Description
The split between higher education and vocational education and training (VET) in Australia is not clean. This paper discusses a number of aspects of this tertiary education sector: the Australian Qualifications Framework (AQF), which describes the qualifications offered by the three education sectors: schools, higher education and VET; student characteristics of the two sectors; a characterisation of higher education and VET; and student movement between the two sectors. Many education providers operate in both the higher education and VET sectors, and many have links with providers in the other sector. Higher education and VET differ in terms of student characteristics. The number of students transferring between the two sectors are substantial but are relatively small compared to the numbers following traditional pathways of school to TAFE or higher education.
Summary
About the research
The split between higher education and vocational education and training (VET) in Australia is not clean, with the majority of universities registered to provide VET courses and a number of technical and further education (TAFE) institutes offering degrees.
This paper discusses a number of aspects of this education sector: the Australian Qualifications Framework (AQF), which describes the qualifications offered by the three education sectors (schools, higher education and VET); the student characteristics of the higher education and VET sectors; a characterisation of higher education and VET providers; and student movement between the two sectors.
Key messages
- Many education providers operate in both the higher education and VET sectors and many have links with providers in the other sector.
- There are clear differences between the two sectors in terms of approach (competency-based for VET, skills and underpinning knowledge for higher education), and accreditation, governance and funding arrangements.
- Higher education and VET differ in terms of student characteristics. The higher education sector is more concentrated among school leavers, while VET is a sector for all ages and has much better coverage of rural and regional areas, and of equity groups.
- The numbers of students transferring between the two sectors are substantial but are relatively small compared with the numbers following traditional pathways of school to TAFE or higher education.
In contemplating closer integration between higher education and VET, I sound some words of warning. First, it would be a mistake to let the university way of doing things take over. The VET sector has many advantages, especially for those who have poor educational backgrounds. Second, bigger is not necessarily better. Finally, any integration needs to build on the VET sector not weaken it. For example, it would be unwise to integrate diplomas with higher education and leave only certificates to the VET sector. It would be better to make use of VET’s wide coverage to teach diplomas and the early years of some degrees.
Tom Karmel
Managing Director, NCVER