TAFE Queensland Submission to Higher Education Support Legislation (A More Sustainable, Responsive and Transparent Higher Education System) Bill ...
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TAFE QUEENSLAND SUBMISSION TAFE Queensland Submission to Higher Education Support Legislation (A More Sustainable, Responsive and Transparent Higher Education System) Bill 2017
TAFE Queensland Submission to Higher
Education Support Legislation (A More
Sustainable, Responsive and Transparent
Higher Education System) Bill 2017
Senate Education and Employment Legislation
Committee Inquiry
A: Level 9, 133 Mary Street
Brisbane Queensland 4000
P: PO Box 16100
City East Queensland 4002
W: tafeqld.edu.au
ABN 72 898 805 093
Authorised by:
Ms. Jodi Schmidt, CEO, TAFE Queensland Board.
© TAFE Queensland 2017
Copyright inquiries should be addressed to TAFE Queensland, PO Box 16100, City East, Queensland, 4002.
Disclaimer:
The views expressed in this document are those of TAFE Queensland and do not necessarily reflect any opinion or policy of the Queensland
Government; the Minister for Education, Training and Employment; or the Queensland Department of Education, Training and
Employment.
Page | 2
Purpose
This submission provides TAFE Queensland’s response to the Senate’s Standing Committee on
Education and Employment inquiry in the Higher Education Legislation Amendment (A More Responsive
and Transparent Higher Education System) Bill 2017.
Introduction
TAFE Queensland appreciates the opportunity to provide comment on the Higher Education Support
Legislation Amendment (A More Sustainable, Responsive and Transparent Higher Education System)
Bill 2017. TAFE Queensland is committed to working collaboratively with governments and stakeholders
to ensure that Australian’s are given the training and skills needed to create greater job opportunities and
strengthen local and national economies.
TAFE Queensland is the most experienced provider of Vocational Education and Training (VET) in
Queensland. TAFE Queensland is the State’s largest public provider of VET with over 125,000 students
in 2016 and a total of 52,000 qualifications awarded ranging from statements of attainment to sub-
bachelor degrees across 600 program areas. TAFE Queensland also delivers higher education degrees
in partnership with the University of Canberra and Federation University, and for over ten years has
offered a sub-bachelor degree as a Non-University Higher Education Provider (NUHEP).
With over 130 years of history and through a state-wide network of institutes, TAFE Queensland offers
quality higher education and training through a variety of modes including traditional classroom delivery,
distance learning, online tuition, workplace training and a blended delivery method combining two or
more delivery modes.
TAFE Queensland delivers high quality outcomes for students and employers, with:
Competency completion rates of more than 89%;
Students that are employed or in further education at more than 87%;
Student satisfaction at more than 88%; and
Employer satisfaction at more than 91%.
Students from 85 countries choose to study with TAFE Queensland in Australia and abroad due to its
international profile, world class standard of training, state-of-the-art facilities and the wide range of
programs offered.
Page | 3
Summary of Key Points
There is a strong argument outlined in this submission and in contemporary debate across
tertiary education and training to address funding disparity between educational sectors.
Fundamental to this debate is where the investment of limited public funds is best spent to
provide education and training to Australians in a way that will increase productivity and
grow Australia’s economy at the same time as supporting increased employment and
prosperity for Australian citizens.
Qualifications, and in particular higher level qualifications, delivered through VET providers
are fundamental to meeting the current and future skill needs of the Australian economy in
a way that qualifications delivered by University providers (particularly at the sub-bachelor
level) are not.
In the parameters of this consultation process, TAFE Queensland recommend to the
Committee that while creating a more cohesive approach to tertiary education and training
is outside the scope of the Government’s proposals at this point in time, that every effort
must be made to avoid unintended consequences of further delineating between
qualifications delivered by public VET providers and Universities.
Specifically, TAFE Queensland recommend to the Committee that TAFE Queensland and
other high quality TAFE Non-university Higher Education Providers (NUHEPs) are
provided access to Commonwealth Supported Places (CSPs) for sub-bachelor programs,
to drive increased opportunity and choice and to allow greater support and access to higher
education in areas of disadvantage including in regional and rural Australia.
