Student demand for seamless education and lifelong learning is leading to increased levels of cross-sectoral provision by publicly funded education and training institutions. However the sectoral divisions that characterise Australia's education funding frameworks make it difficult for institutions to provide cross-sectoral courses and inhibit the development of ‘student-centred’ learning programs. Where cross-sectoral programs are implemented, the sector-based funding arrangements lead to anomalies and inequities for both institutions and students. This paper argues that public funding for postcompulsory education and training should be distributed according to principles that are consistently applied, regardless of the sector in which studies are undertaken.
Adult Learning Australia. (1999). A toll booth on the pathway (GST issues paper). Canberra: Author.
2.
Allen Consulting Group. (2000). Review of the ANTA VET in schools program: Final report to Australian National Training Authority. Melbourne: Author.
3.
AndersonD. (1998). Chameleon or Phoenix: The metamorphosis of TAFE. Australian & New Zealand Journal of Vocational Education Research, 6(2), 1–44.
4.
AustinA.G. (1961). Australian education, 1788–1900: Church, state and public education in colonial Australia (2nd ed.). Melbourne: Pitman.
5.
Australian National Training Authority. (1998). A bridge to the future: Australia's national strategy for occupational education and training 1998–2003. Brisbane: Author.
6.
Australian National Training Authority. (1999). A national marketing strategy for skills and lifelong learning: Market segmentation report. Brisbane: Author.
7.
Australian National Training Authority. (2000). A national strategy for VET—meeting client needs. Report to the ANTA Ministerial Council. Brisbane: Author.
8.
BerededE.BroadbentR.WheelahanL. (2001). Bridging courses for refugees: The experience of the Horn of Africa communities. In BertoneS.CaseyH. (Eds.), Migrants in the new economy: Problems, perspectives and policy. Melbourne: Victoria University.
9.
BirchI.K.F.SmartD. (1977). The Commonwealth Government and education 1964–1916: Political initiatives and development. Richmond: Drummond.
10.
BorthwickJ.KnightB.BenderA.LovederP. (2000). Scope of ACE in Australia and implications for improved data collection and reporting: Final report. Leabrook, SA: NCVER.
11.
BorthwickS. (1999). Overview of student costs and government funding in post-compulsory education and training. Canberra: Department of Education, Training and Youth Affairs, Research and Evaluation Branch.
12.
ChapmanB. (2001). Australian higher education financing: Issues for reform. Submission to the Senate Employment, Workplace Relations, Small Business and Education References Committee Inquiry into the capacity of public universities to meet Australia's higher education needs.
13.
DelorsJ. (1996). Learning: The treasure within. Paris: UNESCO.
14.
Department of Education, Training and Youth Affairs. (1998a). Selected higher education finance statistics 1998. Canberra: Author.
15.
Department of Education, Training and Youth Affairs. (1998b). Selected higher education student statistics 1998. Canberra: Author.
16.
DoughneyL. (2000). Universal tertiary education: How dual-sector universities can challenge the binary divide between TAFE and higher education. Journal of Higher Education Policy Management, 22(1), 59–72.
17.
FoleyG.MorrisG. (1995). The history and political economy of Australian adult education. In FoleyG. (Ed.), Understanding adult education and training. Sydney: Allen & Unwin.
18.
FooksD. (1994). The life and times of ‘Cinderella’. In KearnsP.HallW. (Eds), Kangan: 20 years on. Adelaide: National Centre for Vocational Education Research.
19.
GallagherM. (1999). Lifelong learning—emerging issues for policy makers. Address to the national conference of the Lifelong Learning Network, ‘Post-compulsory education and training, looking to the future’, Canberra, 27 August.
20.
GoozeeG. (1993). The development of TAFE in Australia: An historical perspective. Adelaide: National Centre for Vocational Education Research.
21.
HydeJ. (1983). The development of Australian tertiary education to 1939. In Murray-SmithS. (Ed.), Melbourne studies in education1982 (pp 105–140). Parkville: Melbourne University Press.
22.
JacksonN.J. (1999). Modelling change in a national HE system using the concept of unification. Journal of Educational Policy, 14(4), 411–434.
23.
KarmelT. (1998). Universal participation—implications for policy makers, institutions and students. In Organisation for Economic Co-operation and Development, Thematic review of the first years of tertiary education Australia seminar. Sydney: Department of Education, Training and Youth Affairs.
24.
KempD. (1999). Preparing youth for the 21st century: The policy lessons from the past two decades. Paper presented in Washington, DC, 23–24 February.
25.
KulevskiB.FrithD. (1998). Convergence in recognition: Vocational knowledge and credit transfer arrangements in TAFE, NSW. Paper presented to the 6th Annual International Conference on Post-compulsory Education and Training, Griffith University, 2–4 December 1998.
26.
Learning accounts will not aid poor. (2000, May 12). Times Educaional Supplement.
27.
LeuvenE.TuijnmanA. (1996, April/May). Lifelong learning: Who pays?OECD Observer, No. 199, pp. 10–14.
28.
LevinH. (1998). Financing a system for lifelong learning. Education Economics, 6(3), 201–218.
29.
MarginsonSimon (1993). Education and public policy in Australia. Melbourne: Cambridge University Press.
30.
MarginsonSimon (1997). Educating Australia: Government, economy and citizen since 1960. Melbourne: Cambridge University Press.
