1
Appendices
Training and Education Needs of the Printing
Industry Now and Into the Future Appendices
IIGF Printing Industry Association Project
2
Contents for Appendices
A1 Industry stakeholder interviews
A1.1 Summary of interview numbers by stakeholder grouping A1.2 Individual interviews documented in Gap Analysis format
A1.2.1 Printers interviews (P) A1.2.2 Industry expert interviews (E) A1.2.3 Government/ agencies interviews (G) A1.2.4 Training/ education providers interviews (TP) A1.2.5 Association interviews (A)
A2 Key industry reports learnings
A2.1 Print21 Print Industries Action Agenda, March 2001 A2.2 Ad Rem Report The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001 A2.3 NPITC National VET Plan 2003-2005 A2.4 C-2-C Project Book4, Developing Knowledge Workers in the Printing and Publishing Industries A2.5 The WA Information, Electrotechnology and Utilities Industry Training Council Industry Training Plan 2002-2004 A2.6 Review of the Printing and Graphic Arts Industry and Training Provisions, prepared by Callan Consulting Group, 28 October 2002 A2.7 Report for the PIAA on a Performance Benchmarking Study, April 2003
A3 Overseas training review
A3.1 New Zealand industry education and training A3.2 United Kingdom industry education and training A3.3 United States industry education and training A3.4 Summaries of education and training provided
A4 Listing of registered training providers for the Printing and Graphic Arts Training Package (consistent with the National Training Information Service)
A5 Input/ Output Model for printer trade employment needs analysis

3
Appendix A1 Industry Stakeholder Interviews
4
Contents for Appendix A1
A1.1 Summary of Interview Numbers by Stakeholder
Grouping A1.2 Individual Interviews Documented
in Gap Analysis Format
5
Appendix A1.1 Summary of Interview Numbers by
Stakeholder Grouping
6
Summary of Interview Schedule
State Printers Printers Printers Industry Experts Govt/ Agencies Training Providers/ Educators Associations Total Interviews
State Small/ Medium Large Sub-Total Industry Experts Govt/ Agencies Training Providers/ Educators Associations Total Interviews
NSW 12 2 14 3 3 1 4 25
VIC 15 4 19 6 2 2 0 29
QLD 4 4 3 3 0 10
ACT 3 3 3 2 0 8
SA 2 2 4 3 0 9
WA 1 0 1 0 2 2 0 5
Total 37 6 43 9 17 13 4 86
Allocated Interviews Allocated Interviews Allocated Interviews Allocated Interviews Allocated Interviews Allocated Interviews Allocated Interviews Allocated Interviews 81
7
Appendix A1.2 Individual Interviews Documented
in Gap Analysis Format
8
Contents for Appendix A1.2
A1.2.1 Printer interviews (P) A1.2.2 Industry
expert interviews (E) A1.2.3 Government/
agencies interviews (G) A1.2.4 Training/
education providers interviews (TP) A1.2.5 Associ
ation interviews (A)
9
Appendix A1.2.1 Printer Interviews (P)
10
Printer Interview P1
11
Printer Interview P2
12
Printer Interview P3
13
Printer Interview P4
14
Printer Interview P5
15
Printer Interview P6
16
Printer Interview P6 (continued)
17
Printer Interview P7
18
Printer Interview P8
19
Printer Interview P8 (continued)
20
Printer Interview P9
21
Printer Interview P10
22
Printer Interview P10 (continued)
23
Printer Interview P11
24
Printer Interview P12
25
Printer Interview P13
26
Printer Interview P14
27
Printer Interview P15
28
Printer Interview P16
29
Printer Interview P17
30
Printer Interview P18
31
Printer Interview P18 (continued)
32
Printer Interview P19
33
Printer Interview P20
34
Printer Interview P21
35
Printer Interview P22
36
Printer Interview P23
37
Printer Interview P24
38
Printer Interview P25
39
Printer Interview P26
40
Printer Interview P27
41
Printer Interview P28
42
Printer Interview P29
43
Printer Interview P30
44
Printer Interview P31
45
Printer Interview P32
Importance 1 Not very important 10
Critically important
46
Printer Interview P33
47
Printer Interview P34 P37
48
Printer Interview P38
49
Printer Interview P39
50
Printer Interview P40
51
Printer Interview P41
52
Printer Interview P42
53
Printer Interview P43
54
Appendix A1.2.2 Industry Expert Interviews (E)
55
Industry Expert Interview E1
56
Industry Expert Interview E2
57
Industry Expert Interview E3
58
Industry Expert Interview E4
59
Industry Expert Interview E5
Importance 1 Not very important 10
Critically important
60
Industry Expert Interview E5 (continued)
Importance 1 Not very important 10
Critically important
61
Industry Expert Interview E6
62
Industry Expert Interview E6 (continued)
63
Industry Expert Interview E7
64
Industry Expert Interview E8
65
Industry Expert Interview E9
66
Appendix A1.2.3 Government/ Agencies Interviews
(G)
67
Government/ Agencies Interview G1
68
Government/ Agencies Interview G2
69
Government/ Agencies Interview G3
70
Government/ Agencies Interview G4
71
Government/ Agencies Interview G5
72
Government/ Agencies Interview G6 - G7
73
Government/ Agencies Interview G8
74
Government/ Agencies Interview G9
75
Government/ Agencies Interview G10
76
Government/ Agencies Interview G11
77
Government/ Agencies Interview G12
Importance 1 Not very important 10
Critically important
78
Government/ Agencies Interview G12 (continued)
Importance 1 Not very important 10
Critically important
79
Government/ Agencies Interview G13
80
Government/ Agencies Interview G14
81
Government/ Agencies Interview G15
82
Government/ Agencies Interview G16
Importance 1 Not very important 10
Critically important
83
Government/ Agencies Interview G17
84
Appendix A1.2.4 Training/ Education Providers
Interviews (TP)
85
Training/ Education Providers Interview TP1
86
Training/ Education Providers Interview TP2,
TP13
Compiled over two interviews
87
Training/ Education Providers Interview TP3
88
Training/ Education Providers Interview TP4
89
Training/ Education Providers Interview TP5
90
Training/ Education Providers Interview TP6
91
Training/ Education Providers Interview TP7
92
Training/ Education Providers Interview TP8
93
Training/ Education Providers Interview TP9
94
Training/ Education Providers Interview TP9
(continued)
95
Training/ Education Providers Interview TP10
Importance 1 Not very important 10
Critically important
96
Training/ Education Providers Interview TP11
Importance 1 Not very important 10
Critically important
97
Training/ Education Providers Interview TP11
(continued)
Importance 1 Not very important 10
Critically important
98
Training/ Education Providers Interview TP11
(continued)
Importance 1 Not very important 10
Critically important
99
Training/ Education Providers Interview TP11
(continued)
Importance 1 Not very important 10
Critically important
100
Training/ Education Providers Interview TP12
Importance 1 Not very important 10
Critically important
101
Training/ Education Providers Interview TP12
(continued)
Importance 1 Not very important 10
Critically important
102
Appendix A1.2.5 Association Interviews (A)
103
Association Interview A1
104
Association Interview A2
105
Association Interview A2 (continued)
106
Association Interview A3
107
Association Interview A4
108
Association Interview A4 (continued)
109
Appendix A2 Key Industry Reports Learnings
110
Contents for Appendix A2
A2.1 Print21 Print Industries Action Agenda,
March 2001 A2.2 Ad Rem Report The Australian
Book Industry, Challenges and Opportunities, by
Accenture, 2001 A2.3 NPITC National VET Plan
2003-2005 A2.4 C-2-C Project Book4, Developing
Knowledge Workers in the Printing and Publishing
Industries A2.5 The WA Information,
Electrotechnology and Utilities Industry Training
Council Industry Training Plan
2002-2004 A2.6 Review of the Printing and Graphic
Arts Industry and Training Provisions, prepared
by Callan Consulting Group, 28 October
2002 A2.7 Report for the PIAA on a Performance
Benchmarking Study, April 2003
111
Appendix A2.1 Print21 Print Industries Action
Agenda, March 2001
112
PRINT21 Print Industries Action Agenda, March
2001