TAFE Queensland also recommend that the Australian Government consider the
submission of business cases from high quality VET and NUHEPs, supported by industry,
for particular programs and qualifications that have direct employment outcomes (delivered
with CSP funding).
These recommendations are focused on ensuring that student choice of qualifications is
not unintentionally influenced by differing funding frameworks between different
educational sectors, and that the Governments’ available investment in tertiary education
and training is best targeted to employment and economic growth.
These recommendations are also framed in a way to achieve best value for money for
public investment in tertiary education and training by way of accessing the extensive
public TAFE network and existing infrastructure.
Page | 4The need for coherence in post-secondary education policy
The current higher education reforms and a range of previous funding and policy reforms to the post-
secondary sector illustrate what the Committee for Economic Development Australia (CEDA) has
referred to as “…a forgotten middle child, squeezed between schools (which tend to get a lot of policy
attention, like the youngest child) and universities (which tend to get prestige and status, like the oldest
child)…”.
The undervalued status of what is an increasingly critical sector is most graphically illustrated by the
Mitchell Institute, which recently found that expenditure in the VET sector has declined dramatically to
below levels from 10 years earlier in real terms 1. Figure 1 shows the changes in expenditure, and the
funding disparity between the VET and higher education sector, over a ten year period. From 2005-06
to 2014-15 national expenditure on VET fell by 4.2 per cent or $300 million. In the most recent reporting
year, between 2013-14 and 2014-15, VET expenditure fell by 9 per cent or $600 million. At the same
time higher education expenditure increase by 8.7 per cent.
Figure 1: Change in expenditure on education by sector 2005-06 to 2014-15 (base year 2005-06 = 100)
Funding growth within the higher education sector has largely been led by the demand driven funding
model that pushed up university enrolments. While increasing educational access and participation is
undoubtedly the goal of all within the post-secondary sector, ensuring that the mix and level of skills are
meeting labour force demands is also critical.
As noted within the Mitchell Institute’s Financing tertiary education in Australia (Noonan & Pilcher 2015)
– the reform imperative and rethinking student entitlements – the acceptance of student entitlement
should be applied consistently across the entire tertiary education system. Introducing a simpler
financing framework, across the different levels of government and tertiary education, which supports a
tertiary education student entitlement for all school leavers would allow more Australians to gain the
1
Figures used are in 2014-15 dollars. Nominal data has been converted to real terms using a GDP deflator.
Page | 5advanced skills needed to effectively participate, contribute and thrive in an increasingly competitive,
global economy.
The 2016 Employment Projections by the Commonwealth Department of Employment show that there is
projected strong growth in skill level 2 (Advanced Diploma or Diploma) which is forecast to increase by
11 per cent or 150,000 jobs by the year 2020. This illustrates the short to medium term demand for
qualifications at this level. The VET sector is focussed on connecting qualifications at the Diploma and
Advanced Diploma level with significant employment outcomes after graduation. As noted in AiGroup’s
Connecting for Productivity: University and industry partnerships, the economy increasingly requires a
knowledge based workforce requiring higher order skills provided by the higher education sector.
However, some of the greatest skill shortages in the economy are in occupations requiring trade and
technical skills. Qualifications for these occupations are provided through the VET sector, which equips
Australians with the skills they need to participate in the labour market, and Australia’s industries with the
workers they need to boost productivity and drive the national economy. The workforce demands of the
economy require a balanced supply of graduates from both sectors.
The 14.1 per cent decline in government-funded VET participation since 2011, contrasts strongly with
higher education growth (see Figure 2) and will continue to have an increasing impact on skills. This point
was articulated by the Group of Eight’s CEO, Vicki Thomson when speaking about the demand driven
model and an oversupply of Bachelor level graduates, particularly in research and academia focused
areas of study:
Figure 2 – Higher Education Student & Government Funded VET Students 2011-2015
2,000,000
1,500,000
1,000,000
2011 2012 2013 2014 2015
Higher Education Students Government-funded VET Students
Source: Department of Education and Training Higher Education Statistics; NCVER Government Funded Students and Courses
Priority investment is required in the VET sector, including TAFE NUHEPs in order to drive economic
and productivity growth. Specifically, investment needs to be more carefully targeted to delivering
qualifications that will support the economy and where necessary require an adjustment in focus from
Page | 6participation to outcomes. A critical starting point would be for the ongoing discussion around higher
education reform and the reform of the VET sector not only need to be cognisant of each other they
should, where possible be incorporated.
