Department of Education, Skills and Employment
Minister Tudge has asked the Higher Education Standards Panel to undertake further work on Admissions Transparency. Namely to:
1. extend the admissions transparency common terminology definitions and information set specifications agreed by the sector in 2017 to include information on admission requirements for postgraduate courses and information targeted to international students interested in seeking admission to Australian courses;
2. ensure the inclusion within student ATAR data profiles of all recent higher education students, regardless of whether ATAR was a factor in the student's admission
3. review the common terminology definitions and information set specifications agreed in 2017 to assess whether other aspects of these should be refined or otherwise amended; and
4. work with relevant stakeholders to ensure sector ownership of and buy-in to any proposed updates to terminology and data specifications.
TEQSA: HIGHER EDUCATION STANDARDS FRAMEWORK UPDATE
TEQSA
On 1 December, the Minister for Education and Youth made several amendments to the Higher Education Standards Framework (Threshold Standards) 2021 legislative instrument.
The major changes for universities include:
* Amendments to standard 6.1.4 require higher education providers’ governing bodies to take steps to develop and maintain an institutional environment in which freedom of speech and academic freedom are upheld and protected.
* Amendments to standard 6.1.4 require higher education providers’ governing bodies to take steps to develop and maintain an institutional environment in which freedom of speech and academic freedom are upheld and protected.
* New item (g) in Standard 7.3.2 ensures that information about the provider’s credit and recognition of prior learning policy, and any articulation or credit arrangements applicable to each course of study, is readily and publicly accessible.
* B1 introduces a new requirement for a higher education provider to feature their TEQSA Provider Identification and provider category on relevant public material.
* B1.3 states that undertaking of research that leads to new knowledge and original creative endeavour and research training are fundamental to the status of a higher education provider as an ‘Australian University’.
* A note explains that when assessing the research requirements in criteria B1.3.16-19, TEQSA may specify the matters to be considered in a legislative instrument. TEQSA will use existing national research benchmarking exercises where they are applicable. Where they are not applicable, TEQSA will benchmark against standard research indicators.
* B1.3 then sets out the standards for research that an Australian University must satisfy.
FIRST REGIONAL EDUCATION COMMISSIONER
Department of Education Skills and Employment
The National Regional, Rural and Remote Tertiary Education Strategy (Napthine Review) released in August 2019 recommended the appointment of a Regional Education Commissioner. In early December of this year the Government announced that former National Party Deputy Leader, Fiona Nash, has been appointed to the role for a three-year period.
The Commissioner role will “champion for regional, rural and remote education, working with stakeholders across sectors to ensure all Australians can access and benefit from a high-quality education, regardless of where they live. The Commissioner aims to bridge the gap and address the disparity in education outcomes between metropolitan and regional students and provide a national focus for regional, rural and remote education”.
INTERNATIONAL STRATEGY FOR INTERNATIONAL EDUCATION 2021-2030
Department of Education Skills and Employment
In late November the Government released its new International Strategy for International Education 2021-2030. Reading between the lines, the Strategy seems to indicate that the sector is going to have to endure additional regulation at worst, or oversight at best, as part of any benefits from the strategy.
The Government is seeking to:
* Drive greater diversity of student cohorts and source countries (NB: this may be at odds with market drivers);
* Encourage diversification in offerings and delivery mode (onshore and offshore; AQF and non-AQF);
* Alignment of international education offerings with employment opportunities and future skills needs;
* Build sector capability to ensure that Australia is a secure and trusted international research collaboration partner;
* Encourage domestic and international student linkages and international student linkages with off-campus communities.
A raft of positive visa changes has also been announced to improve the competitiveness of the Australian higher education market. In addition, the Government will review ESOS Act and the National Code (again!).
UNDERGRADUATE CERTIFICATES AND MICROCREDENTIALS
Department of Education Skills and Employment
As a result of the release of the University-Industry Collaboration in Teaching and Learning Review s the Government has announced that:
* Universities and eligible non-university higher education providers will be able to continue to deliver Undergraduate Certificates until June 2025, using 2021 unspent funding allocations.
* It is providing $32.5 million to develop and deliver microcredentials to domestic and international students. This includes $8 million for Australian industry to develop up to 70 globally relevant microcredentials for delivery offshore.
Great news which will enable us to market and deliver a raft of new Undergraduate Certificates in 2022.