• Key Observations
• The industry comprises some 6000 firms
• The industry undertakes a wide range of
  activities
• Less than 1 of the firms are large employing
  more than 200 people
• Predominantly, the industry is comprised of SMEs
  employing in excess of 60,000 people
• The firms have an important regional presence,
  with 35 being located outside of capital cities
• The long term performance of the industry, with
  respect to profit margin and return on
  investment, is cause for concern
• The situation will not improve without a major
  re-think about the way business is done
• The future is uncertain and the industry must
  ready itself to navigate through unchartered
  waters
• The challenge for printers lies in developing
  innovative strategies

113
PRINT21 Print Industries Action Agenda, March
2001
Study Recommendations Implications for VET Implications for Higher Education
1. Collect industry information Minimal Minimal
2. Develop international markets Minimal Major
3. Respond to future trends Major Major
4. Identify regional opportunities Minimal Minimal
5. Provide business tools Limited Major
6. Provide people solutions Major Major
7. Encourage innovation Significant Major
8. Assess low capacity utilisation Minimal Major
9. Improving capacity utilisation Significant Major
10. Leverage technology IT Significant Major
11. Promote industry capabilities Minimal Major
12. Establish implementation group Minimal Minimal
Indicates where VET and higher education is
important to delivering the PRINT21 study
recommendations
114
PRINT21 Print Industries Action Agenda, March
2001

• Key Industry Drivers Identified
• The firms need to re-focus to develop and sell
  total business solutions
• To improve the capability of the firms people by
  investing in its people
• The industry needs to improve its capacity
  utilisation by better managing their technology

115
Appendix A2.2 Ad Rem Report The Australian
Book Industry, Challenges and Opportunities, by
Accenture, 2001
116
Ad Rem Report The Australian Book Industry,
Challenges and Opportunities, by Accenture, 2001

• Key Observations
• Whilst book sales are increasing, the value chain
  participants are experiencing declining
  profitability
• The share of the value captured by printers is
  steadily declining
• With half of that sectors supply being satisfied
  by imported books, it is the area of the printing
  industry most impacted by import competition
• Like all areas of the printing industries, this
  segment is increasingly being impacted by
  changing technology

117
Ad Rem Report The Australian Book Industry,
Challenges and Opportunities, by Accenture, 2001

• Implications of the key industry drivers
  identified by the study as they relate to
  education and training are indicated in the table
  below