Given the proposed further extension of the demand driven system, it is timely to heed the warnings from
the 2008 Review of Australian Higher Education (Bradley Review), which stated “…moving to a demand-
based approach to funding but leaving VET funding untouched would compound existing distortions…”
Extension of demand driven system to sub-bachelor courses
The Australian Government’s ‘Higher Education Reform Package’ proposes to extend the demand driven
system to approved sub-bachelor courses (Diploma, Advanced Diplomas and Associate Degrees) at
public Universities. This proposal varies from previous decisions by Government to control and cap
demand in the higher education sector for these qualifications.
The current control on the delivery of sub-bachelor qualifications by public universities, acknowledges
the significant role that the VET and NUHEP sectors play in delivering these qualifications which support
and drive the economy. Demand was in part based around the provision of these qualifications. This
change is likely to affect this balance and result in these level of qualifications being increasingly
delivered by public Universities.
Central to understanding the implications of this proposal is acknowledging that a Diploma, Advanced
Diploma or Associate Degree qualification delivered through a public University will have a different focus
to that of the same level qualification delivered through a public VET provider (such as TAFE
Queensland). Qualifications delivered through public VET providers are designed and focused
occupational and job outcomes that directly address skill shortages and increase productivity in the
economy. Qualifications delivered though public Universities are focused in the main on research and
academic outcomes.
If uncapped access to CSPs for sub-bachelor qualifications is extended to Public Universities, access
should also be extended to high quality TAFE NUHEPs. TAFE NUHEPs currently have no access to
CSPs and this creates a market distortion because University CSP funded qualifications in many
instances appear financially more attractive to students because of superior loan and funding
arrangements in the higher education sector over those available to students in the VET sector.
There is nothing within the higher education reform package that suggests a calculated assessment of
the occupational and skill needs for the future has been considered and that uncapping of sub-bachelor
programs for public Universities is a strategy to address these needs. Conversely TAFE Queensland
contend that, based on research and findings of the CSIRO ‘The VET Era Report’ outputs from the VET
sector and TAFE in particular over the last two decades have responded directly to the skill needs of the
economy and skill shortages.
The transitioning Australian economy will become increasingly reliant on the skills of its population to
support growth and productivity. This transition is sectoral based, that is, from mining and manufacturing
toward services and knowledge, however it is also seeing an increasing requirement for higher level
skills. This increase in skill level will mean that education and training will play a critical role in ensuring
that individuals can contribute in the future labour market. This growth in demand has been occurring
Page | 7over a period of time and as figure 3 illustrates there is growing general employment demand for
individuals with skill level 1 (Bachelor and above) and skill level 2 (advanced diploma and diploma).
Figure 3: Employment growth by skill level with projections
Source: Hajkowicz et.al., 2016, 50.
Note: Skill level 1 (Bachelor degree or higher), Skill level 2 (Diploma or Advanced Diploma), Skill level 3 (Certificate IV or III), Skills level 4
(Certificate II or III), Skill level 5 (Certificate 1 or secondary education)
While it is clear that there is strong growth in skill level 1 (Bachelor and above) the growth in skill level 2
should not be overlooked. When examining Commonwealth Department of Employment projections at
Figure 4 in relation to employment by skill level it shows the projected strong growth in skill level 2 to
2020.
Page | 8Figure 4: Employment projections by skill level 2015-2020
Department of Employment Projections
Employment level -
Projected Projected employment growth
Skill Level November 2015
employment level - - five years to November 2020
('000)
November 2020
('000) ('000) ( %)
Skill Level 1 3723.0 4205.9 482.9 13.0
Skill Level 2 1363.8 1514.4 150.5 11.0
Skill Level 3 1733.2 1805.7 72.6 4.2
Skill Level 4 3043.1 3257.8 214.7 7.1
Skill Level 5 2037.4 2106.4 69.0 3.4
Total 11,900.5 12,890.2 989.7 8.3
Source: Australian Department of Employment 2016
The 11 per cent forecasted increase (or additional 150,000 jobs) that require skill level 2 qualifications
within the Australian economy illustrates the short to medium term demand for qualifications at this level.