31.
McClellandA.McDonaldF.MacDonaldH. (1997). Young people and labour market disadvantage: The situation of young people not in education or full-time work. Paper presented to Learning and Work: The situation of young Australians, convened by Dusseldorp Skills Forum, Parliament House, Canberra, 11 November.
32.
Ministerial Review of Post-compulsory Education and Training Pathways in Victoria (P. Kirby, Chair). (2000). Final Report. Melbourne: Department of Education, Employment and Training.
33.
National Board of Employment, Education and Training. (1992). Fitting the need. Canberra: AGPS.
34.
National Centre for Vocational Education Research. (1997). Australian personal enrichment education and training programs: An overview 1997. Adelaide: Author.
35.
National Centre for Vocational Education Research. (1999a). Australian vocational education and training statistics 1998, in detail. Adelaide: Author.
36.
National Centre for Vocational Education Research. (1999b). Australian VET statistics 1998: School students undertaking VET—at a glance. Adelaide: Author.
37.
O'ConnellP.J. (1999). Adults in training: An international comparison of continuing education and training. Paris: Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation.
38.
OosterbeekH. (1998). Innovative ways to finance education and their relation to lifelong learning. Education Economics6(3), pp.219–254.
39.
Organisation for Economic Co-operation and Development. (1996). Lifelong learning for all. Paris: Author.
40.
PainterM. (1998). Collaborative federalism: Economic reform in Australia in the 1990s. Melbourne: Cambridge University Press.
41.
RaffeD.HowiesonC. (1998). The unification of post-compulsory education: Towards a conceptual framework. British Journal of Educational Studies, 46(2), 169–187.
42.
RamseyE.TranterD.KainM.SumnerR. (1997). Cross-sectoral linkages: A case study. Canberra: Department of Employment, Education, Training and Youth Affairs, Higher Education Division.
43.
Review of Higher Education Financing and Policy (R. West, Chair). (1998). Learning for life: Final report. Canberra: AGPS.
44.
RobinsonC. (1999). New skills new pathways: Lifelong learning is the key. Address to the national conference of the Lifelong Learning Network, ‘Post-compulsory education and training, looking to the future’, Canberra, 27 August.
45.
RushbrookP. (1997). Tradition, pathways and the renegotiation of TAFE identity in Victoria. Discourse: Studies in the cultural politics of education, 18(1), 103–112.
46.
SchoemakerA.AllisonJ.GumK.HarmoniR.LindfieldM.NolanM.StedmanL. (2000). Multi-partner campuses: The future of Australian higher education? Evaluations and Investigations Programme. Canberra: Department of Education, Training and Youth Affairs.
47.
Senate Employment, Education and Training References Committee. (1997). Beyond Cinderella: Towards a learning society. Canberra: AGPS.
48.
SmithA. (2001). The changing nature of VET research. Address to the 10th National VET training research conference, Deakin University, Geelong, 10–13 July.
49.
SpieringsJ. (1999). A crucial point in life: Learning, work and young adults. In Dusseldorp Skills Forum, Australia's young adults: The deepening divide (pp. 5–27). Sydney: Author.
50.
TeeseR. (2000). Academic success and social power. Parkville, Vic.: Melbourne University Press.
51.
TempleP. (2001). The HE/FE divide: Is the end in sight?. Perspective, 5(3), 78–82.
52.
TeeseR. (2001). Creating perspective and aiming at impact through VET policy research. Address to the 10th National VET training research conference, Deakin University, Geelong, 10–13 July.
53.
VellaF.GregoryR. G. (1996). Selection bias and human capital investment: Estimating the rates of return to education for young males. Labour Economics, 3(2), 197–219.
54.
Victorian Budget Papers 2000–01. Melbourne: Govt Pr.
55.
WatsonL. (1998). Intentions, opportunities and outcomes: The impact of Commonwealth involvement in Australian schooling. Unpublished PhD thesis, Australian National University, Canberra.
56.
WatsonL. (2000). Survey of private providers in Australian higher education. Evaluations and Investigations Programme Study. Canberra: Department of Education, Training and Youth Affairs.
57.
WatsonL. (2001a). Blurring the boundaries: Adult education and training in Australian universities. Canberra: University of Canberra, Lifelong Learning Network.
58.
WatsonL. (2001b). Who pays for lifelong learning? Paper presented to the Fourth Annual Conference of the Australian Vocational Education and Training Research Association, Adelaide, 28–30 March.
59.
WatsonL.KearnsP.GrantJ.CameronB. (2000). Equity in the learning society: Rethinking equity strategies for post-compulsory education and training. Adelaide: National Centre for Vocational Education Research.
60.
WheelahanL. (2000). Bridging the divide: Developing the institutional structures that most effectively deliver cross-sectoral education and training. Adelaide: National Centre for Vocational Education Research.
61.
WheelahanL. (2001a). The ‘best fit’ or ‘screening out’: An evaluation of learning pathways at Victoria University. Melbourne: Victoria University, Centre for Educational Development and Support.
62.
WheelahanL. (2001b, August 8). VET stands alone in a knowledge nation, Campus Review.
63.
YoungM.SpoursK.HowiesonC.RaffeD. (1997). Unifying academic and vocational learning and the idea of a learning society. Journal of Education Policy, 12(6), 527–537.
