Gig Economy - Current & Future Labour Market

Phone Rings, I pick it Up and a voice goes "G'day mate are you available for a three day gig in........ " Gig Economy....

Australia’s education system has undergone significant transformation to meet the current and future labour market projections like the gig economy. The Parliament of Australia (2023) indicated that about 7.1 per cent of the labour force in Australia is composed of gig workers. ABS says this value is expected to expand relative to the emerging digital technologies and forms of work. As a result, the tertiary education systems including VETs and Universities in Australia have already aligned to these contemporary setting as preparation for future workforce. On this blog I want to quickly evaluate the strategic alignment of Australian education in the wake of the growing gig economy, assessing the efficacy of both the Vocational Education and Training (VET) systems and universities and comparing this approach to gaps seen in developing countries including Kenya. This discussion came up in the wake of the GenZ’s expression of discontentment of Kenya’s current leadership due to lack of job opportunities and rampant corruption, in bits I had a chat with my associates and comrades on ground, and I thought I would research on how Australia has taken advantage of technology & internet to maximise the economic potential of Gig Economy. My blog brings up essential areas in need of reform to make the Australian workforce more competitive in the digital economy.

Petroleum Truck in Transit.

Wheelahan and Moodie indicated in their paper the inherent flexibility in the Australian post-secondary education including on VETs and Universities that they are critical in the process of preparing students to the expanding gig economy. The collaborations between these institutions and the national, state, and territorial governments as well as with registered training organisations allow and support the development of curriculums that are flexible structure enhancing supply of varied workforce to meet the contemporary demands. Likewise, the industry-oriented nature of the Australian tertiary education system allows it to absorb different skills and needs, something that has constantly seen growth in number of workforce that can fill the diverse needs of the expanding gig economy.

The examination of the contemporary skills gaps in Australia indicates that 36 per cent of the gig jobs evaluated were in national shortage check this out - (332 out of 916) in 2023, demonstrating the urgent need for reform in the education sector to bridge this gap. While the flexibility in Australian education is great in nurturing diverse adaptations for a gig economy, the demand for hybrid skill set a disconnection that traditional education paths might not be able to address. There's hope for your degree anyway! Do not shoot the messenger!

As compared, post-secondary school educational system in developing countries including my country Kenya, in regards, workforce preparedness to surging gig economy demands can be described as ‘inferior’. Our VETs and universities in are more structurally challenged to cope with contemporary requirements. Particularly, the existing degree programs even now in Kenya, assume that student’s progress in a linear career development, and do not prepare graduates appropriately to become a part of the contemporary workforce. This is diabolical because 45% of bureaucrats in this important ministry are deemed “exposed”. As a result, there is a significant gap between gig work-experience among students in a developed country like Australia and other developing countries.

Brisbane North - Image Captured During a Gig

I read in a paper that, in Burundi, Mali and Uganda, the VET student population countrywide are highly projected to about fourfold against the available educational infrastructure supporting critical skill acquisition – thereby leading to large workforce output with limited gig skills. I like going through the World Bank data – (it is my natural inclination) which indicates that of the total global workforce engaged in gig platforms, only 40 per cent are from low-and middle-income countries supported by their weak education systems. Read Again!

I have realised that the biggest challenge creating a disconnect between gig workforce in Australia and other low- and middle-income countries is the quality and state of digital infrastructure, learning materials, and learning process across these states. As consequent, gig workers from developing nations tend to earn low compared to those in developed countries like Australia for the same piece of work done – a possible implication of educational arbitrage. Btw it is very easy for an hardworking person to get access to necessary technology and gadgets for gig jobs in Australia.

For MoE consumption, Kenya can catch up by strengthening and aligning the existing reforms in education, workforce, just like those within Australia will be able to meet the current and future demand of the gig economy. The Australian Bureau Statistic (2023) identified key gaps with regards to workforce disconnect to gig economy including, digital literacy quality, adaptability, self-management, and the capability of continuous learning. I am a full beneficiary of gig economy and promoter at the same time. I have seen guys on X platform and Facebook getting real contractual opportunities.  

Tradie enjoying Smoko while rethinking life choices

In strategic management terms, these gaps will have to be addressed through well-coordinated efforts by all sectors of education and training. First, the TVETs and colleges should extend their scope to provide digital lessons in their curriculums to enhance post-schoolwork-readiness experiences among the comrades. In Australia, as a recommendation, this creation of stackable credentials and pathways across post-secondary institutions will be paramount on sustaining gig worker mobility and career advancement. Secondly, and in accordance with the principles of strategic management, it is recommended that TVET institutions utilise their current industry networks to adopt gig-specific traits.

These strategic reforms must involve entrepreneurship education, digital marketing skills, and the development of cross-disciplinary skills.

We must shift away from discipline-based silos and toward holistic learning that will reflect the various skills needs of gig employees. It becomes essential to combine industry placements, practice-oriented projects, and mentorship programs to close the gap between learning and practice. The educational institutions will also need to implement agile management styles where they can alter their curriculum with great speed. These are emerging industry advisory boards to include gig economy representatives, flexible delivery frameworks, and continuous professional development channels.

I think investment in digital infrastructure and platforms becomes significant in achieving equality in access to educational opportunities.

Relative to developing countries and Kenya, Australia’s education system has enhanced structural features of adapting to the gig economy, including, having flexible TVET and enhanced industry relationships. However, this strategic administration has to deal with some specific problems that emerge during preparing labourers for contemporary employment settings. Even then, these issues are more magnified in developing countries where both the system of education and lack of relevant infrastructure hinder transfer of gig economy knowledge to workforce. To bridge this gaps, educational sectors particularly in developing countries need to be aligned and driven by proper policy frameworks and the involvement of the industry.

Edited/ Published By Nehemiah Kipserem MEd-MBA 2025