A global imperative to tackle tertiary system reform

Research by the Australian Council for Educational Research (ACER) looking at tertiary systems in Germany, Norway, the United Kingdom, Korea, Singapore and New Zealand shows how difficult this is.

The number of young people with a higher education qualification in OECD and G20 countries is predicted to exceed 300 million by 2030. However, the proportion of 15 to 29-year-olds in the working age population in OECD countries is predicted to continue its decline through to 2060.

This means there is a growing imperative for tertiary education to attract students and prepare them well so that the full benefits  – to individuals and countries – can be sustained or increased.

OECD research has highlighted widespread concern about the performance of higher education systems, identifying challenges similar to those Australia is now ready to address – including ‘expanding access, containing costs and ensuring the quality and relevance of provision’.

ACER’s International Comparison of Tertiary Education Systems – undertaken for the Australian Universities Accord Panel – shows what some of those systems have achieved in these strategic areas, and where there is still work to be done.

They are worth looking at in light of the ambitious reform Australia hopes to steward through the proposed Australian Tertiary Education Commission (ATEC), with a consultation paper now in circulation showing its initial focus will be on growth through improved access.

For context, Australia has a similar distribution of age groups to the UK, New Zealand and Norway, with about half of the population aged between 25 and 64.

Looking at attainment rates, ACER’s research found Singapore (80%) and Korea (69.3%) had the highest proportion of people holding tertiary qualifications among 25 to 34-year-olds in the most recent comparable year (2021), while Australia (54.3%) was still above the OECD average (47.1%) for attainment in this age bracket.

How does funding relate to outcomes?

Of the comparison countries, Norway spent the highest amount per capita of GDP on its educational institutions in 2022, followed by Australia and the UK.

While Germany fell below the OECD average that year, historically, an increase in funding has resulted in more students entering higher education.

However, it has not guaranteed a balanced ratio of staff-to-students at university or enhanced quality teaching.

ACER’s research also found that access did not increase for those from disadvantaged and migrant backgrounds, and attainment rates continued to be lower in Germany compared to other EU and OECD countries.

In well-funded Norway, where 55 % of 25-34 year-olds held a tertiary qualification in 2021, completion rates (the proportion of students who complete their studies in the expected time) were still below the OECD average. 

Equity models and improving foundational skills

New Zealand stood out in the review for its policies to improve access to higher education by removing barriers – such as poor foundational learning – and increasing culturally-inclusive practices.

Aspirations of developing a world-class inclusive public education system have seen a strong focus in New Zealand's Tertiary Education Strategy on creating environments where more students, especially Māori and Pacific students, can learn successfully.

This includes ensuring that quality teaching and leadership are learner and whānau (family) focused, that te reo Māori (Māori language) and tikanga (the correct) Māori culture and knowledge is incorporated into daily learning practices and that staff capability to teach, lead, and support learners is enhanced.

The strategy also aims to lift educational mātauranga Māori research – or the body of knowledge with a Māori world view - and contributions that consider how to address local and global economic, environmental and social challenges. This includes advancing and supporting Māori-led and informed solutions.

The priority areas set clear standards for access, inclusivity and cultural reform, but it will take time before we know the degree of impact this will have in meeting whole system aspirations.

Lifelong learning, accessible choices and identified job markets

Singapore’s education system has undergone significant structural reform since 2018, with more clarity about pathways changing the landscape for adult learning.  

Singapore’s SkillsFuture initiative was established as a board in 2016 with a mission to build an integrated, high-quality and responsive education and training system that would foster employer recognition and ownership of skills, and create a culture of lifelong learning.  

It is responsible for employer training, training by private providers, universities, technical education providers and polytechnics.

As part of this, an online portal was created and is proving a popular way for learners to make choices about their own education beyond secondary school and throughout their employment and careers.

Singapore's MySkillsFuture portal is a one-stop shop where users can access industry information, identify their skills gaps, access personalised recommendations for further learning, use self-assessment tools and add to a Skills Passport that employers can consider.

The initiative also includes a program to help mid-career and mature aged Singaporeans maintain their employability and potentially switch to new or growing sectors, with subsidised training or re-training and certification.

Enrolments in short courses and skills training have risen significantly since the introduction of MySkillsFuture – from 36,000 in 2019 to about 42,000 in 2022.

Over the long term, the increase in the proportion of the workforce with post-secondary qualifications has been greatest for higher education degree holders, rising from 29% in 2012 to 42% in 2022.

Australians are ready for better tertiary provision

In our efforts to improve the tertiary sector, Australia is in a good starting position for reform.

We know most Australians value tertiary education. In 2020, almost half (49.8%) of Australia’s 20-year-olds were enrolled in it. This was the second highest rate behind Korea.

In fact, enrolment rates in every nominated age group between 25 and 64 were equal to or higher than all other countries in ACER’s study that had comparable data.

Ultimately, there is no single solution for expanding delivery and achieving equity targets; approaches work in combination and in the context of the broader system and society we live in.

What ACER’s research shows is that consideration must be given to the factors that build connections between school, further education and employment, and collaborations between VET and higher education stakeholders.

This article first appeared in Campus Review under the heading Analysis: Comparing international tertiary education systems.

Read the full report 

International Comparison of Tertiary Education Systems by Dr Ian Teo, Dr Michelle Hsien, Dr Sarah Buckley and Anita Roberts