astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131A panel chaired by Professor Mary O\u2019Kane has been asked to explore all aspects of the higher education system, \u201cand to be bold in recommendations\u201d that will enable the higher and broader tertiary education system to meet Australia\u2019s priorities and needs now and in the future.<\/p>\n
While most concerned with higher education issues, the paper does look at the higher education system\u2019s connections with VET. This is where this article will concentrate.<\/p>\n
The discussion paper<\/a> covers a range of topics and issues, including:<\/p>\n The discussion paper raises a series of questions for readers to consider.<\/p>\n Section 3.3 of the discussion paper looks at this issue specifically. It points out that:<\/p>\n \u201cHistorically, higher education providers have focused on advanced-level knowledge and research, while VET providers generally focused on vocationally oriented and applied knowledge and skills. This is evident when VET and HE compete at the same AQF levels (Diploma and above) and, as the paper suggests, \u201cThis reinforces the need for a non-hierarchical and flexibly applied qualifications framework that encourages recognition of credit and prior learning, as identified by the Review of the Australian Qualifications Framework (AQF)\u201d In reality, what this means is getting serious about implementing the AQF review chaired by the late Peter Noonan AM. But, as at least one commentator has pointed out, this implementation has had a number of knotty problems<\/a>.<\/p>\n In the discussion paper<\/a> the panel pointed out that there are:<\/p>\n \u201cimmediate opportunities to leverage the strengths of the two sectors. [these include] A focus on building the connection in occupations that span both VET and higher education qualifications, integrating digital platforms, and leveraging existing initiatives such as the newly created Jobs and Skills Australia.\u201d<\/p>\n These could be early steps towards a more harmonised system, the panel\u2019s discussion paper suggests. This harmonisation could:<\/p>\n \u201cdeliver a student-centred approach, where graduates with a range of applicable skills are empowered to enter the workforce, yet also remain in lifelong learning across the tertiary education system.\u201d<\/p>\n However, in the paper\u2019s view, \u201cunderstanding what these immediate opportunities are, and practical solutions to implement them, will be crucial.\u201d In essence, it\u2019s about careers, pathways, opportunities and good employment outcomes for learners and effective partnerships and collaborations across sectors and their respective providers. This also means that \u2018parity of esteem\u2019 issues finally need to be seriously addressed.<\/p>\n The paper poses three discussion questions around these issues:<\/p>\n These are worth a look and can be accessed here<\/a>.<\/p>\n These can be found here<\/a>, including the Minister for Education Accord Statement, details about the Panel and its membership and the Panel\u2019s terms of reference. There is also an update from the Chair (22 February 2023) that can be viewed here<\/a>.<\/p>\n And in terms of consultation:<\/p>\n \u201cThe panel will engage across all sectors and groups affected by higher education policy. This will include but is not limited to universities, higher education and VET providers, educators and researchers, students, parents, unions, business, state and territory governments and groups who have been underrepresented in higher education,\u201d including first nations Australians.<\/p>\n This site outlines consultation opportunities and enable you to receive updates by submitting your email address here<\/a>.<\/p>\n\n
HE, VET and the broader tertiary system<\/h2>\n
\n[Nevertheless] While the two systems have different approaches to learning, as well as different funding and regulation settings, they are becoming increasingly intertwined\u201d [and] \u201cinnovation and growth in both systems has led to increasing interactions and overlaps.\u201d<\/p>\n\n
Resources advising the review<\/h2>\n
Details about the process<\/h2>\n