At the 2025 Technology and Maintenance Conference, a packed session explored how employers, trade schools, and support organisations can collaborate to improve apprenticeship outcomes. Moderated by Ashley Belteky, (Apprenticeship Mentor – Women in Male-Dominated Trades at Apprenticeship Support Australia), the discussion featured Paul Chaseling (Head Teacher – Heavy Vehicles Automotive at Dubbo TAFE NSW), Dylan Jenkin (Service Manager at Tatiara Truck and Trailers), and Raman Badekar (Educator at CIT Electric Vehicle TAFE Centre of Excellence).
Belteky set the scene with a sobering statistic: “In automotive, we have about 15,000 active apprentices, yet we’re still losing around 40% throughout the lifespan of their apprenticeship.” The top reasons include poor supervision, workplace conditions, and weak peer relationships — all factors that can be improved through better collaboration between employers and training providers.
Understanding and supporting Gen Z apprentices
The panel began by examining how to lead Gen Z in the workplace. Chaseling reminded the audience that concerns about young workers aren’t new: “The youth of today are disengaged… It was actually written in 1906,” he said, referencing a century-old newspaper headline. “Our youth of today fit into exactly the same category as what they did in 1906.”
But he pointed out a crucial difference: “About 50% of them don’t have dads. They don’t have male role models in their lives, and when they get to a workshop and they make a mistake and get yelled at, they go to water. That’s an issue that could be easily rectified if we put a mentor in place in the workplace.”
Jenkin agreed that adaptability is essential. “They speak a different language,” he said. “Rather than looking at it as a negative, you need to change yourself before you try and change them. They like to know the how and the why — once you explain that, they start to open up.”
He shared how his business invests in engagement and structure. “We’ve got dedicated HR towards mentorship… and we really involve their parents in their journey because they’re reinvested in their kids’ futures as well. We make sure our workshop supervisors are involved in what’s coming up so apprentices can connect what they’re learning at TAFE to what they’re doing on the floor.”
Creating purpose and meaning in the workplace
Badekar, who has managed apprentice programs across Australia, New Zealand, and Asia, highlighted the importance of context and contribution. “To become useful is the biggest driver,” he said. “Remember the three Cs — context, contribution, and commitment. Spend time explaining the purpose of their existence as an apprentice and why what they do matters.”
He emphasised the need for early engagement. “As soon as possible, help them demonstrate that they’re participating in the economy and making money for the business. It’s human nature to want to be meaningful and useful.”
Strengthening collaboration between employers and TAFEs
The discussion turned to the relationship between training providers and employers — often described as the “two halves of the equation.” Badekar urged employers to “take time to understand the training plan and the legislative commitment,” and for TAFEs to “understand what industry needs and where it’s going.” He likened it to parenting: “If the mum and dad aren’t aligned, the child is going to struggle.”
Chaseling described how Dubbo TAFE keeps communication open: “We create a yearly plan with the competencies for each block and send that to employers and apprentices. We suggest they take it back to work, put it on the toolbox, and talk about it.”
He also highlighted Dubbo TAFE’s partnership with local mental health group Tragics Inside: “They teach our students how to budget, manage a bank account, and communicate better with their employer and peers. It’s about giving them the life skills they need to succeed.”
Employers investing in the next generation
Jenkin said his business starts planning early for apprentices’ learning. “We’ve currently got 12 apprentices, so we’re planning in October now for next year — what classes they’ll be in, what subjects they’ll have. It takes a lot of effort, and it comes with expense, but it’s worth it. Our business doesn’t survive without apprentices.”
One audience member raised concerns about the lack of support and inconsistent facilities across the TAFE system. “Some campuses have world-class setups,” they said, “while others are scraping together outdated equipment.” They proposed a national network for resource sharing.
Jenkin agreed there’s untapped potential for collaboration with manufacturers. “When I did my apprenticeship, we were trained by the OEMs — Bridgestone, Exide, and Techloid. The engineers were next door to the trainers. I’d like to see OEM training be signed off by RTOs. We were getting trained by the people who designed it.”
Badekar supported that approach, noting that the pace of change demands new thinking. “We are in an era of more-for-less,” he said. “The rate of change in technology is so fast that we need a blended approach — one basic qualification, but continuous skills training in collaboration with industry.”
Building the bridge together
In closing, Belteky reinforced the importance of sustained communication between all parties. “Collaboration is the main point for us. The better we can do it, the more we’ll change our trial and error into success stories.”
The panel’s message was clear — successful training outcomes rely on shared responsibility. Apprentices, employers, and training providers each play a role, and by strengthening the links between them, the industry can build the skilled, motivated workforce it needs for the future.
