While tertiary education has again emerged as a subject of political contention, we continue to lose sight of the real issues at play, says Professor Alec Cameron.
Worse still, we risk robbing many thousands of the young - and not so young - of the education they deserve to achieve their life and career ambitions, and the opportunity to contribute to our nation's future. It's time to re-centre the conversation about tertiary education in Australia around people.
Hundreds of thousands of skilled, knowledgeable workers will be needed in the next two decades to support Australia's economy and provide care in our community. This is why the Australian Universities Accord Final Report sets an ambitious target for the Higher Education system to reach 55% participation, and 80% tertiary attainment, by 2050.
It's a bold and noble aim, but it will not be met by increasing participation of the present pipeline of school leavers at our projected population growth. This means that the bulk of skills shortages, already being experienced by employers, will not be met exclusively by future school leavers, and the long-term need will not be solved by simply attracting more of them to tertiary education.
Further, more of the same will fail substantial groups of Australians from backgrounds not traditionally associated with tertiary education, and we need to address these equity groups if we are to level the playing field of opportunity. More of the same will also fail our mid-career population, who need a wider range of education options to reskill themselves in the face of rapid workforce disruption.
So the requirement for tertiary education in Australia lies in improving accessibility for a wider range of learners, from under-represented equity cohorts to the working adults exposed to changing labour market demands. For different reasons, both face high barriers to entry and success, which is where our focus is urgently required.
The Federal Government has responded with proposals regarding Needs-based Funding and Managed Growth Funding, to address these issues. These proposals focus on the stated 'growth through equity' objective and continue to prioritise the individuals at the centre of a more diverse cohort of students. Over time, we must move to a tertiary education system that is more inclusive by design, where we pre-empt the support required to bridge the gap for those with additional needs, and think differently for working-age learners with a range of life commitments and financial constraints.
We need to address barriers to entry, including study confidence to digital literacy, and the necessary funding for costs that will support these students to succeed once enrolled. We need innovative models of learning and teaching support, and new forms of program delivery for non-traditional cohorts. These are not insurmountable challenges - at RMIT we know from experience that coalitions of employers, government, community, and educators, can create innovative solutions to address skills shortages, while supporting non-traditional cohorts of learners.
RMIT was founded on the educational needs of the working person and we will continue to challenge the status quo with a clear voice in the reform of traditional education models. Distinctions between knowledge and skills are out-dated in today's post-school education structures, where both are essential. Higher education and vocational education can work together to support the myriad of journeys through learning and work, giving people flexible options to meet their evolving life goals.
Lifelong learning means welcoming learners into tertiary education at the stage in life they choose - making it an accessible and positive experience. For Australia, to meet the 2050 target participation rates for post-school education identified by the Accord required for our future workforce needs, tertiary education must be within the ambition of everyone. It must be inclusive and represent the true diversity of our community. This is why RMIT has put forward sector-leading approaches to tackle skills shortages and is advocating for a tertiary sector fit for the times.
Choices in relation to education are life-changing and must be treated with respect. Proposed changes to tertiary entry requirements or related costs must be communicated well ahead of time, mindful that students of all ages make major life decisions based on their expectations of costs and commitments. It stands to reason that we should expect prospective students to not be unduly impacted by system changes.
If we move beyond politicising Australia's largest service sector export, we can focus on what universities have always been about - civic contribution and education for employment. In doing so and getting the instruments right, a collective focus on providing far broader access to the tertiary education system will change the prospects of the nation, one life at a time.
Alec Cameron is Vice-Chancellor and President of RMIT University
This article first appeared in Future Campus.
