In terms of the adult skills agenda, which many countries now struggle with - the gap between the skills available in the workforce and those needed by employers is not shrinking - for young adult and adult learners we need to:

1. Modularize all skills-based programs so that a defined trade or profession is made up of key components - understanding and skills modules - which firms and learners can "mix and match" to their needs. This enables new trades and professions - nano-medic, vertical farmer, AI investigator, narrowcaster, waste data hander, robot repair specialist - to quickly emerge by adding new modules to the pool of modules available. Skills modules could then be made available on a just-in-time basis, removing the idea of start dates. Learners can "stack" modules to secure certification in a defined trade. This would also facilitate reskilling in the fast-changing world of skills and trades.
2. Move all of the learning which does not require "hands' on" experience to an online environment - and make these learning modules available 24x7 as MOOC's so that learners and their employers do not pay for learning, only for skills and competency assessments. Hands on learning can be achieved through workplace learning, especially if supervision and assessment are also making effective use of online tools (video recording skills, real time video of an apprentice performing a skill, peer assessment, self-assessment using online tools). Increasingly, ways are being found of creating peer learning networks for these learners and finding ways of connecting MOOC learners for face to face learning opportunities.
3. Make skills certification about legally demonstrable skills, not time served - skills are assessed by trained assessors (using video based evidence) and validated by a qualified validators. A person either possesses a skill or they do not. How they acquired that skill and how long it took to do so are of marginal interest. We could establish both virtual and local assessment centres for skills to enable anyone at any time to have their skills assessed. New developments in assessment enable skills to be assessable 24x7. While this limits what can be assessed to very specific competencies rather than aptitudes, dispositions and the conoplexities of understanding, it is nonetheless a way of enabling more resources to be dedicated to what matters most - deep learning.
4. Leverage technology to make skills learning both effective and fun - many apprenticeship students report a high level of boredom with the way in which they are asked to learn. Yet simulation technologies, gamification, new used of augmented reality could make learning both more powerful and effective and more enjoyable. Redesigning classroom learning, learning on the job and finding ways of integrating theory and practice in creative ways will also help. Fun and effective learning are not mutually exclusive. Some of the new approaches to coding, robotics education and learning about artificial intelligence show just how powerful such learning can be.
5. Support the growth of innovative approaches to learning evidenced around the world. Not only do we have examples in trades education of real innovative uses of technology for learning, of effective public:private partnerships, of deep collaboration between colleges and polytechnics offering skills programs, we also have a vibrant private online learning sector. A community of practice focused on new approaches to skills and incentives for rapid prototyping of new approaches to skills education would help cement a new era for life-long learning. We need to learn to take risks, learn from mistakes and be creative in our approaches to fast changing demand for skills, learning and education. In doing so, the focus should be on learning and the learner.