Qualified trainers and assessors: There’s a shortage of VET trainers and trainers/assessors who are capable of teaching in areas like automotive electrical work, heavy vehicles and other specific roles. Trainers are also often underpaid compared to industry wages, which makes it difficult to attract and retain them. 

Entry-Level Roles: Automotive apprenticeships and other entry-level positions, such as those in spare parts or vehicle body building, are particularly hard to fill and recruit incoming workers for. Despite these being vital for the sector, the nature of the work and the pay disparity with other sectors, such as mining, deter younger generations from entering. 

Critical thinking and communication skills: Younger generations show gaps in critical thinking and communication skills, highlighting a need for more open dialogue and opportunities to develop these abilities. Although this has been raised by a broad spectrum of stakeholders, the intensity of it has varied on a state level.  

Diagnostic skills: Diagnostic skills are evolving rapidly due to advancements in ADAS, autonomous systems, EV diagnostics, and digital technologies, with a growing need for expertise in electronics, fault finding, and programming, as traditional diagnostic methods are increasingly supplemented by AI, fault codes, and advanced diagnostic tools.

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EV Skills Gap: Industry is largely unprepared for the EV transition. ​High-voltage EV batteries also require specialised safety training, while inconsistent state licensing creates confusion. ​ 

Light automotive technicians, 

Heavy automotive technicians,  

Automotive electricians,  

Automotive diagnostic technicians and trainers,  

Paint and panel technicians  

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Job transitioning: Some Automotive Technicians are transitioning into the mining industry, attracted by higher pay and better opportunities. 

Limited local training opportunities, particularly in the regions: Access to training in remote areas is challenging. This includes challenges such as the distance between regions, the lack of trainers willing to travel, and the capacity of local RTOs. Workers often leave for training elsewhere and fail to return, creating staffing shortages. 

Local legislation and regulatory inconsistencies: This impacts workforce development and training, alongside issues such as differences in training requirements and cross-border challenges. 

Aligning Training with Industry Needs: Units of Competency (UoCs) are frequently repetitive, relying on similar assessments across different contexts (e.g., petrol versus diesel) despite comparable outcomes. Many electrical UoCs are outdated and do not reflect current industry technologies, with several units still referencing obsolete equipment. In the Panel and Paint units, the evidence requirements remain high, even after reductions (e.g., from nine to three pieces per unit), creating excessive burden for pathway providers. These units are generally unsuitable for younger learners, as Certificate III expectations often exceed Year 12-level maths and physics. Employers also report that the heavy vehicle training package is outdated, with training focused on skills no longer used in contemporary workplaces. 

Lack of awareness: Raising awareness of career opportunities beyond traditionally recognised sectors, through initiatives such as school career days, is important.  

Small business limitation: Small business employers often lack the time and resources to train new employees, leading them to prefer hiring those with experience. Ongoing career potential in small businesses can also be limited due to fewer growth opportunities and resources for training and development. This also has ramifications for succession planning. 

Ineffective training pathways: High interest in high school Cert II automotive courses low conversion to apprenticeships due to issues like few work experience opportunities and the standard 4-year apprenticeship term being seen as a barrier. 

Lack of diversity and inclusion: Workplace language can unintentionally exclude diverse groups (e.g. Indigenous or neurodiverse individuals). Young people are also unaware of modern-day automotive career paths, such that strategies to showcase success stories, offer taster courses and involve industry in more schools are needed.