publishing
• Desktop publishing [CII]
• IT, Business development
• Telemarketing
• Phones sales
• Data management, Marketing
• Electronic File Storage
• IT
• Data management, Business development
• e-Books
• IT
• Rights management, Publishing, Business
development
• Database Management
• IT
• Data management, Business development
• Photo CD Services
• IT, TAFE Photography courses [CI, CII]
• Marketing, Business development
• Digital Print Libraries
• As immediately above
• As immediately above
• CD Rom Services
• IT
• IT, Business development
• Multimedia Services
• Multimedia TAFE courses
• Diploma in Multimedia, Business development
• Webpage Production/ History
• IT, Multimedia TAFE courses
• IT, Marketing, Business development
• Systems Integration
• IT
• IT, Business development
• Marketing Services
• Customer liaison, Written
communications course
• Marketing, Business development, Sales
management
• Digital Right Management
• IT
• Copyright management, Digital publishing
• Full Logistics Services
• Computer interface
• Logistics, Business development
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Page 29
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
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Page 30
Desired Flexibility in Delivery and Duration of Courses
Duration of Qualifications (full-time in months) for
New Apprenticeships
Delivery Method
Qualifications
Current +
Desired +
Current*
Desired
12
12
12 (not NT, WA)
12
12
12
12
12
12 (not NT, WA)
-
48 (36 in NT)
24
48 (36 in NT)
24
48 (36 in NT)
24
Certificate II
• Desktop Publishing
• Print Design
• Small Offset
• Print Production Support
Can vary from fully ‘off the
job’ to fully ‘on the job’
training
Largely catered for
• Screen Printing
Certificate III
• Graphic Prepress
• Print Design
• Print Finishing
Wide variation is available
for on/ off the job ratio
• Screen Printing
Fully flexible with on/ off
the job ratio to suit skill
needs and assessment
requirements
48 (36 in NT, not ACT)
Certificate IV
• Graphic Prepress
• Printing
• Print Finishing
• Screen Printing
Majority of courses offered
are mainly full-time ‘off the
job’ (normally prevocational)
Largely catered for
• Management/ Sales
*
Source: NAC Info Statistics
+ A more detailed analysis of delivery mechanisms across States/ Territories is available on
24 (Tas), 48 (SA)
36
12 (WA), 24 (Tas), 48 (SA)
36
24 (Tas), 48 (SA)
36
24 (Tas), 48 (SA)
-
24 (Tas & ACT)
36
Note: Apprenticeships shown in red
page 38 - VET Training for Apprenticeship/ Traineeship Possibilities
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Page 31
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
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Page 32
Summary of Registered Training Organisations (RTOs) for Printing
Qualifications
State/ Territory
ACT
New South Wales
Number of RTOs
3
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
(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)
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Page 33
The Training Package Provides Common Course Units for Multiple National
Level Qualifications
• Recommended for Front Line Management
training
• One unit needs to be completed for CIII
and above
Other
5 Unit Levels
+ Other
• 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
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A to E
Units
235 Course Unit Options for Printing and Graphic Arts
Units can also be selected from within the other 84 industry
Training Packages
Page 34
National Printing & Graphic Arts Industry Qualifications
Multimedia
Other
Ink Manufacture
Other
Ink Manufacture
Mail
House
Mail
House
Finishin
g
Finishing
Mail Houses
Mail Houses
Mail Houses
Mail Houses
Print Finishing
Print Finishing
Printing
Printing
Carton
• Small Offset
Print Production Support
• Small •Offset
• Print Production
Support
Cardboard Box Container
Carton
& Carton
