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The Ministerial Statement, 'Our universities backing Australia's future', was released with the Federal Budget on 13 May, 2003. This independent study has been commissioned to analyse the Commonwealth's decisions with emphasis on issues in areas of particular concern to State and Territory Governments. The report is provided in two volumes. Volume one analyses the current situation in Australian Higher Education. Volume two then analyses the decisions announced in 'Backing Australia's future'.

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In response to the findings of the Bradley Review of Australian Higher Education, the Australian government will invest in universities and the tertiary education system to drive comprehensive reform across the postcompulsory education and training sector. The government is proposing a phased 10-year reform agenda for higher education and research to boost Australia’s national productivity and performance as a knowledge-based economy. The program will involve: (1) transforming access to higher education through a major package designed to radically improve the participation of students from low socio-economic backgrounds (SES) in higher education, and enhance their learning experience; (2) promoting greater diversity and quality within the tertiary sector by phasing in a new system to allocate funding on the basis of student demand; support to encourage more students to choose teaching and nursing and to study overseas; and support for the renewal of student services and amenities; (3) providing funding certainty and creating a more sustainable higher education sector through higher indexation of teaching and learning grants; (4) ending historic funding cross-subsidisation by increasing funding for the full cost of university research, and enabling universities to strive for research excellence in areas of strength; (5) upgrading university and TAFE infrastructure to meet the teaching and learning requirements of students, teachers and researchers now and into the future; (6) establishing the Tertiary Education Quality and Standards Agency (TEQSA), which will provide the foundation for enhancing quality and accreditation in higher education; (7) reforming student income support, which will redirect assistance so that it reaches the most needy students to boost both their higher education participation and attainment; (8) supporting regional tertiary education provision with a review of regional loading, encouragement to explore new models of delivery and access to new structural adjustment funding for the sector; (9) building stronger connectivity between the higher education and vocational education and training sectors; and (10) forging a new relationship between government and educators built on mutual respect, trust and agreed funding compacts.

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The challenge of funding a high quality higher education system, ensuring it has the capacity to help meet the increasing demand for high level skills in the economy and the aspirations of students, has been an ongoing concern for successive Australian governments over many years. This paper reviews the findings and recommendations of significant reviews of Australia's higher education funding system from the 1988 Dawkins white paper through to the 2014 'Review of the demand driven funding system'. It summarises the challenges identified and responses proposed across that period as well as some recent international literature about higher education reform. What is clear from the survey of major reviews from 1988 to the present is the similarity of issues that were of concern to governments of the day. Successive governments have sought to build and fund a higher education system to meet the need for high level skills and innovative research for the Australian economy. The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers - in terms of employment, earnings, social and cultural opportunities - while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers.

The number of domestic higher education students has more than doubled since 1989 and, as student numbers have grown, they have come from more diverse social, economic and academic backgrounds. The number of providers and their diversity has also grown, with around 20 new public universities since the late 1980s and the emergence of significant numbers of non-university providers. The proportion of the Australian working age population with a bachelor degree or higher qualification has tripled since 1989 to just over 25 per cent. Direct Australian Government funding for teaching, learning and research has grown both in absolute and real terms. The paper concludes that Australia is not unique in facing this growth and higher education systems around the world are increasingly moving from elite to mass systems, and beyond to universal systems.

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This Senate Committee report is the culmination of three years of close scrutiny of vocational education and training (VET) issues by senators covering education policy areas. It provides a plan for addressing the concerns about the adequacies of quality assurance in VET. The Committee’s broad inquiry into VET has covered many technical and complex issues facing the sector. The extensive terms of reference addressed by the Committee involved a detailed consideration of concerns held by the wide range of stakeholders in the national VET structure. The terms of reference cover the effectiveness of the VET sector in developing the educational skills of the Australian people and the skills formation and productivity of the Australian workforce, including: (1) an evaluation of the place of the New Apprenticeships scheme within the national priorities set for Australia’s vocational education system and the appropriateness of those priorities; (2) an evaluation of claims that the key objectives of the original New Apprenticeships scheme, as agreed by the states and territories, are not being met; (3) an assessment of the quality of provision of technical and further education (TAFE) and private providers in the delivery of nationally recognised and non-recognised VET services and programs; (4) an examination of the impact on the quality and accessibility of VET resulting from the policy of growth through efficiencies and user choice in VET; (5) an evaluation of the provision of Commonwealth and state employers’ subsidies; (6) an evaluation of the growth, breadth, effectiveness and future provision of vocational education in schools; and (7) an assessment of the consistency, validity and accessibility of statistical information on the performance of national VET systems, especially relating to apprenticeships and traineeships. The report contains 28 recommendations to the government. These go to the heart of restoring quality in VET, beginning with a renegotiation of VET objectives with major participants in the training network, but focusing mainly on strengthening institutional arrangements which ensure compliance with quality control processes.