Importantly, the VET sector has a focus on connecting qualifications at the Diploma and Advanced
Diploma level with employment outcomes and entry into the workforce following completion.
One of the major concerns with the proposed changes is that public universities may not utilise sub-
bachelor qualifications to prepare students for employment, but instead utilise these qualifications as a
pathway to further study at the bachelor level. This will lead to a number of individuals continuing study
at the bachelor level, which may not be suitable for the individual or conducive to meeting the demands
of the future labour market and the economy. The proposal will also likely result in a high cost model
which over educates individuals when the occupational and skill needs of the economy are taken into
account.
As a NUHEP, TAFE Queensland currently offers degrees with applied learning approaches, where
students develop their discipline knowledge and theory, and also apply it in workplaces. This offers an
ideal balance in not only gaining a higher level qualification but also developing workforce skills. This is
evidence of the ability of TAFE to develop programs for industry and deliver in multiple settings, including
workplace integration.
Increasing the policy and funding settings that support individuals undertaking sub-bachelor and bachelor
qualifications with public universities rather than applied sub-bachelor qualifications being delivered by
the VET sector will lead to a skills shortfall in a range of industries. A recent study by the Skilling Australia
Foundation shows that this shortage may already be impacting industry, with fewer than two thirds (63
per cent) of technician and trade vacancies being successfully filled, with two in every five jobs unfilled.
It is likely that these shortages could be reflected in other parts of the economy.
Page | 9TAFE Queensland is a clear example of the quality student outcomes that are being achieved in the VET
sector at the sub-bachelor level. Between June 2012 and January 2017 nearly 50,000 (see figure 5)
students have graduated from TAFE Queensland Diploma and above VET programs. These graduates
have included:
- 10,604 graduates from community service related qualifications;
- 7,424 graduates from health related qualifications; and
- 11,603 graduates from business related qualifications.
The VET sector currently delivers the majority of qualifications at this level in line with training packages
that are closely developed with industry and lead directly to employment outcomes. This is illustrated by
78.9 per cent of graduates being employed after training at this level. In comparison, when examining
the graduate outcomes of students studying at this level with universities this figure decreases to 75.6
per cent (NCVER Total VET Graduate Outcomes 2016).
This illustrates the strong employment outcomes that are being achieved by TAFE Queensland at this
level of study and their significant contribution to the labour force across a number of areas.
Figure 5 – TAFE Queensland Sub-Bachelor Graduates by Field of Study: June 2012 - January 2017
Utilities 376
Unknown 187
Transport & Distribution 120
Tourism 2,110
Textile, Clothing & Footwear 614
Sports & Recreation 916
Retail 1,156
Process Manufacturing 97
Primary Industry 563
Mining 2
Laboratory Operations 185
Hospitality 1,784
Health 7,424
Government 1,924
General Education & Training 633
Furnishing 201
Food Processing 97
Engineering 465
Construction 844
Community Services 10,604
Communications 1,979
Business 11,603
Automotive 1
Arts & Entertainment 4,704
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
Source: TAFE Queensland internal data February 2017
TAFE Queensland has produced more than 17,000 graduates at the Australian Qualifications Framework
(AQF) level 5 in the health and community service segments during this period that are now directly
Page | 10supporting industry demand in these components of the economy. The Commonwealth Department of
Employment anticipates that health care and social assistance will be a significant driver of employment
growth in in the Australian economy. As illustrated by figure 6, this will see employment in the industry
increase by 250,200 jobs or (16.4 per cent) until 2020. Key contributors to this growth is the
implementation of the National Disability Insurance Scheme (NDIS) and Australia’s ageing population.
Figure 6 – Health Care and Social Assistance Employment Projections
Health Care and Social Assistance
2,000.0
Time series and projection
1,800.0
1,600.0
1,400.0
Employed ('000)
1,200.0
1,000.0
800.0
600.0
400.0
200.0
0.0
Source: Commonwealth Department of Employment 2016
The above illustrates some of the impacts of the proposed changes and there is still an opportunity to
ensure that the proposal is complimentary of the current delivery by the VET sector. Critical to this is
ensuring that the ‘approved sub-bachelor courses’ do not undercut the quality VET and NUHEP sector
and therefore reduce the current skills pipeline that it delivers into the Australian economy. A starting
point for this would be to undertake analysis of the current gaps in the skilling approach at the sub-
bachelor and therefore establish a clear picture of the actual issue that this change is seeking to address.
