Australia¡¯s representative body for universities has bristled at a plan to give their vocational education equivalents, TAFEs, an ¡°instrumental¡± role in delivering degree-level ¡°higher¡± apprenticeships.

The government¡¯s?, released on 25 September, says higher apprenticeships are among the ¡°new innovative qualifications¡±?that ¡°combine the best of the tertiary education system¡±. It says the government is ¡°fast tracking¡± the establishment of up to six TAFE centres of excellence to ¡°explore opportunities¡± for higher apprenticeships, particularly in the caring professions, green technologies and digital science.

¡°Local universities will be key partners with TAFEs to rapidly develop and expand delivery of high-quality courses in these sectors,¡± the paper says.

Universities Australia said it would be ¡°seeking clarification¡± about the government¡¯s idea of ¡°TAFEs delivering bachelor-equivalent apprenticeships independent of universities¡±.

ÖйúAƬ

Chief executive Catriona Jackson said that while her organisation supported greater university engagement with vocational education and training (VET) providers, it must be done in a ¡°complementary¡± way. ¡°The government must not waste the opportunity it has through the Australian Universities Accord to provide universities with¡­funding and policy certainty.

¡°To reverse Australia¡¯s productivity fortunes, government must seriously invest in the institutions that drive productivity and grow the economy in ways that pay for themselves. Universities do this in spades.¡±

ÖйúAƬ

Asked whether ¡°giving out bachelor¡¯s degrees via TAFE¡± was ¡°undervaluing the university sector¡±, education minister Jason Clare said it was already happening.

¡°Six universities in Australia¡­are dual-sector universities running TAFE courses and university courses at the same time,¡± he said, adding that the need for TAFEs and universities to ¡°do more together¡± had been a ¡°pulsating¡± theme of the accord¡¯s interim report.

Many stand-alone TAFEs also deliver degrees, particularly in nursing and teaching. Skills minister Brendan O¡¯Connor said he wanted to see universities and the VET sector working more closely together. ¡°We need to see much more of that happening across the country, and we need to see qualifications at a higher skill level than has been traditionally the case,¡± he said.

Master Builders Australia said the proposal sought to ¡°put VET on an equal footing with ÖйúAƬ¡± and ¡°help address the bias that exists with going to university over VET¡±.

ÖйúAƬ

Luke Sheehy, executive director of the Australian Technology Network of universities, said people ¡°should be able to choose whatever mix of technical, practical and transferable skills they need to succeed from a range of shorter and longer form courses offered by a mix of universities, TAFEs and other providers¡±.

The paper outlines scores of policies, many already implemented or underway, in social welfare, migration and foundational education as well as employment and tertiary education. Treasurer Jim Chalmers said it was only the third time since the Second World War that a federal government had ¡°set out a vision¡± of this type.

Other proposals include progressing a ¡°national skills passport¡±. The paper also promises a ¡°scoping¡± study on ways to ¡°mitigate financial hardship¡± for students undertaking unpaid practical placements during degrees in teaching or the caring professions.

Mr Clare said skill shortages in these areas were bigger ¡°than almost anywhere else in the economy¡±, yet students were put in an ¡°almost impossible¡± position. ¡°They¡¯ve got to choose between the part-time job¡­to pay for rent and food, and the unpaid prac that they have to do to finish their course.¡±

ÖйúAƬ

john.ross@timeshighereducation.com