UNIVERSITY-INDUSTRY COLLABORATION IN TEACHING AND LEARNING REVIEW
Department of Education Skills and Employment
In June 2021 the Government announced the University-Industry Collaboration in Teaching and Learning Review, led by Emeritus Professor Martin Bean CBE, former Vice-Chancellor of RMIT, and Emeritus Professor Peter Dawkins AO, former Vice-Chancellor and President of Victoria University. The intent was to provide the Government with insights into improving industry engagement in teaching and learning.
The outcome of the Review was released in early December, recommending:
* Acceleration of the development and use of the Australian Skills Classification as an open access national skills taxonomy.
* Expedition of the reform of the Australian Qualifications Framework (AQF) to facilitate better collaboration between higher education providers, vocational education providers and industry.
* Construction of a unified credentials platform to surface current and emerging skill shortages, provide guidance to individuals to make informed learning decisions, link to quality micro-credentials and act as a bridge to labour market opportunities.
* Development of a stronger culture of partnership in the delivery of industry-focused micro-credentials – accelerated through a targeted investment fund.
* Rolling out a flexible higher education cadetship program combining an employment contract and a learning program.
* Enhancement of higher education’s engagement with industry through the National Priorities and Industry Linkage Fund (NPILF) and the National Strategy on Work-Integrated Learning.
* Encouragement of stronger partnerships between higher education, vocational education, and schools, including the introduction of a cross-sectoral teaching and learning innovation fund.
A number of these recommendations link seamlessly with UNE’s vision for our place-based offerings, particularly in our regional places.
TEQSA is currently reviewing a number of its guidance notes (which going forward will be renamed Compliance Guides) to reflect changes made to the Higher Education Standards Framework (Threshold Standards) 2021 (HESF) which came into effect in July of this year. Three are currently out for consultation:
- Compliance Guide: Admissions (coursework) - MS Word version (123 KB)
- Compliance Guide: Scholarship - MS Word version (143 KB)
- Compliance Guide: Work-integrated learning - MS Word version (148 KB)
In addition a new guide has been released on investigation of contract cheating: Substantiating contract cheating for symbol-dense, logical responses in any discipline, particularly mathematics
IMPACT OF JOB READY GRADATES (JRG)
Andrew Norton has completed an analysis of the impact of job Ready Graduates on university applications based on the 2021 T1 university applications data. He notes the following:
-limited scope for big increases in demand from recent school leavers;
-growth is coming from the 25-39 age group;
-applications from the 20-24 and 40-plus applications are slightly down;
-applications from equity group members grew, especially low SES;
-JRG is having some impact from a government perspective with fields with the largest growth have the lower student contributions and the fields with the largest reductions in demand have higher student contributions (NB: Norton argues that this was a trend in play prior to JRG);
-‘Society and culture’, a broad ABS category including humanities, social sciences, psychology, social work, law is going against the trend, growing despite higher prices.
UNE has experienced similar demand trends as outlined in the report with demand increasing for courses which have become more affordable for students and demand decreasing for disciplines that have become more expensive. Unfortunately due to UNE being at capacity in areas of high demand (e.g. nursing and psychology), the University has not been able to fully capitalise on areas of high demand to offset areas in declining demand.
It is also important to note that the data release relates only to T1 applicants. Analysis indicates that there was a significant contraction in demand for T2 2021 admission relative to the COVID driven boom in online education seen in T2 2020.
SECURITY LEGISLATION AMENDMENT (Critical Infrastructure) BILL 2020
Parliament of Australia
In response to recommendations from the Parliamentary Joint Committee on Intelligence and Security, the Government recently introduced amendments to the Security Legislation Amendment (Critical Infrastructure) Bill 2020.
The amendments expand the scope of industries covered by the Bill to include higher education, communications, financial services, data storage and processing, defence industry, and space technology.
For universities this will introduce:
- additional positive security obligations for critical infrastructure assets, including a risk management program, to be delivered through sector-specific requirements, and mandatory cyber incident reporting;
- enhanced cyber security obligations for those assets most important to the nation, described as systems of national significance; and
- government assistance to relevant entities for critical infrastructure sector assets in response to significant cyber attacks that impact on Australia’s critical infrastructure assets.