As shown above the VET sector is well placed to deliver the skills into the areas of the economy that will
be in most demand, for example health and community services.
High quality VET providers to drive access and choice in higher education
TAFE Queensland note that the Australian Government’s 2016 Discussion Paper ‘Driving Innovation,
Fairness and Excellence in Australian Higher Education’ included ‘opportunity and choice’ and ‘fairness
and equity as two of central principles driving the reform of the higher education sector. The reforms
contained within the Bill do not provide for increased choice or access in the higher education sector.
TAFE Queensland, as an accredited NUHEP and member of the national Higher Education Provider
Network (HEPN), has long advocated for the use of high quality NUHEPs to increasingly deliver higher
Page | 11education qualifications through the provision of CSP funding to selected providers. As an active member
of the HEPN TAFE is a high quality, low risk NUHEP provider. We are part of a nationwide knowledge
sharing community with common goals, we nationally benchmark our operations and share good practice
as a community of student centred high quality pathway providers.
As such, TAFE Queensland notes that the broader higher education reform package includes a ‘Review
of Higher Education Provider Category Standards’. It is hoped that this review will include consideration
of increasing access and choice in higher education in balanced manner. TAFE Queensland agrees with
the Australian Government in that “students should be able to access the appropriate course at the right
time, according to their needs—whether at the sub-bachelor, bachelor or postgraduate level” (DET, 2017,
p. 5).
TAFE NUHEP’s should be considered in the reform packages for CSP’s. TEQSA are already reporting
TAFEs as a separate provider category in their reporting. For example in the Statistics Report on TEQSA
Registered Higher Education Providers - May 2017, TEQSA states “for the purposes of this report,
TEQSA has used the broad categories ‘Universities’, ‘Non-University For-Profit’ (For-Profit), ‘Non-
University Not-for- Profit’ (Not-for-Profit) and ‘Technical and Further Education’ (TAFE)” (p. 2).
There are 12 TAFEs registered with TEQSA which represented in excess of 6,000 uniquely enrolled
undergraduate students in 2015. This corresponds to an undergraduate equivalent full-time study load
(EFTSL) increase of 20 per cent from 2013 compared with Universities who increased their
undergraduate EFTSL by 3 per cent .
Furthermore, TAFE NUHEP’s increased their commencing EFTSL by 18 per cent between 2014 – 2015
whereas University commencing student EFTSL dropped by 1 per cent (TEQSA, 2017, p. 14).
Moreover, as part of the broader NUHEP provider category, there were in excess of 124,800 students in
2015 which represented an average growth of 24 per cent since 2013 (TEQSA, 2017, p. 9). The NUHEP
category in 2015 represented 8.6 per cent of all enrolled students.
TAFE Queensland, as a NUHEP, delivers higher education qualifications directly (Engineering and
Dental) and in partnership with public Universities. We argue that there are great advantages that the
sector can provide. These include:
Successful pathways
Kemp and Norton (2014) highlighted the relationship between uncapping bachelor places, diminished
university entry requirements and subsequent impacts on student performance and attrition. To support
academic transition and success of particularly at-risk students in the early stages of their student
lifecycle, Kemp and Norton (2014) proposed the provision of CSPs in limited sub-bachelor courses. By
excluding TAFE NUHEPs from this important area of academic preparation, the proposed reform
package fails to acknowledge the long standing role which TAFE plays in the development and
implementation of effective and efficient diploma-to-degree pathways and the critical role which these
pathways play in supporting the successful academic development of students.
TAFE Queensland has been the national leader in diploma to degree academic pathways for over 20
years and these pathways have been instrumental in supporting both the vocational and academic
Page | 12preparation needs of thousands of students over this period (Blacker, Doran, Poole & Toohey, 2015).
