If parity between the sectors is a goal, are all decisions leading to that? – comment by CEO Jenny Dodd

The recent decision, as reported two weeks ago in this TDA Monday Newsletter, to make the higher education undergraduate certificate offered by universities a continuing part of the AQF must have an impact on vocational education and training.

Given the need to grow the labour force with people holding post school qualifications, of which Jobs and Skills Australia state just under 50% should come from vocational education, how is this policy decision supporting that goal?

The Department of Education states the undergraduate certificate will be monitored to “understand impacts and outcomes for students, providers and industry”. Has that monitoring occurred? Has there been data impacts, especially in regional areas? Given these undergraduate certificates were introduced in the COVID years we have data. Have our TAFEs been asked for their qualitative view as to whether these qualifications are in direct competition with a diploma in vocational education?

Is this the right decision if we seek to simplify the tertiary education space, harmonise it, and grow the number of people with skills attained through vocational education and training? Is this the right decision if we want to change the perception of vocational education and training in schools to emphasise the value of a trade qualification and other vocational education and training alternatives, especially in high demand industries such as care?

The decision to fund free university-ready places has already been approved. That alone is one policy direction already part of the landscape for 2025. Fee free university-ready places is an enabler for students without the social capital of strong education backgrounds or from economically disadvantaged backgrounds to develop the capabilities for higher education, if that is what they aspire to. This is a decision that TDA supports as it is consistent with the government’s focus on equity students similar to Free TAFE in public TAFEs and dual sector universities.

So, why are undergraduate certificates useful? The question needs to be asked: Wouldn’t it be better that a student enrols in a vocational education and training diploma where there are real work outcomes?

In the NCVER 2024 data it shows that TAFEs enable higher education pathways, more than any other part of the vocational education and training sector. TAFEs prepare students for higher education through adult tertiary education courses and vocational certificates. Given the stated aim of harmonisation across the two sectors, how is this decision to continue undergraduate certificates consistent with that evidence?

If we are genuine about harmonisation then more streamlining of policy is needed. This decision is likely to lead to more competition between the two sectors for equity students at the AQF 5 and AQF 6 levels.

TDA’s position is – this decision to sustain undergraduate certificates run by universities is a missed opportunity to foster parity of esteem between the two sectors. It is a missed opportunity to create a vision of one tertiary education solution with two parts where vocational education and training is the place for practical skill development. It is a missed opportunity to create a stronger commitment to TAFE as equal to university.