New research published in the Journal of Innovation in Polytechnic Education by researchers at the University of Guelph-Humber in Canada shines a light on the changes VET providers will need to make to their assessment practices – not simply to ‘foil’ students intent on misusing GenAI, but on “identifying key skills for the future of work and the assessments to build them”.

As the authors note:

“The acceleration of various forms of disruptive technologies, from automation and the expansion of artificial intelligence, the increasing embeddedness of remote collaboration and communication technologies, and the expansion of the gig economy, are rapidly transforming the interconnected realities of work and learning.”

They argue that VET providers need to identify key skills for success in the future of work and then more robustly align “skill development and assessment design”.

What are the key skills for the future of work?

By examining the work of numerous academics and organisations like the World Economic Forum, the authors identify the following 10 skills as being the most consistently identified as key skills for the future of work:

  • collaboration
  • communication
  • creativity and innovation
  • critical thinking
  • cross-cultural competency
  • decision-making and judgement
  • learning/willingness to learn
  • problem solving, and
  • social intelligence/perceptiveness.

They go on to observe that “as technology disrupts traditional educational paradigms, educators are not just required but also capable of integrating (the necessary skills, mindsets, and knowledge) into their curricula to foster essential skills like digital literacy, problem solving, and adaptability. By aligning technology with learning objectives, educators are not only enhancing educational outcomes but also preparing students for the complexities of modern work environments.”

The researchers also explain that because of their focus on hands-on, industry-responsive education and training, Canada’s polytechnics (like Australian TAFEs and other RTOs) are “well positioned to develop graduates’ capabilities by calibrating teaching and learning through meaningful assessments with the competencies and capabilities that employers are seeking”.

In the Australian VET sector, as the Jobs and Skills Councils roll out changes to the design of VET qualifications (agreed through the VET Qualification Reform process and the associated new Training Package Organising Framework) we can expect more innovation and flexibility in the design of many VET qualifications. This should allow for more industry-responsive assessments that help ensure VET graduates have the key skills needed to thrive in modern and rapidly changing workplaces across different industries.