The overview and recommendations are indexed at TD/TNC 63.458. The Government response to the report is indexed at TD/TNC 66.506. Show less

In 2012, the Council of Australian Governments (COAG) agreed on a National Partnership Agreement for Skills Reform which will: contribute to the reform of the vocational education and training [VET] system to deliver a productive and highly skilled workforce which contributes to Australia’s economic future and … enables all working age Australians to develop skills and qualifications needed to participate effectively in the labour market. At the heart of these reforms is the adoption of the Commonwealth proposal for a national training entitlement and a more open and competitive training market.

On 11 December 2013, the Senate commissioned the Education and Employment References Committee to examine technical and further education (TAFE) in Australia. The terms of reference for this inquiry were: (1) the role played by TAFEs in (i) educational linkages with secondary and higher education, (ii) the development of skills in the Australian economy, (iii) the development of opportunities for Australians to improve themselves and increase their life, education and employment prospects, and (iv) the delivery of services and programs to support regions, communities and disadvantaged individuals to access education, training and skills and, through them, a pathway to further education and employment; (2) the effects of a competitive training market on TAFE; (3) what public funding is adequate to ensure TAFEs remain in a strong and sustainable position to carry out their aims; (4) what factors affect the affordability and accessibility of TAFE to students and business; (5) different mechanisms used by state governments to allocate funding; and (6) the application and effect of additional charges to TAFE students.

This report contains the findings and recommendations made by the Committee. The report recommends: (1) that the Commonwealth work with its COAG partners on the National Partnership Agreement on Skills Reform to ensure that all States and Territories provide clear statements of policy direction on the role of TAFE in consultation with vulnerable industries; (2) the Commonwealth government work with its COAG partners to develop a partnership agreement establishing a minimum and adequate level of support for people with disabilities; (3) that resources and funding for the Australian Skills Qualification Authority be proportionally increased relative to the number of private providers entering the training market; (4) the development of improved government standards for registration of training organisations, as the current regulatory environment provides no guarantee of quality for students; (5) that COAG work towards establishing a formula for use in contestable funding decisions that reflects the true costs of TAFE delivering those services, and establishing a ‘managed market’; (6) that COAG work collaboratively to develop a national workforce strategy for TAFE that addresses the level and quality of teaching qualifications in the sector; (7) that COAG investigate the substantial increases in fees across the board; (8) that criteria for access to assistance programs for fees be examined to ensure that access to VET training is not inhibited by upfront cost considerations; (9) that the VET FEE-HELP Loan Fee of 20 per cent be reduced significantly in line with comparable financial industry products; and (10) full and immediate reinstatement of TAFE funding cuts by State Governments.

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In 2012, the Australian Government lifted previously imposed limits on the funding of bachelor-degree students at public universities. This new system was called ‘demand driven’ because it allowed universities to respond to student demand and allowed more students to benefit from higher education. On 12 November 2013 the Minister for Education appointed a review panel to look at and make recommendations in relation to the demand driven funding arrangements. The panel looked at the impacts of the demand driven system and whether it is increasing participation, improving access to students from poorer backgrounds and rural and regional areas, and meeting the skill needs of the economy. It explored whether there were any adverse impacts on quality and considered the long term sustainability of the system.

The report found that public universities have responded well to changes under the demand driven system and improved access for all students. It found the new system has allowed universities to be more responsive to student needs, driven innovation and lifted quality. The reviewers made 19 findings and 17 recommendations, including extending the demand driven system to diplomas, advanced diplomas and associate degrees, and to private universities and non-university higher education providers such as TAFEs. The reviewers believe that extending the demand driven system will expand opportunities for students, and lead to further innovation in courses and modes of delivery, and in the quality of teaching and graduates.

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In 1988, the then Minister for Employment, Education and Training, the Hon J. S. Dawkins, released a discussion paper, 'Industry training and Australia: the need for change' (indexed at TD/LMR 85.664). The aim of this paper was to provoke debate on measures both to improve the quality of training and to increase the amount of training being undertaken. The Employment and Skills Formation Council (ESFC) of the National Board of Employment, Education and Training (NBEET) was charged with providing an interim report by 5 May 1989 on the outcomes of the consultations to date.

This interim report aims to both summarise the views expressed during the consultation process and highlight the reforms which ESFC believes are required in the training system. The structure of the report is as follows. Chapter two provides a summary of the discussion paper and establishes the context in which the report was written. This includes a discussion of the pressures necessitating reform of the training system. Chapter three summarises the main issues as expressed in the written submissions and discussions, and assesses recent developments in industry training. Chapter four presents ESFC's advice on the direction of future reforms. Issues discussed include measures to improve the quality and responsiveness of the education and training system, measures to improve access to training for women and disadvantaged groups and the funding of an expanded and improved training system. Conclusions are presented in the final chapter.