Currently TAFE Queensland campuses in Brisbane host 300 pathways in a broad range of disciplines
with over 12 higher education providers in South East Queensland and across Australia (Blacker, Doran,
Poole & Toohey, 2015). Furthermore Working with a number of universities, TQ was responsible for
originating the very successful Dual Award pathway model which provides applicants guaranteed entry
and credit to a university course with a single application (Poole & Toohey, 2007).
Furthermore TAFE Queensland in collaboration with partner universities in Brisbane has pioneered
cross-sectoral slip-back pathways whereby universities formally recommend to applicants through
Queensland Tertiary Admissions Centre to undertake a TAFE pathway qualification as part of the final
degree studies (Poole, Li & Toohey, 2017). In this way TAFE Queensland students have access to the
appropriate course at the right time and according to their needs.
Experience in delivering outcomes to disadvantaged learners
TAFE Queensland and other high quality VET and NUHEP providers present the Australian Government
with an opportunity to support its stated objectives of increasing fairness and equity in the sector on a
number of fronts. TAFE Queensland and the VET sector more generally has been engaging
disadvantaged learners in significant numbers throughout its history.
This engagement with disadvantaged learners is shown in analysis by the Productivity Commission,
which illustrated that in 2014 representation by disadvantaged groups in the VET sector as the following:
Aboriginal and Torres Strait Islanders had a 17.2 per cent participation rate in government
funded courses compared to 8.2 per cent for non-indigenous people;
People from remote and very remote areas had a participation rate of 8.5 per cent compared
to those from major cities (5.3 per cent).
People with a disability had a participation rate of 8.4 per cent and 8.2 per cent did not state
their disability status, suggesting that participation may be understated for this group.
Denying these learners access to CSP funding for TAFE higher education programs creates a market
distortion that is unfair and inequitable.
Regional presence
TAFE Queensland’s significant presence in regional Queensland presents an opportunity for the
Australian Government to efficiently invest in higher education in regional and remote areas.
As illustrated in Figure 5, TAFE Queensland’s 56 delivery locations throughout Queensland presents the
Australian Government with the opportunity to leverage its extensive educational infrastructure to
increase access to higher education. Regional communities within Queensland identify with the TAFE
Queensland brand as providing high quality educational outcomes. Utilising this reputation to further
extend access to our higher education qualifications in regional Queensland would be both efficient and
if confined to high quality providers would ensure against any decline in quality.
Page | 13Figure 5: TAFE Queensland Delivery & Student Locations
Source: TAFE Queensland
Applied approach and industry links
TAFE Queensland’s traditional strong links with industry and its applied approach to learning provides
students with the choice to undertake education that has a strong focus on servicing the labour market.
Within a climate where employment uncertainty and the need to be responsive to skilling needs, this
applied approach to learning has increasing appeal to students. Specifically, analysis recently
undertaken by the CSIRO and TAFE Queensland (Reeson et.al. 2016) clearly shows the need to invest
in STEM and Communication sub-skills to support economic transformation. The findings of this analysis
suggest that Government investment in enterprise skills (such as service, negotiation, active listening,
critical thinking, problem solving, technology design, financial and digital literacy), particularly at higher
levels (i.e. Diploma and Degree levels), will be required to increase innovation within the existing
workforce. Targeting of the available government investment in areas of economic priority may assist in
this regard.
TAFE Queensland’s work with the CSIRO also illustrates an increasing flow of university graduates into
the TAFE sector, as illustrated in Figure 6.
Page | 14Figure 6: Proportion of students enrolled with previous highest education level of Bachelors (or higher)
degree level, TAFE vs. non-TAFE (rest of VET) sector.
10
8
% of students enrolled
6
4
2
0
2003 2005 2007 2009 2011 2013
TAFE non-TAFE
Source: Reeson et.al. 2016, 29, based upon NCVER data
This trend illustrates the growing demand within the higher education market for an applied and industry
focused approach to educational delivery. Interestingly, the sharpest growth in this measure occurred
during a period of significant disruption in the economy when individuals are wanting their qualifications
to be as responsive as possible to the labour market and directly relevant to gaining employment.
TAFE Queensland’s high quality student outcomes, including 87 per cent of students that are employed
or in further study post training, illustrate that it has the capability to deliver quality education in large
volumes.
