| 6.5 | The APTC Board is a skills-based Board comprising members who, collectively, have the skills, knowledge, and experience |
| | necessary to provide strategic advice to DFAT and APTC. |
| | |
| 6.6 | Individually, all Board members should have: |
| | |
| | a) Strategic expertise — the ability to understand, review and contribute to the development and execution of APTC |
| | strategies. |
| | |
| | b) Soundness of judgment — necessary to perform their role. |
| | |
| | c) Pacific knowledge — sufficient to understanding the context in which APTC operates. |
| | |
| 6.7 | Collectively, the Board should have the following skills, knowledge, experience: |
| | |
| | a) Regional expertise — deep knowledge of the Pacific region and Pacific regionalism with networks into business, |
| | government and civil society in the region. |
| | |
| | b) TVET expertise — Experience in and knowledge of Technical and Vocational Education (TVET) system reform in |
| | Australia and/or the Pacific. |
| | |
| | c) Industry knowledge — knowledge of and ability to reach into and communicate effectively with Pacific business and |
| | employer communities. |
| | |
| | d) Labour market expertise — knowledge and understanding of Pacific economies, labour markets, workplace |
| | productivity and labour mobility issues. |
| | |
| | e) Co-investment expertise — understanding of the principles of co-investment in skills training and workforce |
| | development and of effective strategies for increasing investment by individuals, employers and governments in Pacific |
| | NET. |
| | |
| | f) Development expertise — Practical knowledge and understanding of new approaches to development effectiveness, |
| | including thinking and working politically, brokering relationships, locally-led reform and iterative problem-solving. |