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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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This report looks at the structural and policy changes at Commonwealth level in adult education since the 1991 report 'Come in Cinderella: the emergence of adult and community education' (indexed at TD/LMR 85.644). It examines significant changes in the patterns and level of participation by adults in education and training, describes the organisation of adult and community education (ACE) provision in the states and territories and identifies technological, demographic and economic trends such as our aging population and the Internet which are likely to influence significantly the nature and extent of adult education provision in Australia. It also examines the professional development of adult education since 1991, and prepares guidelines for Australia's contribution to the UNESCO International Conference on Adult and Community Education. Chaired by Senator Rosemary Crowley, the Committee recommended an unequivocal commitment by government to the concept of lifelong society, and recommended a bringing together of the national ACE policy and the vocational education and training (VET) policy to establish an integrated National Adult Community and Vocational Education and Training (NACVET) Policy. Show less

The objectives of the NT Indigenous Higher Education Policy Review were to: (a) Explore Indigenous perspectives of underlying principles of success in Indigenous higher education policy; (b) Identify cultural, socio-political and environmental factors that enable successful policy implementation from the perspectives of Indigenous 'users' of higher education policy; and (c) Explore the relationship between Indigenous perspectives of successful Indigenous higher education policy and practice, Northern Territory and national higher education policy, and Indigenous higher education enrolment and completion outcomes, in order to inform future policy reform and development.

This research took a mixed-methods approach incorporating: a policy review; semi-structured interviews with Indigenous higher education stakeholders; and Indigenous student higher education enrolment and completion outcomes data.

The project successfully explored Indigenous perspectives of success in higher education in the NT, and how higher education policy can most effectively cater to their needs. It is well documented that for policies to be effective, they must be guided by the needs and priorities of those who are served by the actions of governments and organisations and underpinned by long-term financial investment. The design, data collection, analysis and reporting processes of this research project were informed by the perspectives of Indigenous people who have extensive experience in both the NT and National higher education settings. They have seen various policy approaches develop and evolve over many years. It is these experts - with their lived experiences of implementing and using Indigenous higher education policies - as Indigenous people, whose perspectives matter. Although these policy lessons have been developed through exploring the history of Indigenous higher education policy in the NT, the underpinning themes of control and ownership are highly relevant to the national setting. Learnings from this project are particularly urgent for policy-makers to consider given current proposed reforms to the higher education sector. If deregulatory measures continue, we posit that this will have profound impacts on the engagement and participation of Indigenous people within higher education across the NT and nationally. Implementation of higher education policy goals - economic, social, cultural or otherwise - will continue to be constrained, and so too the achievement of 'success' no matter how it is defined.

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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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The 'Mapping Australian higher education' series of reports aims to provide information on trends, policy and performance in the Australian higher education sector. The 2018 report is the fourth in this series. Chapter 1 explains how higher education is defined in Australia, the different types of higher education provider, the various types of qualification, and what makes universities distinctive among higher education providers. Chapter 2 reports on student trends, including enrolment numbers, courses chosen, and the mix of students on campus. It also discusses how students enter the higher education system. Chapter 3 examines the student experience, including subject fail rates and satisfaction with teaching. Chapter 4 looks at the higher education workforce, including why people become academics, their employment arrangements, and their pay. Chapter 5 looks at research in Australian universities, including what topics are researched and research outputs. Chapter 6 provides information on how higher education is funded, including overall levels of funding, the income-contingent HELP student loan scheme, and research funding. Chapter 7 outlines how per student funding levels are determined, and how student places are distributed among higher education providers. Chapter 8 describes the expanding scope of the Commonwealth Government in higher education, the key government departments and the higher education interest groups. Chapter 9 examines higher education's benefits to the public and employers, including whether higher education graduates meet employment needs, the quality of university research, and public satisfaction with Australian universities. Chapter 10 reports on graduate employment and income, showing differences by discipline, age and gender.

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Earlier reports from this series are indexed in VOCEDplus at TD/TNC 107.739, TD/TNC 111.329, TD/TNC 118.435 and TD/TNC 125.429. Show less

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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This report sets out a new direction for labour market policy in Australia. It is the outcome of the work undertaken by the Committee of Inquiry into Labour Market Programs chaired by Peter Kirby, formed in late 1983 in response to government concerns over the deterioration of the labour market since 1970, resulting in high levels of unemployment and a number of groups being disadvantaged in terms of access to employment, including women, young people, those with disabilities, and older workers. This final report documents the Committee’s examination of labour market policy and programs and the context in which they were developed and its recommendations for improvements. The Committee focused on the ‘fundamental philosophical, systemic and structural questions that needed to be resolved to develop a coherent framework for government intervention in the labour market’. The report’s recommendations were designed to foster a labour market policy which would give greater emphasis to the needs of the individual for access to education, training and other support to deal with a variety of labour market conditions. It is also advised that there be less centralisation of administration and more involvement of employers, unions, and community groups in planning, policy formulation and review. The most important recommendation, however, was the proposal for a new structured training system for young people. The Australian Traineeship System (ATS) was introduced in 1985 as the cornerstone of the Commonwealth Government’s Priority One Program for young people. Traineeships would combine broad-based vocational education and training (VET) in education and training institution with work in a related occupation to form an integrated training system. It was also intended that graduates of the scheme would have the opportunity to progress to more advanced areas of education, training or employment if they wanted to. Other labour market programs introduced in 1985-86 in response to the Committee’s recommendations were a general wage subsidy scheme, Jobstart, the adult training program and the community training program. The Committee also recommended changes to advisory structures for employment and training. The report covers current labour market programs and government structures for education, training and employment, approaches to labour market intervention, labour market planning, traineeships for youth, trade training, further training and retraining for adults, the rationalisation of wage subsidy programs, community based programs, and new arrangements for advice and administration.