Key areas of change identified Impact on VET required Impact on higher education required
1. Production technology Significant Major
2. Value chain (emergence of digital publishing) Significant Major
3. e-Commerce Minimal Minimal
4. Growing competition from other media changing consumerism Minor Major
5. Growing overseas competition Minor Major
Indicates where VET and higher education is
important to delivering the Ad Rem study
recommendations
118
Ad Rem Report The Australian Book Industry,
Challenges and Opportunities, by Accenture, 2001

• The study identified the key drivers for change
  being
• Emergence of digital production
• Emergence of new publishing media formats
• Emergence of on-line book sellers
• Blurring of traditional boundaries along the
  value chain
• Value shifting to intangible assets
• Globalisation and consolidation
• Inability to absorb cost increases
• Growth in print on demand
• Changing media consumption habits
• Demand for flexible books
• Demand for intelligent products
• Increasing demand for environmentally friendly
  printing methods

119
Appendix A2.3 NPITC National VET Plan 2003-2005
120
NPITC National VET Plan 2003-2005

• Key Industry Observations
• The industry is experiencing a shift away from a
  reliance on core traditional occupations
• The Prepress trade is one area particularly
  affected with the proliferation of electronic
  processes
• New technology is emerging rapidly, with advances
  tied closely to developments in digital
  technology
• New technology is changing job roles within the
  industry, as the computerisation of new presses
  requires less staff with different skills
• A number of the larger printing firms are
  recruiting workers trained in digital and IT
  technology, rather than in traditional print
  trades
• The developments of new products and services is
  establishing the form of the new skills required.
  For example, the take up of variable digital
  printing is growing the demand for skills in
  database management and mark-up languages such as
  XML
• The age profile of workers is critical to VET
  planning. With over 30 of the work force
  exceeding 45 years of age, re-training and
  upskilling is a major requirement and must be
  funded accordingly
• Print operators of the future will need to be
  fluent in IT. The traditional skills eg
  maintenance of ink water balance, will decrease
  in importance

121
NPITC National VET Plan 2003-2005
Age and Qualifications Profile of the Industry
A clear difference is the comparative lack of
15-19 year old persons in the industry.
122
NPITC National VET Plan 2003-2005
Industry Qualifications Profile
Level of Education and Training Achieved Share
Higher Degree 1.6
Post Graduate 1.7
Bachelor 11.7
UG Diploma 5.2
Ass. Diploma 4.1
Skilled vocational 16.8
Basic vocational 9.2
No post school qualification 49.6
( Source Monash Employment Forecasts, 2002)
The chart shows a disturbing high percentage
without post school qualifications. This is
particularly so, given the strategic challenges
facing the industry
123
NPITC National VET Plan 2003-2005
Priority One Focus on business skills Thriving with change
Action Agent State and Federal Depts of Economic Development, NPITC, Peak Bodies, ANTA, DEST, STAs and RTOs

• A major priority for industry is coping with
  change, which in turn is a recommended VET
  priority to focus on business skills for managers
  and owners to assist them to thrive with change.
• The plan recommends that this occurs through
• Industry bodies and their membership bringing
  skills issues to the fore
• Continued Government support through industry
  development initiatives
• Government and training provider focus on
  upskilling the industry in business related
  skills. This should cover all elements of the
  managerial suite of skills

124
NPITC National VET Plan 2003-2005
Priority Two Existing Employees
Action Agent ANTA, STAs, NACs, DEST, Peak Bodies

• Changes to the way printing firms create their
  output is leading to fewer numbers of operators
  on the shop floor but larger numbers of ancillary
  functions surrounding the media creation process.
  
• The range of new needs are
• Information technology skills tailored to
  printing
• Data management, CRM, XML etc.
• Skills updates for new equipment
• Multiskilling of sales, core skills and IT

125
NPITC National VET Plan 2003-2005
Priority Three Modernise the Training Package
Action Agent ANTA, NPITC, Peak Bodies, State ITABs and RTOs
Reference is made to the extensive literature
review of printing industry reports. For example
the Review of the Printing and the Printing
Graphic Arts Industry, by Prof. Callan outlines
one of the key issues for VET in the printing
industry where he says that there is a need
for training to keep pace with the changes in the
industry particularly with regard to flexible
delivery. The Training Package needs to be
reflective of current needs and steer training
towards the industrys future.
126
NPITC National VET Plan 2003-2005
Priority Four Support the Supply System
Action Agent ANTA, RTOs, STAs

• Training organisations to be supported to be able
  to respond to the training needs of the industry
  particularly in two aspects
• Physical capital equipment and resources
• Human capital knowledge and skills of trainers

127
NPITC National VET Plan 2003-2005
Priority Five New Entrants Integrated Pathways
Action Agent Schools, Colleges, Careers Advisors, National ITABs, ANTA, RTOs, Recognised Bodies

• Commonly cited reasons why the industry has
  problems attracting new entrants
• Career stability is uncertain
• The industry is facing many challenges
• Failure of large established companies and the
  future of others uncertain
• Shift work particularly for large firms is not
  attractive
• Skill set learnt today has a 70-100 likelihood
  of being redundant in three years
• Number of apprentices have declined
• VET institutions dont have the funds to
  adequately equip to train for the industry

128
NPITC National VET Plan 2003-2005

• Socio cultural forces
• Ageing Workforce/Demographic Old Versus New
• Application of new technology means that
  re-training and up-skilling of the existing
  workforce is critical and therefore a significant
  role for VET and associated funding
• Many managers and owners grew up and received
  their training where technologically looked
  entirely different to today
• Technology Forces
• Technology impacts the industry significantly
• Process Technology
• Examples here include electronic publishing and
  computer to plate, auto plate loading, electronic
  file transfer, ERP systems etc. The industry
  continues to invest in process improvement
  technologies as imperatives.
• Investment in technology to support new value
  added services is better than purchasing new
  presses when the printer/industry has already
  major over capacity.