HIGHER EDUCATION RESEARCH COMMERCIALISATION IP FRAMEWORK
Department of Education, Skills and Employment, Australian Government
Consultation closed on the Higher Education Research Commercialisation IP in mid-October, following a short consultation window. There is yet to be any official word on the outcome
The Framework seeks to standardise IP licensing and contractual agreements and processes across universities, for staggered adoption from 2022 to facilitate “quality, efficiency and effectiveness” and “promote best practice”.
This proposal is part of the Federal Government’s broader review into the translation and commercialisation of research in Australia, with additional reforms expected, including funding, in the future.
INITIAL TEACHER EDUCATION AND SCHOOL PERFORMANCE
Department of Education Skills and Employment
In late October Minister Tudge outlined three pillars for a plan to reform school performance in Australia. This plan follow the establishment of the Quality Initial Teacher Education (QITE) Review (refer back to Foresight Edition 3 for details on QITE).
He is basing the need for reform on the following premise:
* despite a 60 percent increase in real per student funding, school performance in Australia has gone backwards in absolute terms in comparison with other nations over the past two decades;
* According to the OECD’s PISA tests, the average Australian 15-year-old today is 12 months behind in their learning from the average 15-year-old in the year 2000. In mathematics the slide is even greater at 14 months of lost learning.
He is seeking a ‘V-shaped recovery in Australia’s education performance’ based on the following plan:
* Strengthening the national curriculum and lifting expectations for student learning;
* Lifting the quality of teaching; and
* Reforming the environment in which students are taught.
In terms of initial teacher education (of most immediate concern to UNE) the Minister is advocating:
* Increasing the number of Australians becoming teachers;
* Potentially increasing entry/admission criteria for teachers (reading between the lines in terms of comments about attracting high achievers);
* Attracting more mid-career professionals into teaching (a model of apprenticeship training similar to the UK has been put forward);
* Ensuring that teachers have the right capabilities and training to be highly impactful in the classroom; and
* Improving pay and conditions for teachers.
There are a number of competing tensions within this wish list which will need to nuanced by the Government. The release of the QITE review recommendations may go some way toward this.
In mid-October the High Court handed down its judgement in the Ridd v James Cook University appeal relating to the dismissal of an academic staff member, Professor Ridd, following disparaging remarks about colleagues. The court found that the university had the right to dismiss Professor Ridd ‘on the grounds he had failed to respect his confidentiality obligations, not because he had been critical of scientists within his field of expertise’.
Following the High Court decision the Federal Education Minister Alan Tudge stated that he is "concerned that employment conditions should never be allowed to have a chilling effect on free speech or academic freedom at our universities" and that he will be seeking further advice on the implication of the Ridd decision.
UPDATED NSW HIGHER EDUCATION STRATEGY
The NSW Government has updated its Higher Education Strategy (2021-2025). The major change addition to the strategy is the inclusion of the State’s commitment to the development of Institutes of Applied Technology, details of which were outlined in an earlier addition of Foresight.
OPEN ACCESS
A commitment to open access forms part of UNE’s Future Fit strategy and is a key plank of our sustainability agenda, currently being developed at a high level for Council. It is also a topical subject internationally and nationally.
in 2018 a number of European national research funding organisations launched cOAlition S, an initiative to make full and immediate Open Access to research publications a reality.
In August the UK Research and Innovation, published a single Open Access Policy for research publications that acknowledge funding from its councils.
In turn the Federal Government in Australia has recently reiterated the importance of Open Access, requesting the Chief Scientist to champion open access as one of her key priority areas.
FINANCIAL REVIEW HIGHER EDUCATION SUMMIT - LABOUR HIGHER EDUCATION STATEMENT
Ministers' Media Centre
Tanya Plibersek, Shadow Minister for Education outlines plans for an Australian Universities Accord. The aim of the Accord would be to provide greater certainty for the university sector in terms of a bi-partisan approach to higher education policy and funding – in essence, return education to a stable policy pillar rather than a policy lever.
FINANCIAL REVIEW HIGHER EDUCATION SUMMIT - KEYNOTE ADDRESS
Ministers' Media Centre
In mid-August Minister Tudge, Minister for Education and Youth made a speech to the Australian Higher Education Conference largely focusing on the support given to universities during the pandemic and the relatively healthy financial positions of most universities – noting some variance across the sector.