The overview of the Kirby report and recommendations is indexed at TD/TNC 87.1160. Show less

This review aims to provide the Council of Australian Governments (COAG) Education Council with advice and recommendations on how senior secondary students can better understand and be enabled to choose the most appropriate pathway to support their transition into work, further education and/or training. In undertaking the review the expert panel will give consideration to the different contexts faced by disadvantaged students, including students with disability, those in regional, rural and remote areas, and Aboriginal and Torres Strait Islander students. Responsibility for senior secondary pathways into work, further education and training fall across levels of government, from the schooling system to vocational and higher education sectors as well as employers and industry. While the review reports to the COAG Education Council, which has responsibility for schooling, the recommendations may have broader systemic implications and will need to be considered in this policy context.

Specifically, the expert panel: (1) explored the efficacy of senior secondary education in preparing young people for diverse pathways to further learning and work, including: (a) identifying from existing curriculum frameworks and relevant research, the essential knowledge, skills and values needed for diverse pathways to life long learning, work and effective participation in civic life; (b) identifying the skills and knowledge students, employers, vocational education and training (VET) providers, and higher education institutions perceive are essential for successful post school transitions; and (c) clarifying the roles and responsibilities of key stakeholders, such as schools, students, parents, VET providers, higher education institutions, and employers, in supporting inclusion and preparing school leavers for life beyond school, whatever pathway they choose; (2) investigated whether current certification and university entry requirements, including other credentials such as the International Baccalaureate, assist in allowing students to make the study choices that are right for them to develop the skills and knowledge they need to access the most appropriate pathway into work, further education and/or training; (3) investigated barriers to students being able to equitably access all pathways, particularly for students in rural, regional and remote areas, Aboriginal and Torres Strait Islander students, students with disability, those who struggle to make transitions to work, further education and training, and potential early school leavers; (4) identified best practice in flexible delivery options, transition and engagement support arrangements for students transitioning from Year 10 to Year 11, as well as from Year 12 to post-school destinations including: (a) career education and awareness that supports inclusion and includes information linked to labour market outcomes for all pathways, to support students to make informed decisions about their study, training and career options, as well as develop career management skills; (b) the role and impact of teachers, school leaders, and different models of schooling, such as alternate education settings for disengaged students, distance education and/or home education, in successful transitions; (c) VET delivered to secondary students that leads to strong transitions; (d) work-based learning and industry partnerships; (e) higher education; and (f) the role of student wellbeing on their ability to engage in different types of learning, including VET, academic and work-based learning, to facilitate completion of year 12 and transition to successful pathways; and (5) investigated what, when and how data should be collected to capture experiences, identify pathways and measure the impact of delivery options, subject choice (including academic and VET) on student outcomes and destinations, to ensure continuous improvement.

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This report presents the findings and recommendations of the 2016 evaluation of the Higher Education Participation and Partnerships Program (HEPPP). The HEPPP was established in 2010 and funds universities to 'undertake activities and implement strategies that improve access to undergraduate courses for people from low [socioeconomic status] SES backgrounds and improve their retention and completion rates'. The purpose of the evaluation is to assess the effectiveness, efficiency and appropriateness of the program, in particular examining: the outcomes achieved by the program; who has benefited from the activities of the program, with particular reference to all disadvantaged groups, including people from regional and remote Australia; whether the program provides good value for money; and what changes might be required to the program.

In this report, the effectiveness of the HEPPP is considered within the four stages of the student life cycle in which equity initiatives can take place: (1) pre-access: outreach to schools and communities; (2) access: pathways and admissions (including enabling pathways); (3) participation: transition, engagement and progression; and (4) attainment and transition out. Also considered are the effectiveness of HEPPP-supported research and the program overall. The evaluation found that, overall, HEPPP funding has encouraged universities to implement a wide variety of activities and projects aimed at increasing the number of low SES students interested in attending university, being prepared for and admitted to university, and progressing through and graduating from university. HEPPP appears to be positively influencing the quantity and rigour of higher education equity activities and policies. Notwithstanding this, low SES individuals are still under-represented in higher education as compared with their population presence, so there is a continued need for action if the low SES equity target is to be achieved. A potential contributing factor is that not all of the HEPPP funding is targeting the intended low SES cohort, with evidence that some HEPPP projects are aimed at other equity groups, and in some cases even at the broader student cohort. It is also not clear to what extent some projects funded under the HEPPP are additional to what would be implemented as part of normal university operations. As such, improvements have been identified in a number of areas which could further increase the effectiveness of the HEPPP - first in sharpening its focus on the activities, projects and equity groups to be targeted, second in revising the funding arrangements to support this focus, and third in designing and embedding a stronger evaluation framework with which to collect

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