The complex interplay of technological advances, global demographic trends and macroeconomic forces (often combined under the overarching term of ‘globalisation’), has seen the emergence of global markets, economies, supply chains and global labour markets. These macro trends are impacting upon the provision of technical vocational education and training (TVET) and have created a number of drivers and imperatives. These include a growing need for TVET educators, curriculum and ultimately TVET graduates to have global perspectives, global competencies and in many cases national and international mobility skill sets. The use of skilled migration policy and initiatives for many countries feeling the effects of aging populations and skill shortages adds another dimension to this complex environment. Australia’s current skilled migration policy is undergoing a ‘paradigm shift’ towards temporary skilled migration and is being moulded to a demand–driven system. Another trend impacting on TVET is the increasing internationalisation of tertiary education. ‘Glocalisation’ of workforce skills has become an integral part of nation-building throughout the world with cross-border education and training taking higher prominence in workforce skills. In response to the trade of skilled workers, nations such as the Philippines are adapting the delivery of higher education courses to include cross-border qualifications to produce a globally-ready workforce. The paper presents a case study of a cross-border, cross-sectoral alliance between Australia and the Philippines to highlight some of the possibilities. The paper will explore an array of issues and the challenges and possibilities these present for a globally responsive and sustainable TVET system.