129
NPITC National VET Plan 2003-2005

• Strategic Issues and Directions for Industry
  Skill Development and Formation
• The industry is a mixture of emerging and
  traditional roles, some of which are becoming
  obsolete and others whose functions in the
  industry are not yet fully defined.
• Highest forecast growth occupations in the
  industry (Monash Forecasts 2002)
• Business, information technology and managers
  occupations show strong growth, demonstrating the
  increasing importance of IT skills, business
  analysis, customer relations and management in
  these areas
• The majority of traditional occupations are
  forecast at negative growth and are driving the
  decline in overall industry employment numbers
• Significant employment declines are forecast for
  graphic prepress trades, print machinists and
  small offset printers who are heavily exposed to
  increases in machine and process efficiency
  improvements

130
NPITC National VET Plan 2003-2005

• Jobs to Training Match
• The input/output modelling sourced from Monash
  Forecast data, together with ABS and NCVER
  training data predicts negative demands for new
  industry entrants. Accordingly
• The number of people currently in training will
  be looking for employment in a declining industry
• This scenario is bleakest for the principal trade
  occupations of printers, prepress and binders and
  finishers
• A situation of extreme oversupply is usually
  driven by training that is delivered on the basis
  of availability of teaching resources rather than
  industry demand
• There is a case for directing training for areas
  of real demand

131
NPITC National VET Plan 2003-2005

• Capital Infrastructure to Support Training
• The availability of up-to-date equipment is a
  critical issue for both printing enterprises and
  training providers. Factors that are affecting
  the capacity to deliver the required training
  include
• Rapid adoption of new technology equipment and
  processes
• Short lifecycle of new equipment (2-4) years
• Lack of funds for RTOs to keep pace
• Difficulty in providing flexible training
  solutions for individual technologies used by
  different firms
• These factors are driving the need for training
  providers to respond with more flexible
  solutions, though the current funding system is
  still heavily weighted towards traditional
  institution-based training.
• Enterprises are demanding on the job training,
  delivered at the enterprises.

132
Appendix A2.4 C-2-C Project Book4, Developing
Knowledge Workers in the Printing and Publishing
Industries
133
C-2-C Project Book 4, Developing Knowledge
Workers in the Printing and Publishing Industries

• Key issues for the book production industry
• High cost labour intensive processes
• Capital intensive print production
• Value chain inefficiencies
• Working capital intensive
• Business/organisational culture not in step with
  available technologies for efficiency
  improvements
• Gap between available technologies and book
  printing industry practice
• Ability to culturally shift to a knowledge
  management culture to optimise supply chain
  efficiencies and new technologies

134
C-2-C Project Book 4, Developing Knowledge
Workers in the Printing and Publishing Industries

• Key statistics about qualifications in the
  printing industry
• 40 of managers and administrators have no post
  secondary education qualifications
• 40 of managers and administrators have
  vocational qualifications
• 20 have higher education qualifications
• The proportion with higher education
  qualifications has nearly doubled in the 10 years
  between 1986 and 1996

135
C-2-C Project Book 4, Developing Knowledge
Workers in the Printing and Publishing Industries

• The impact of the introduction of new
  technologies in the printing industry has
• Changed the occupation structure of the
  industrys workforce
• Seen a decline in the proportion of the workforce
  in the unskilled and semi-skilled positions
• Seen a corresponding increase in the proportion
  of professional, management and administrative
  positions
• This trend suggests a need for higher levels of
  education within the industry.
• However, there are currently no clear educational
  options for those working in the printing
  industry.
• This lack of clear career path appears to be one
  factor limiting the appeal in the printing
  industry. There is a wide gap between the
  qualifications of those in the industry and the
  entry level to higher education programs.

136
C-2-C Project Book 4, Developing Knowledge
Workers in the Printing and Publishing Industries

• Overseas ET experience
• United States
• Available are a comprehensive range of courses
  geared to the needs of printing covering both
  production and management and provide a pathway
  from traditional skills training to higher
  education
• Germany
• There is a continuous stream of printing and
  graphic arts education and training all the way
  from lower secondary school to post-graduate
  degrees
• Netherlands
• Have on offer lower and middle technical schools
  for graphic techniques and some universities with
  a graphic arts program
• United Kingdom
• Offer a range of graduate and post graduate
  diplomas, national certificates and short courses
  geared to the printing industry

137
C-2-C Project Book 4, Developing Knowledge
Workers in the Printing and Publishing Industries

• Conclusions in relation to education
• There is a clear need in Australia for post
  apprenticeship education that integrates studies
  in business management, finance, marketing,
  printing HR etc.
• There is a need for generic management education,
  based on the recognition that the changing
  industry requires people with a broad range of
  skills that will enable them to adapt to the
  rapidly changing environment

138
Appendix A2.5 The WA Information,
Electrotechnology and Utilities Industry Training
Council - Industry Training Plan 2002 - 2004
139
The WA Information, Electrotechnology and
Utilities Industry Training Council - Industry
Training Plan 2002 - 2004