Higher Level Apprenticeships Program Pilot – a new approach for access to higher qualifications
TAFE Queensland is participating in a national pilot, led by PricewaterhouseCoopers, to deliver Higher
Level Apprenticeships with atypical employers and programs, such as banks, government and
consultancies at Diploma levels in Leadership and Management. It is similar to the United Kingdom
Higher Apprentices program that has operated successfully since 2010, and which large employers fund
via their training levy.
Apprenticeships have traditionally been associated with trade occupations but there is a key
opportunity to develop apprenticeship programs in non-traditional sectors and to create high
quality vocational pathways for people wanting to move into a fulfilling career in a range of
professional and business services sectors.
Partner Sara Caplan in PricewaterhouseCoopers 2016, para.4
The pilot aims to test the clear benefits of Apprenticeship models namely:
- It is employer funded so apprentices graduate with no debt;
Page | 15- Apprentices are employed throughout, so learning while earning;
- Learning occurs in their workplace, so they develop enterprise skills;
- Action learning approaches (for example, problem solving and critical thinking) enhance their
value to the employer and workplace;
- Units delivered are accredited, so the program has transparency and rigour;
- They graduate with the same qualifications as a university student (who may also graduate with
debt and few enterprise skills).
This approach may offer another pathway for the attainment of workforce skills and qualifications. In the
United Kingdom apprentices earn degrees, and if this pilot is successful consideration might be given to
extending it from Diplomas to Degrees.
Page | 16References:
ACIL Allen Consulting
AI Group 2016, Connecting for Productivity: University and industry partnerships, Sydney. <
http://cdn.aigroup.com.au/Reports/2016/Connecting_for_productivity_Oct16.pdf>.
Blacker J, Doran M, Poole C, Toohey A., Tick TAC: the role of tertiary admissions centres in VET to
university pathways in 23rd National Vocational Education and Training Research Conference refereed
papers NCVER Adelaide 2015
Bradley, D. Noonan, P. Nugent, H. and Scales B. 2008, Transforming Australia’s Higher Education
System (Final Report of the Review of Australian Higher Education). Commonwealth of Australia,
Canberra.
CEDA 2016,, VET: securing skills for growth. Canberra, Committee for Economic Development Australia
Department of Employment 2016, Labour market Information Portal, Skill Level Projections, Canberra,
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FYA 2016a, The New Basics, Melbourne, Foundation for Young Australians.
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Centre for Vocational Education Research.
Hajkowicz, S. et. al. 2016, Tomorrow’s Digitally Enabled Workforce: Megatrends and scenarios for jobs
and employment in Australia over the coming twenty years, Canberra, CSIRO.
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Department of Education https://www.education.gov.au/report-review-demand-driven-funding-system.
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2015, Adelaide.
Noonan, P. Pilcher, S, 2015, Financing tertiary education in Australia – the reform imperative and
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Melbourne, Mitchell Institute.
Poole C & Toohey A, Cross-Sectoral Dual Awards: Reflections on Uptake and Student Performance
NCVER National Conference Alice Springs 2007.
Page | 17Poole C, Li Na., & Toohey A , 2017, Pathways to university: do you want a VET or higher education
diploma with that? AVETRA National Conference 2017 Melbourne Australia.
PricewaterhouseCoopers 2016, PwC to design and pilot higher apprenticeships for professional and
business sectors. Media release 6 September. Sydney, PricewaterhouseCoopers. <
http://www.pwc.com.au/press-room/2016/higher-level-apprenticeship-traineeship-pilot-sep16.html>.
QILT (2016). 2016 Graduate Outcomes Survey National Report. Retrieved from
https://www.qilt.edu.au/about-this-site/graduate-employment
Reeson, A. etal. 2016, The VET Era: Vocational Education and Training in the Digital Economy.
Brisbane, CSIRO. < http://www.tafeqld.edu.au/resources/pdf/about-us/research-papers/vetera.pdf>.
Skilling Australia 2017, Perceptions Are Not Reality: myths, realities & the critical role of vocational
Education & training in Australia.
TEQSA, 2017, Statistics Report on TEQSA Registered Higher Education Providers - May 2017.
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Page | 18Page | 19
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