Cardboard Box
Container & Carton
General Prevocational
Entry
General
General Prevocational
Entry
General
Services/
Merchants
Services/
Merchants
Management
Ink Manufacture
Ink Manufacture
Graphic Arts Services
Graphic Arts Services
Screen
Printing
Screen Printing
Screen Printing
Management
Printing
Printing
Cardboard Box Container
& Carton
Cardboard Box
Container & Carton
General
General
Certificate III in Engineering
– Mechanical Trade
Certificate III in
Engineering –
Mechanical
Trade
Screen Printing
Screen Printing
Note: Direct Entry can been obtained through Certificate II &
Certificate III. Direct Entry is also obtained through Certificate IV
Direct Entry can beenManagement/
obtained through
Sales Certificate II &
Note:
Certificate III. Direct Entry is also obtained through Certificate
IV Management/ Sales
(Source: NAC Info Service – www.nacinfo.com.au)
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Graphic Prepress
Multimedia
Multimedia
Ink Manufacture
Ink Manufacture
Mail Houses
Mail Houses
Print Finishing
Print Finishing
Printing
Printing
Cardboard Box Container
& Carton
Cardboard Box
Container & Carton
General
General
Advanced Diploma of Printing and
Graphic Arts
Multimedia
Multimedia
Multimedi
a
Screen
Printing
Graphic Prepress
Printing & Graphic
Graphic Arts
Pre-Press
Advanced Diploma of Printing and Graphic Arts
• Print Design
Certificate IV in Printing
Certificate
in
& Graphic IV
Arts
Diploma of Printing and Graphic Arts
Graphics
Certificate III in Printing
Certificate
III in
& Graphic
Arts
Printing & Graphic
Graphic
ArtsPre-Press
Diploma of Printing and Graphic Arts
Certificate II in Printing
Certificate
II in Arts
& Graphic
Printing & Graphic
• Desktop Publishing
Arts
Graphics • Desktop
• Print
Design
Publishing
Certificate III in Engineering
Graphic Arts Service
Certificate
III in
Technician
Engineering Graphic
Arts Service Technician
Screen Printing
Screen Printing
Management/ Sales
Management/ Sales
Page 35
The Major Area of Printing Industry VET Focus
Finishing
• Small Offset
• Print Production Support
Printing
Certificate IV in Printing
& Graphic Arts
Graphic Prepress
Graphic Prepress
Print Finishing
Print Finishing
Printing
Printing
Other:
• Multimedia
• Mail House
• Carton
• General
• Services/
Merchants
• Screen
Printing
Advanced Diploma of Printing and Graphic Arts
• Desktop Publishing
• Print Design
Graphics
Certificate III in Printing
& Graphic Arts
Diploma of Printing and Graphic Arts
Certificate II in Printing
& Graphic Arts
• Management
Access to skills via non-trade
provision due to technology
Minimal interest in
apprenticeships in this area
Prime printing apprenticeship
(Source: NAC Info Service – www.nacinfo.com.au)
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Page 36
Public Sector Training Accounts for the Majority of the Printing Industry’s
Usage
VET Training
Estimated at < 10%
Private
Sector
32.8%
Reflect the use of the Training
Package by the industry
Public
Sector
67.2%
Substantially generic
training outside of
apprenticeships and
traineeships
(Source: National VET Plan 2003-2005; NPITC)
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Page 37
Certificate II and III Dominate Training Package Delivery
Cert III in
Print
Finishing
6.7%
Cert III
Screen
Printing 2%
Cert III in Graphic
Prepress 14.5%
Training
Package
Usage
Diploma of
Multimedia
2%
Cert III in
Printing
35.8%
Cert II in
Print
Design
3%
Cert II in Print
Production 2%
Cert II in
Desktop
Publishing
32%
Certificate IIs =
37%
Certificate IIIs = 57%
Diploma = 2%
(Source: National VET Plan 2003-2005, NPITC)
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Page 38
VET Training for Apprenticeship/ Traineeship Possibilities
VET Training Package Delivery Mechanisms for Printing
State/
Territory
VIC
Traineeships
Totally at
College
On/ Off Job
Totally in
Workplace
Totally at
College
On/ Off Job
Totally in
Workplace
RMIT