Australian Institute of Health and Welfare
Australia’s youth: in brief was released in June 2021 by the Australian Institute of Health and Welfare (AIHW). It examines the most recent data available across 7 broad areas— health, social support, education, employment, income and finance, housing and justice and safety. A useful insight into our current and future students and how Covid is impacting on their lives.
Treasury
The Federal Treasurer recently released the 2021 Intergenerational Report. The report projects “an outlook for the economy and the Australian Government’s budget over the next 40 years.”
AUSTRALIA - UK FAIR TRADE AGREEMENT
Department of Foreign Affairs and Trade
The Australian and UK governments made an announcement on core elements of the free trade agreement negotiations. There are a number of potential positive impacts on the tertiary education sector. The potential opportunities for UNE are yet to be explored in depth, but will be considered as part of our international strategy.
UNIVERSITY 2020 AUDIT REPORT RELEASED
NSW Government
An analysis of the financial statement audits of the ten universities in NSW for the year ended 31 December 2020.
ERA and EI REVIEW FINAL REPORT AND ACTION PLAN
Australian Research Council
The review of Australia’s university research assessments administered by the ARC is complete. The ARC has accepted all 22 recommendations from the review and released the ERA and EI (Engagement and Impact Assessment) Action Plan, which outlines how the ARC will work with stakeholders to implement the review outcomes.
2021 – 2023 MISSION BASED COMPACT
Department of Education, Skills and Employment
We have now received our Mission Based Compact, due for submission on 30 July 2021. We are currently preparing a response that will outline our proposed targets and monitoring plans on the following key areas:
- Freedom of speech and academic freedom. This relates to the university’s implementation of the recommendations of the Walker Review on the adoption of the Model Code on Freedom of Speech and Academic Freedom;
- Improving teaching and learning outcomes for Australian students. This covers admissions transparency, retention strategies, student employment outcomes and return to campus strategies. (Focus is on Australian students – as opposed to international – as the Compact supports our funding agreement);
- Research opportunities and partnerships in the national interest; Improving student equality and outcomes.
MINISTER TUDGE - UNIVERSITIES AUSTRALIA HIGHER EDUCATION CONFERENCE 2021 AUSTRALIA ADDRESS
Department of Education, Skills and Employment
At the June 7 Universities Australia Higher Education Conference 2021 Education Minister Alan Tudge shared his top priorities with the sector, with a closing comment signposting the potential for major reform of the university sector.
BRINGING HIGHER AND VOCATIONAL EDUCATION TOGETHER - GONSKI-SHERGOLD REVIEW OF NSW VET.
David Gonski and Peter Sherwood
In 2020 the NSW State Government commissioned Professor Peter Shergold AC and Mr David Gonski AC to lead a review of the NSW vocational education and training sector. The report makes interesting reading on the current status of the VET sector in NSW. It pays for universities to be mindful of the opportunities and threats facing our colleagues in the VET sector.
AUSTRALIAN STRATEGY FOR INTERNATIONAL EDUCATION
Department of Education, Skills and Employment
A discussion paper regarding the development of a new international education strategy to guide government decision making and opportunities for sector through to 2030. The Government is asking for feedback from the sector around eight key questions outlined in this consultation paper.
NSW HIGHER EDUCATION STRATEGY 2021 - 2025
NSW Department of Education
NSW Government is partnering with universities and other higher education providers in bold and innovative ways to address social, economic and environmental challenges, both locally and globally.
UNIVERSITY RESEARCH COMMERCIALISATION CONSULTATION PAPER
Department of Education, Skills and Employment, Australian Government
In this paper the Government is seeking comment on issues that impact on five research commercialisation. Submissions close 9 April.
FOREIGN RELATIONS ACT 2020 FACT SHEET
Department of Foreign Affairs and Trade
The Act empowers the Minister for Foreign Affairs to take an oversight and interest in agreements that any State agency (which includes universities established under State Acts of Parliament, such as UNE) has with a foreign power.
COALDRAKE REVIEW OF HIGHER EDUCATION PROVIDER CATEGORY STANDARDS
Department of Education, Skills and Employment, Australian Government
The 2017-18 Commonwealth Budget Higher Education Reform Package included a measure to undertake a review of the PCS to ensure they support the Australian Government's goals for a diverse high quality higher education sector that meets the needs of students, employers, the sector and the wider community.
