Associate ProfessorRoslin Brennan Kemmis

Adjunct associate Professor and Academic Adviser to the Wiradjuri Language Project

Charles Sturt University

Institute for Research in Professional Practice, Learning and Education


Issue 1, Issue 3

Field of expertise/main research projects:
Field of expertise/main research projects Pedagogy, Adult Learning, Apprenticeships and Traineeships

Articles byRoslin Brennan Kemmis

Editorial Issue 3: Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation

Editorial Issue 3: Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation

Full issue 3
It is widely acknowledged that the world of work is changing. Technical and vocational education and training (TVET), however, largely continues to follow a traditional model developed in the 19th century which used to prepare youth for industrial work. As some economies in the Asia-Pacific are becoming knowledge-based, there is growing recognition of the mismatch between skills taught in TVET and skills needed in the labour markets. As a result, transferable skills are increasingly seen as a missing link between education and training and the world of work.

But what are transferable skills? There are different understandings and conceptualizations of these skills across countries but in general transferable skills refer to a number of important competencies (communication, problem-solving, collaboration skills, etc.) that can be learned and can help people to make transitions between education levels, education and the world of work, as well as within and between sectors. They are non-occupation specific skills that can give workers the comparative advantage in an increasingly interconnected and competitive world of work. 

Good practice principles in apprenticeship systems: An international study

Apprenticeships can be seen as the ultimate in co-operation between TVET providers and industry as they are based on a combination of work and study. They provide appropriate skills for companies and also all-round occupational and generic skills, as well as providing a tried and tested means of moving young people into the full-time labour market. However there are many different actual and potential models of apprenticeship, which can be confusing for countries looking to begin or re-develop an apprenticeship system. This paper uses part of the work undertaken for a project funded by the International Labour Organization and the World Bank to compare and contrast apprenticeship systems in 11 countries, for the purpose of drawing out some principles of good practice. The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system (Planning Commission 2009).

Transferable skills in Technical and Vocational Education and Training (TVET): Implications for TVET teacher policies in Australia

This article is based on research and detailed empirical work that has been conducted in Australia in the area of transferable skills. The article will review the issues related to transferable skills in the vocational education and training (VET) sector from a historical perspective. Included in the discus­sion are details of recent and current policy development. A commentary is provided on many of the challenges of policy implementation in the current environment. There has been considerable re­search into this issue in Australia, and it is hoped that this article will assist in a broader understanding of the issues surrounding transferable skills.

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