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It reviews their historical development, drawing on government records, and analyses why outcomes depended on building national consensus and integrating infrastructure and aligned supply with demand. 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It discusses their development and main features during and after the Second World War.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper identify as critical to successful implementation?",{"text":117,"@type":113},"Success is described as depending on securing a national consensus, having appropriate infrastructure, and aligning needs with demand. It also emphasizes constructive collaboration at the local level with employers and unions.",{"name":119,"@type":110,"acceptedAnswer":120},"How did national skill development planning begin before the Second World War?",{"text":121,"@type":113},"The paper describes how, before WWII, government concerns about war led to planning for intensive technical training. 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Australia is no exception here. Yet, in this country, as in others, similar mobilisations occurred in earlier times, most noticeably during wartime. This article describes and discusses two particular measures during and after the Second World War: the Commonwealth Technical Training Scheme and the Commonwealth Reconstruction Training Scheme. Beyond providing an historical account of these two national schemes for skilling Australians, the paper identifies the importance of securing a national consensus and the engagement of all parties, and showing sensitivity towards those who participate in such programs. Particularly salient is that although national‑focused, the success of these programs was premised on effective localised arrangements, where diligent administrators and educators seemingly worked closely with local employers and unions to realise their effective implementation.  \nSkilling Australians 469  \nSkilling Australians  \nAcross the last two decades, various programs have been introduced for developing the skills of the national workforce in Australia. These have included the development of national standards and uniformity of vocational education provisions, introducing a training levy to encourage enterprise expenditure on training, and cycles of reforms of the vocational education system, its institutions, governance and operation. Many of these initiatives (e.g.‘Skills for the future’ 2006;‘Workforce futures’ 2009) were driven by a concern to mobilise the Australian workforce and the national vocational education system to meet more effectively the challenges emerging from a globalised economy where the quality of goods and services is essential to both maintain levels of exports and resist increased levels of imports. A key feature of these processes has been the role of national bodies, such as Skills Australia, established in 2008, which have been charged with reforming workforces and the vocational education system. Yet, far from all of these initiatives have been successful (Billett 2004), so it is useful to understand more about how such initiatives might be organised.  \nIndeed, the need for Australia to mobilise and develop the skills of its workforce in the face of challenges to national well-being has occurred previously. During and after the Second World War, national programs were implemented for developing the required skills for military purposes and then later to assist the demobilisation of a large proportion of the nation’s fighting force at the end of six years of conflict. To address the urgent need for such skills, the Australian Government introduced the Commonwealth Technical Training Scheme (CTTS) and the Commonwealth Reconstruction Training Scheme (CRTS) which it saw as a way of producing qualified tradespeople in a relatively short time. More than 300,000 people went through the two schemes, with the CRTS later described as‘one of the most significant strategies for social change in Australia’  \n470 Darryl Dymock and Stephen Billett  \nIt follows, therefore, that this paper documents the development of the CTTS and CRTS to identify their main features and discusses whether any of the experiences of these initiatives can be usefully applied to help address current skills development initiatives in Australia. Most of the information about the history of these Schemes is drawn from government files held in the National Archives, Canberra. While clearly historical, the accounts demonstrate the importance of gaining national consensus, having appropriate infras","cbCaimmpEzJf3Cag","https://ap.wps.com/l/cbCaimmpEzJf3Cag","pdf",269326,29,"English","# Skilling Australians\n## Wartime and post-war measures: CTTS and CRTS\n## Earlier drivers of national skill development\n## Early developments before WWII\n## Establishing coordination mechanisms in 1939","[{\"question\":\"Which two World War II-era training schemes does the paper focus on?\",\"answer\":\"The paper focuses on the Commonwealth Technical Training Scheme (CTTS) and the Commonwealth Reconstruction Training Scheme (CRTS). It discusses their development and main features during and after the Second World War.\"},{\"question\":\"What does the paper identify as critical to successful implementation?\",\"answer\":\"Success is described as depending on securing a national consensus, having appropriate infrastructure, and aligning needs with demand. It also emphasizes constructive collaboration at the local level with employers and unions.\"},{\"question\":\"How did national skill development planning begin before the Second World War?\",\"answer\":\"The paper describes how, before WWII, government concerns about war led to planning for intensive technical training. It mentions early attempts at national coordination through bodies such as the Australian Education Council, though mechanisms were limited.\"}]","Skilling Australians: Lessons from World War II national workforce development programs | PDF",1792077332,73]