• Factors Influencing Current and Future Training
• Overseas, technology is becoming more focused on
  the use of digital data, shorter turnaround times
  and greater integration with other media
• The above trend is expected to become more
  visible in the near term with the upgrading of
  equipment and the integration of digital press
  and traditional offset technologies
• The move is to digitally based equipment and the
  need for all printing and graphic arts personnel
  to become familiar with information technology

140
The WA Information, Electrotechnology and
Utilities Industry Training Council - Industry
Training Plan 2002 - 2004

• Industry Developments
• Short term factors
• Printers will need to become more familiar in the
  use of computerised printing equipment
• Medium to long term factors
• There will be continuing development of smarter
  printing and finishing equipment
• There will be more focus on the management of
  process operations and less on the craft based
  activities
• There will be an increase of lower skilled
  positions for machine minding at the expense
  of trade qualified higher technical skilled
  operatives
• Two types of worker groups will emerge
• A highly skilled, computer literate printing
  professional, with a thorough understanding of
  the complex processes
• A limited technically skilled worker for the role
  of machine minder

141
The WA Information, Electrotechnology and
Utilities Industry Training Council - Industry
Training Plan 2002 - 2004

• Issues For Training Decline
• The issues are both financial and attitudinal
• Many small printers see employing apprentices as
  not cost effective and prefer buying skills to
  training
• Ambivalence about the performance of TAFE
• Perceived bureaucracy involved with employing
  apprentices

• Suggested Solutions
• Retrain existing personnel for higher computer
  literacy
• Apprenticeship training to incorporate greater
  emphasis on information technology utilising the
  related competencies offered by the training
  package

142
Appendix A2.6 Review of the Printing and Graphic
Arts Industry and Training Provisions, Prepared
by Callan Consulting Group, 28 October 2002
143
Review of the Printing and Graphic Arts Industry
and Training Provisions, Prepared by Callan
Consulting Group, 28 October 2002

• Special challenges for Queensland TAFE
• Higher responsiveness to industry with a
  commercial focus
• Stronger links with industry for greater
  cooperative training arrangements
• More effective and strategic human resource
  management of TAFE staff
• Redress decline in numbers and quality of student
  applicants, by better marketing to high school
  students
• Development of flexible learning materials for
  some components of teaching to reduce block
  release time
• Introduction of day release especially to meet
  needs of small printers
• Proactive interface with industry

144
Review of the Printing and Graphic Arts Industry
and Training Provisions, Prepared by Callan
Consulting Group, 28 October 2002

• General concerns among employers
• Relevance of Training Package and areas covered
• The value of some of the skills being learned
• The length and number of block release
• The need to introduce flexible learning modules
  to cover a number of areas (e.g. occupational
  health and safety), prior to the first block
  release
• Reduce the impact on small printers of the
  current requirement for block release
• Address in the training the printer need to
  respond to customers wanting total solutions
• Move from a teaching perspective of how business
  was done to the competencies that will be
  required in the future

145
Appendix A2.7 Report for the PIAA on a
Performance Benchmarking Study, April 2003
146
Report for the PIAA on a Performance Benchmarking
Study, April 2003

• Study Objectives
• To provide enterprises their relative performance
  to other like enterprises
• Describe options available for performance
  improvement
• Provide guidance as to the relative
  attractiveness of the available options

147
Report for the PIAA on a Performance Benchmarking
Study, April 2003

• Some of the Conclusions Drawn
• Superior performance is possible for any type of
  printing industry enterprise
• The gaps in financial terms between the superior
  performers and the rest are large, so the rewards
  for improvement can be significant
• Superior performers show that they manage people
  with greater effectiveness as evidenced by higher
  training days per employee
• Superior performers manage their productive
  capacity more effectively

148
Appendix A3 Overseas Training Review
149
Contents for Appendix A3
A3.1 New Zealand industry education and
training A3.2 United Kingdom industry education
and training A3.3 United States industry
education and training A3.4 Summaries of
education and training provided
150
Challenges Faced by Overseas Based Printing and
Graphic Arts Industries

• A preliminary survey and analysis of overseas
  material has revealed that the challenges faced
  by overseas based printing and graphic arts
  industries are very similar to the challenges
  facing the local industry. This clearly has
  implications for education and training needs
  which need to constantly evolve in line with
  changes in technology and processes.
• Companies operating in the contemporary printing
  and graphics arts industry are facing the
  following changes to their business climate
• Subdued domestic markets
• Customers requesting total business solution
  packages and not simply printed matter
• Emphasis on improved quality
• Shortened production times
• More services for the same price with the danger
  that some value added activity is given away
  instead of charged in the form of higher prices
• Printing companies pressured to constantly
  upgrade technology

151
The Global Challenges Faced By the Industry in
the Human Capital and Training Area Encompass

• Difficulty of employers attracting school leavers
  to the industry
• Reskilling is an inevitable process due to new
  technologies and processes and their further
  development
• Multi-skilling of the workforce to permit the
  conduct of more than one facet of the printing
  process
• Up-skilling involving a level of skills beyond
  apprenticeship skills

152
There is a Thrust in Overseas Education
Training to Address Basic and Generic Skills of
People Entering the Workforce in the Industry