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This Senate Inquiry was the first national account of adult and community education (ACE) since the 1944 Universities Commission Report by W. G. K. Duncan. Its terms of reference were to: (1) examine and describe existing policies and practices in ACE; (2) consider the impact of current demographic, economic and social change on patterns of ACE, on education providers and on education funding; (3) identify barriers to participation in ACE; (4) examine the educational, employment and personal outcomes of participation in ACE; (5) consider the training and supply of adult and community educators; and (6) recommend policies, strategies and processes to provide a coherent approach to the provision of ACE and to enhance its role and contribution. The Inquiry report investigated the nature and extent of education and training beyond the conventional formal structures and systems. It formally recognised ACE as the fourth sector of education and highlighted a number of significant features that differentiate ACE from other sectors, including: its philosophy and operations promote lifelong learning in ways other sectors cannot; it is predominantly a user pays sector; it is flexible; it enables the clients to enter and leave as they require; it is non-compulsory; and it plays an important role in giving people a 'second chance' to overcome skill deficiencies and remedy shortcomings in previous formal education and training.

A follow-up report, 'Beyond Cinderella: towards a learning society', which looked at the structural and policy changes at Commonwealth level in adult education since this Inquiry, is indexed at TD/LMR 85.645. Show less

Every Australian, no matter where they live, should have the opportunity to access Australia's world class tertiary education system. Currently, however, individuals who grow up in regional, rural and remote (RRR) areas are around 40 per cent less likely to gain a higher-level tertiary education qualification and less than half as likely to gain a bachelor and above qualification by the time they are 35 years old, compared to individuals from metropolitan areas. This report proposes a Strategy that aims to reduce this disparity and provide equal opportunity for every individual from RRR Australia to access tertiary education, regardless of personal circumstances and location. There are many social and economic reasons and potential benefits providing a strong rationale for why the nation should give priority to addressing the disparity in tertiary education participation and attainment in RRR areas. This Strategy focuses on the following themes: Individuals will benefit from having more opportunity to reach their potential and gain better employment with higher incomes and improved health outcomes; Communities will benefit and remain vibrant through releasing the currently untapped potential of many RRR Australians; The nation will benefit through maximising the talents and skills of more Australians, which will strengthen the national economy, as well as foster greater aspiration in young people.

Five key issues have been identified as significant in driving lower levels of tertiary education participation and attainment by individuals from RRR areas. These issues are: (1) Access, opportunity and choice; (2) Student support; (3) Aspiration, career advice and schooling; (4) Equity groups; (5) Regional development. At the core of the Strategy is a vision of a tertiary education system which supports equal opportunity and access for individuals from RRR areas. This vision is underpinned by several core objectives and targets, specifically focused on halving the current disparity between RRR and metropolitan students in relation to tertiary education attainment and participation by 2030. The Strategy includes seven recommendations: (1) Improve access to tertiary study options; (2) Improve access to financial support; (3) Improve the quality and range of student support services; (4) Build aspiration and improve career advice; (5) Improve participation and outcomes for RRR student from equity groups; (6) Strengthen the role of tertiary education providers; (7) Establish mechanisms to coordinate the implementation effort and support the monitoring of the Strategy.

The Strategy builds on the Government's response to the Independent Review into Regional, Rural and Remote Education (the Halsey Review) [available in VOCEDplus at TD/TNC 132.70].

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On 19 October 2017 the Senate established the Select Committee on the Future of Work and Workers, chaired by Senator Murray Watt, to inquire and report on the impact of technological and other change on the future of work and workers in Australia, with particular reference to: (a) the future earnings, job security, employment status and working patterns of Australians; (b) the different impact of that change on Australians, particularly on regional Australians, depending on their demographic and geographic characteristics; (c) the wider effects of that change on inequality, the economy, government and society; (d) the adequacy of Australia's laws, including industrial relations laws and regulations, policies and institutions to prepare Australians for that change; (e) international efforts to address that change; and (f) any related matters.

For clarity, this report sets out the key issues raised in evidence before the committee individually. Chapters are therefore divided thematically as follows: chapter one sets out inquiry administrative processes; chapter two looks at how work is changing in Australia; chapter three assesses arguments around the possible impact of technology on jobs; chapter four examines ways in which Australia's workplace law can be modernised and enhanced, to provide fairness for all; chapter five looks at our approach to knowledge and skills; and chapter six looks at ways the Australian social security and superannuation systems will need to evolve as work evolves. The report makes several recommendations designed to support the Australian government in preparing and committing to a long-term plan to prepare Australian workers, business and the economy for coming technological change.

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