Flexible
X



Other Regional TAFEs
–
–
–
–


Private RTOs
–
–
–
Southbank Institute

Flexible




Private RTOs
–
–
–



Sydney Institute

Flexible




Other Regional TAFEs
–
–
–



Private RTOs
–
–
–
Canberra Institute

Flexible

Private RTOs
–
–
–
Douglas Mawson Institute

Flexible




Private RTOs
–
–
–



Central TAFE

Flexible




Private RTOS
–
–
–
QLD
NSW
Apprenticeships
Providers
ACT
SA
WA
TAS
Institute of TAFE Tasmania
NT
Charles Darwin University
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
Minimal




Minimal
Minimal

Via RMIT (see VIC above)
–
Minimal


Minimal
Page 39
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
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Page 40
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
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Page 41
Principle Stakeholder Relationships
Roles and Focus
Federal
Govt.
DEST
DEST
Federal
Feder
Federal
Govt.
Govt.
al
Training
Govt.
Bodies
ANTA
National
ANT
A
State
State
Govt.
Govt.
Universities
Universities
Universiti
es
ANTA
ITABs
National
Natio
ITABs
State
nal State
Govt.
ITABS
State ITABs
AssocState
Asso
ITABS
iations
Unions
ITAB
cUnions
Union
S
s
STAs
STAs
STA
s
iatio
ns
Suppliers
Suppli
ers
TAFEs
TAFEs
TAF
ACE
RTOs
Es
ACE
RTOs ACE
RTO
s
Teachers
Teache
Teachers
rs
Secondary schools
Business enterprises
Business
enterprises
Secondary
students
Employees/ Trainees
Associations
• 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
Business enterprises
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Page 42
Key Stakeholders
Classification
Associations
Participants
• PIAA
(Printing Industry
Association of Australia)
Classification
Participants
Universities
• Specific print
focus
ANTA
• SGIAA
(Screenprinting &
Graphics Imaging
Association of Australia)
Participants
• Australian National
Training Authority
–
• RMIT University
• GAMAA
(Graphic Arts Merchants
Association of Australia)
• GASAA
(Graphic Arts Services
Association of Australia)
Classification
Brisbane/
Melbourne
– International
Centre of Graphic
Technology
(Brunswick
campus)
• Other
RTOs
(Registered
Training
Organisations –
VET)
Unions
• Used by print industry
for higher education
•
•
•
•
•
•
•
•
ACT – 3
NSW – 10
QLD – 6
Tasmania – 3
SA – 2
VIC – 12
WA – 7
NT - 1
• Australian
Manufacturing Workers
Union
(AMWU)
National ITAB
• National Printing
Industry Training
Committee
(NPITC)
–
DEST
Adelaide, SA
• Commonwealth
Department of
Education, Science, and
Training
–
Canberra, ACT
– Printing Division
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Page 43
Key Stakeholders
Classification
TAFEs
Participants
• ACT – Canberra
Institute of Technology
[CIT]
Classification
State/ Territories
ITABs
Participants
• ACT – Communications,
Info. Tech & Printing
ITAB
• NSW – Sydney Institute
of Technology [Ultimo]
• NSW – Communications
ITA B (NSW)
• Queensland – School
of Printing and Graphic
Arts Southbank IT
[Morningside]
• Queensland – Creative
Industries Skills Council
• 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]
• 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
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Classification
State/ Territories
Training
Authorities
Participants
• 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
Page 44
National Training Structure
ANTA Ministerial Council
Replacing 29 National
ITABS (Industry Training
Approvals,
Funding
Recommendations
Advisory Bodies)
Industry Training Advice
Emerging New National
Skills Councils (10)
Australian National
Training Authority (ANTA)
Consultation/
Assistance
Policy,
Guidelines,
Approvals
Funds
Recommendations/
Applications
Industry Training Advice
State Training Authorities
State ITABS – ITBS,
Councils
Applications
Registered Training
Organisation
Higher
Education
TAFE
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Private
Providers
DELIVERY
(normally State Departments of
Education and Training)
Policy,
Guidelines,
Approvals
Funds
Advisory
Funding for Operations
ADVICE AND PLANNING
Funding for Operations
Skills Advice
Schools
Page 45
Major Responsibility for VET Training Funding Rests with the States
•
Other
TAFE
Institutes
Federal
Govt.
Printing Apprentices
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
100
3,772
(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
ANTA
33% - Share of funding
Departments
of Education
Estimated + 95%
distribution
Adult and
Community
Education
Estimated < 1%
distribution
State/
Territory
(Source: NPITC VET Plan 2003-05 and State/ Territory Implementation Guides)
67% - Share of funding
• Excludes Higher Education which
is Federally funded
States/
Territories
Private
Providers
• Excludes enterprise and student
financial contributions
• Excludes Government incentives
to enterprises
Estimated < 5%
distribution
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Page 46
Education & Training Provision Chart
E&T
Courses
• Post Grad Degrees
• Degrees
Providers of E & T
Users of E & T
Higher
Education
(Universities)
Enterprises
• Advanced Diplomas
• Diplomas
• Certificates I - IV
• Short courses in
variety of areas
•
•
•
•
Advanced Diplomas
Diplomas
Certificates I – IV
Short courses
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TAFE Institutes
Adult and
Community
Education
Private
Providers
(RTOs)
Individuals
(Students)
Page 47
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
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Page 48
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
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Page 49
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.
7. Funded Training Package Reviews
g. Overseas training approaches
8. Generally delivery flexibility
h. Increased PIAA industry training interest
i.
Perceived Weaknesses
Availability of teachers
Union support
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
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Page 50
Deliverable 1.4 – Establish International Best Practice
(Refer Appendix A3 – Overseas Training
Review – for details)
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Page 51
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
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Page 52
Deliverable 1.4.1 – Country Delivering Best Practice
Training Based on Agreed Criteria
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Page 53
Contents for Deliverable 1.4.1
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1.4.1 (A)
Country Delivering Best Practice E & T
1.4.1 (B)
Criteria for Best Practice E & T
Page 54
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
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Page 55
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
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Page 56
Deliverable 1.4.2 – Best Practice Training
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Page 57
Contents for Deliverable 1.4.2
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
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Page 58
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
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Page 59
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
APIS Business Services
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Page 60
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
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Deliverable 1.4.3 – Gaps Between the Australian System
and Best Practice
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Contents for Deliverable 1.4.3
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
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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
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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
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Deliverable 1.5 – Strategic SWOT for Printing Industry
Education & Training
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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.
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.
New technologies for E & T delivery
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
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SWOT from Perspective of Printing Enterprises with Respect to E & T
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
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