• Communication skills written, visual and oral
• IT skills
• Social skills
• Numeracy skills
• Life skills work ethic, time management, laws
  of land, self discipline
• Health and safety basic OHS understanding and
  safe working practices
• Industry wide skills mechanical aptitude,
  design flair, problem solving skills, business
  skills, customer services skills, technical
  details, colour theory, impositions, trade
  calculations, trade terms, QA, production
  planning, written instructions (job bags and
  customer requirements) and substrates

153
Appendix A3.1 New Zealand Industry Education
Training
154
In New Zealand the Governments Tertiary
Education Strategy (TES) Comprises of the
Following Key Strategies

• Raise foundation skills so that all people can
  participate in the knowledge society
• Develop the necessary skills needed for the
  knowledge society
• Strengthen research, knowledge, creation and
  uptake for the knowledge society

A Tertiary Education Commission has been
established to oversee the implementation of TES.
155
The Printing and Allied Industries Training
Council of New Zealand (PAITC) is Being
Encouraged to

• Review its promotional material to young people
  with the view of promoting career and training
  opportunities through to the Diploma in Print
  Management
• Conduct an analysis of labour trends to assist in
  predicting the number of qualified workers the
  industry will require annually
• Consider multi skilling, reskilling, upskilling
  and computing skills in the review of its
  training programmes
• Investigate the possibility of short reskilling
  courses
• Examine the feasibility of establishing a Group
  Training Scheme

156
A Diagrammatic Representation of Skills Required
By the Industry in New Zealand is Shown Below
Firm Specific
Branch Specific
Industry Wide Skills
General Skills/ Key Skills
157
Vocational Training Arrangements

• The training is delivered through the following
  channels
• Correspondence
• Workshops base, intermediate and advanced
• On the job training
• Assessment
• Industry participants have recommended the
  following changes to the current training
  programmes
• Making advanced workshops compulsory
• Making widely available train the trainer
  training
• The re-introduction of a Trainer Handbook
• The monitoring of in-house assessors and
  supervisors of competency tests
• As a means of attracting young people to the
  industry preference is given to promotional
  videos which show the printing and graphic arts
  industry as being a good career choice.
• PAITCs on the job training programmes minimise
  disruption to the workplace due to the very small
  amount of time required away from work and the
  strong network of highly skilled industry
  trainers who are prepared to pass on their
  skills.

158
Diploma in Print Management

• The diploma is an advanced qualification designed
  to help people take on management
  responsibilities wherever they are required in
  the industry
• The diploma is designed for people who want to
  develop or improve their management skills. It
  is suitable for line managers, supervisors,
  people who have completed an apprenticeship or
  other training, and people involved in areas such
  as sales and marketing
• The diploma is also ideal way for experienced
  people who have been out of training to
  kick-start their careers by keeping up with
  contemporary business trends and best practice
• The diploma is based on standards established by
  representatives from all sectors of the industry
  with future industry needs taken into account
• It covers best practice in print management from
  quality control to production planning, costing
  and estimating. It also encompasses the latest
  thinking and expertise from the world of business
  management

159
PAITC Training Programmes

• Lengthy off-job block courses have been replaced
  by convenient two to five day workshops.
• The training programmes are
• Linked to the National Qualifications Framework
• Delivered in the workplace
• Supported by short two to five days workshops and
  correspondence
• Apprenticeship programmes are available for all
  sectors and are constantly updated to meet the
  contemporary needs of modern businesses.
• PAITC also offers company specific training
  programmes which help businesses to access the
  skills they need to achieve competitive
  advantage. With the assistance of PAITC,
  businesses identify the relevant skills needing
  attention then training is arranged for staff to
  gain competence in the identified areas of
  skills.
• A range of training programmes are also based on
  the achievement of a specific National
  Certificate, normally at level 2 or 3 on the
  National Qualifications Framework.

160
Appendix A3.2 United Kingdom Industry Education
Training
161
United Kingdom Industry Education Training

• The training arrangements for people either
  entering the printing and graphic arts industry
  or currently employed but requiring further
  skills and development comprise of the following
• The apprenticeship training of all 16 to 18 year
  olds is fully funded by Learning and Skills
  Councils (LSCs)
• Open Learning Programmes feature courses and
  textbooks give basis knowledge to employees of
  the printing industry, its working methods,
  equipment and techniques
• Various up-skilling courses for existing staff
  are also provided
• One to four days short courses delivered by
  people from the printing industry. The courses
  can be customised to deliver in-house if demand
  exists
• In partnership with Loughborough University the
  BPIF is helping businesses develop the industry
  leaders of the future with the Professional
  Certificate in Print Management

162
Operation of National Vocational Qualifications
(NVQs)

• National Vocational Qualifications (NVQs) are the
  modern way to provide practical, vocational
  training focussed on meeting business needs. They
  build up the skills actually required in the
  workplace and provide a recognised industry
  qualification
• The NVQs are achieved via on the job training
  that can be built up over a period of time.
  Certain core skills are supplemented with
  specialist options that can be added to the
  course to ensure it meets the needs of a business
• Since training is done in the workplace,
  employers also oversee the development of their
  trainees and often conduct part of the
  supervisory work themselves
• The NVQs currently available include
• Print production covering pre press, desktop
  publishing, digital and mechanical printing,
  print finishing and mechanised binding, carton
  manufacture, envelope manufacture, and hand
  binding
• Print administration covering customer services,
  costing, estimating and production, planning and
  control

163
The UKs Governments National Skills Strategy

• The British Government has confirmed that the
  skills of the people are a vital national asset,
  underpinning labour market flexibility. This in
  turn is seen as a vital prerequisite in ensuring
  that the economy responds quickly and efficiently
  to changes in economic conditions
• The Skills Strategy focuses on placing the
  employers needs for skills centre stage by
  managing the supply of training, skills and
  qualifications so that it responds directly to
  those identified needs
• The intention of the strategy is to make training
  providers more responsive to the needs of
  employers and learners

164
The National Skills Strategy Aims to Make the
Following Changes

• Strengthening and extending modern
  apprenticeships as a top quality vocational route
  designed to meet the needs of employers. Lift
  the current age cap to enable adults to benefit
• Making it easier for people to gain skills they
  need by reviewing in each sector the need for new
  adult learning programmes to develop generic
  skills for employment
• Broadening the range of training providers by
  bringing within the scope of public funding those
  private providers who have something distinctive
  and high quality to offer
• Give businesses greater choice and control over
  the content and delivery of the training they
  receive
• Improve training and development for leadership
  and management
• The Skills for Business Network will become the
  main voice for employers and employees in each
  sector, identifying sector needs and how best to
  meet them

165
Employers Have the Right to Expect that

• Training will be responsive to their needs by
  providing skills to meet current and future
  demands
• Training, skills and qualifications will be
  provided within a context that supports
  productivity, innovation and wider business
  performance
• Education must equip young people with the
  skills, knowledge and competence employers need.

166
Appendix A3.3 United States Industry Education
Training
167
Vocational Training

• In the United States the Graphic Arts Technical
  Foundation (GATF) offers a range of workshops
  ranging from
• Introductory workshops targeting new entrants to
  the industry
• Prepress
• offset press
• production operations

168
Introductory Workshops Being Offered Cover

• Estimating, scheduling and production planning
  spanning over 3 days
• Introduction to desktop and digital pre press
  spanning over 3 days
• Introduction to the graphic arts spanning over 5
  days

169
Prepress Workshops Cover

• Computer to plate and digital proofing spanning
  over 3 days
• Colour management spanning over 5 days
• PDF/digital pre press workflows spanning over 3
  days
• Colour separation and colour reproduction
  spanning over 4 days
• Digital photography for print spanning over 3 days

170
Offset Press Training Workshops Cover

• Sheet fed press operations spanning over 4 days
• Web offset press operations spanning over 3 days
• Sheet fed offset press operating spanning over 5
  days
• Web offset press operating spanning over 5 days

171
Production Operations Workshops Cover

• Benchmarking sheet fed pressroom operations
  spanning over 2 days
• Colour management for the pressroom spanning over
  5 days
• Process controls spanning over 2 days
• Slashing make-ready spanning over 3 days
• The paper and ink experience how substrates and
  ink interrelate spanning over 3 days
• Train the trainer for schools and companies
  adopting GATF print training curriculum spanning
  over 2 days
• Troubleshooting bindery, finishing and mailing
  spanning over 2 days
• Supervising the lithographic pressroom spanning
  over 3 days
• Sheet fed Offset Press Training Simulator (SHOTS)
  an integrated interactive software program used
  as training systems for press operators spanning
  over 2 days

172
GATF Also Offers Comprehensive Technical Training
Curriculum Programs in the Following Areas

• Imaging skills covering the fundamentals of
  digital imaging
• Sheet fed offset press covers the in-depth
  study of tasks associated with sheet fed offset
  press operations
• Web offset press - covers the in-depth study of
  tasks essential to web offset press operations
• GATF bindery covers principles, terminology and
  operating procedures essential to new bindery
  operators
• PrintScape the program providing an overview of
  products, processes, workflow, job roles, safety
• Ergonomics the package covers all the
  information required to understand, evaluate and
  educate employees on ergonomics in the printing
  workplace. Can be instrumental in reducing
  injuries, lower workers compensation costs and
  lift productivity

173
Training Delivery Modes

• The GATF training curriculum packages outlined
  above come in the form of manuals and CD-ROMs
• The GATF training simulator software cover sheet
  fed offset and web offset operations
• The simulators are said to be ideal for training
  pressroom staff in realistic situations without
  losing machinery production time and materials or
  jeopardising safety
• The simulators also enable educational
  institutions that have only small format presses
  to offer hands-on press training on larger
  format presses
• GATF distributes training simulator software to
  printing companies and schools and conducts a two
  day training program on how to use the software

174
Companies Using the Simulators Have Reported the
Following Benefits

• Increased confidence and skill levels of current
  personnel
• Decreased average make ready times
• Increased percentage of good copies in the
  pressruns
• Apprentices can experiment with the variables
  such as paper formats, weights and thickness to
  see how these changes impact on the end product
• Experienced press operators can sharpen their
  skills and extend their existing knowledge by
  choosing the problem solving mode

175
Advanced Education Training

• There is an extensive network of formal or
  tertiary courses in graphic communications being
  offered by technical schools, colleges and
  universities
• The following provide an example of a few of the
  courses being offered in the United States
• Advertising
• Multi-media
• Digital imaging
• Print management
• New media printing and publishing
• Printing marketing
• Graphic Arts technology management
• Graphic communications sales and marketing
• Electronic publishing
• There is also an extensive network of formal and
  short management courses covering
• Leadership
• General Management
• Marketing for Managers
• Finance for Managers
• Strategic Management

176
Appendix A3.4 Summaries of Education Training
Provided
177
New Zealand Summary of Education Training
Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes Employed by firms first then engage in apprenticeships Digital printing apprenticeship introduced recently
Other Yes Yes Yes Done on the job
Management Yes print diploma involving print and management units Higher uptake than expected
Short courses Yes covering areas such as screen printing, media with emphasis on design and art Workshops ranging from two to five days have replaced lengthy off-job block courses Suppliers offer training and advice on estimating Equipment suppliers offer limited training Ink suppliers provide informal courses NZ system of training is workplace based with trainees not going to nay schools or institutions. Theoretical classes are limited to several days Printing school (equivalent of TAFE) closed down 18 months ago. Some of the polytechnic schools do offer printing related courses Industry promotion is confined to promotional materials which are distributed to secondary schools. Regular contacts with career teachers take the form of breakfast meetings and visits to the workplace
178
United Kingdom Summary of Education Training
Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes Mix of on and off the ob training
Other Yes Yes Yes National Vocational Qualifications are the modern way of providing practical, vocational training focussed on satisfying business needs Public and private training providers offering programs from short courses through trades to higher level Investors in People program centres on training and development to achieve real business outcomes Courses also cover up skilling
Management Yes Loughborough university offers the Professional Certificate in Print Management Other educational institutions offer degree and higher programs in printing with many offering graphic design
Short courses Yes Yes Yes One to four days courses
179
United States Summary of Education Training
Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships No No No Use the term apprenticeship in more general terms for a workplace mentoring relationship
Other Yes - Courses covering pre press and multimedia Yes - Press room simulators covering sheet-fed and web applications on CD-ROMs distributed widely for training purposes Yes Competency of trainees evaluated by tests rather the existence of proper competency standards which detail expected levels of performance Well accepted by the industry Industry bodies/ associations supply good quality training resources
Management Yes dozens of higher education institutions offering industry specific qualifications ranging from graphic design and multi-media to print management, and electronic imaging and printing
Short courses Yes Yes Yes Courses range from two to five days
180
Netherlands Summary of Education Training
Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes Middle technical school for four years following Lover Technical School (13 17years of age) Incorporates about six months practical training in a production company. Program covers both technical and administrative directions
Other
Management One university offers a graphic arts program. Focus is on business administration and general management skills with some link to graphics processes.
Short courses
181
Germany Summary of Education Training Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes Apprenticeships and part time education in vocational schools Education system provides education and training for the printing and graphic arts from lower secondary school to post graduate degrees. Students choose a career path and progress from one level to the next
Other A number of tertiary institutions prepare students for work in particular professions via courses of study lasting three years with a view toward applying what they have learned in a work setting. Courses cover every aspect of the printing industry
Management Printing management courses are offered by tertiary institutions
Short courses
182
Heidelberg Print Media Academics

• The Print Media Academy in Heidelberg is the
  centre of a Global network. There are academies
  in Atlanta, United States Sydney, Australia
  Kuala Lumpur, Malaysia Sao Paulo, Brazil Cairo,
  Egypt Shenzhen, Republic of China and Moscow,
  Russia
• The Print Media Academy offers product training,
  seminars and workshops covering issues such as
  emerging technologies and managerial strategy,
  and offer a week long course covering technology
  and management trends in the print media industry
• The courses offered by the network of academies
  vary from region to region taking into
  consideration regional differences and learning
  needs and priorities

183
Key Observation and Learnings from Overseas
Education Training Arrangements

• The emphasis of both education and training is on
  the practical aspects and less on theoretical
  considerations
• The training is structured in such a way that it
  mostly takes place in the workplace
• Off the job training is limited and confined to
  between two to five days
• Training and education systems are responsive
  reflecting the current and evolving needs of the
  industry
• Widespread industry input towards the development
  of the curriculum
• Courses such as digital printing and multi-media
  are being offered to reflect changing industry
  skill requirements

184
Key Observation and Learnings from Overseas
Education Training Arrangements

• Training simulators are used to replicate
  pressroom conditions. They are a practical and
  inexpensive form of training people in sheet fed
  and web fed processes. They also help overcome
  the need for educational institutions to invest
  in new technology and keep up with changes in
  technology which for most has proven to be costly
• Management area growing in importance and
  priority and is seen as being a key prerequisite
  in preparing the industry leaders of the future
• The new thinking is that education and training
  should be considered to be an ongoing thing
• Training emphasis seems to be on equipping people
  with appropriate skills that are required by
  industry. Upskilling and re-skilling of existing
  workforce are viewed as priority areas

185
Key Observation and Learnings from Overseas
Education Training Arrangements

• It is increasingly being acknowledged that
  vocational education and training should not be
  the exclusive domains of public educations
  providers and that private sector education
  providers also have an important role to play in
  delivering programs
• To attract new people to the industry the common
  approaches adopted by industry counterparts
  overseas include the production and distribution
  to schools of short educational videos about
  careers and career paths in the industry
• Career teachers get also invited to attend
  industry workshops and briefing sessions to
  familiarise themselves with the industry and its
  changing dynamics. Career teachers are also
  taken to workplaces to observe the application of
  the latest technology and processes

186
Appendix A4 Listing of Registered Training
Providers for the Printing and Graphic Arts
Training Package (consistent with the National
Training Information Service)
187
Listing of Registered Training Providers for the
Printing and Graphic Arts Training Package
Continued
(Source National Training Information System
www.ntis.gov.au)
188
Listing of Registered Training Providers