Technology unis seek flexible, lifelong tertiary education

The Australian Technology Network says in a report that industry and the public need to drop ‘outdated ­perceptions’.

A growing proportion of jobs require individuals who can co-ordinate people, and use a wide range of other skills, says the Australian Technology Network

A group of technology universities has called for a major shift towards more flexible, “lifelong” tertiary education to include short “micro-credentials” and assessments on practical competency instead of theoretical knowledge.

In a new report the Australian Technology Network, which represents five technology universities, also says industry and the public need to drop “outdated ­perceptions” about tertiary ­education and accept that apprenticeships and “work-based” educational models can lead to professional and leadership roles.

The report is released today. Titled Lifelong Skills: Equipping Australians for the Future of Work, it was prepared by PwC, and says that as machines take over routine cognitive tasks, “demand will increase for stimulating and satisfying tasks that are difficult to automate”.

“A growing proportion of jobs will require individuals who can interact with and co-ordinate people, plan and manage the solving of complex problems, and select and use technological tools,” the report says.

ATN executive director Renee Hindmarsh said the purpose of the study is to “draw on work already done and put in place policy recommendations to ensure that Australia is well placed to respond”.

The ATN represents the University of Technology Sydney, Queensland University of Technology, RMIT University, the University of South Australia and Curtin University.

The report says that with the growth of lifelong learning, with people continually upgrading their qualifications with short courses, there will be more need for people’s experience and skills to be formally recognised.

Universities will also want to extend their relationship with their graduates, to attract them back to upgrade their skills.

It notes that micro-credentials, offered in short, usually online courses, would grow in importance and supplement traditional degrees. The report urges universities to embed so-called enterprise skills — such as problem-solving, critical thinking, communication and teamwork — into courses. They should also teach and assess competencies to offer students work-ready skills; such an approach can readily include the flexibility needed to allow students to proceed at their own pace.

It calls on government to help by easing some restrictions on unpaid work experience to give students greater opportunity to include real-world experience in their courses, and to offer tax incentives to businesses that engage with universities.

The ATN report also urges increased collection of data about the medium to long-term work outcomes for course graduates to help students choose the best courses and government to set appropriate policies.

Universities Australia chief executive Catriona Jackson said the report showed universities always had an eye on the horizon and were “constantly thinking about the future and how we can equip workers and businesses to prepare for it”.

“Retaining wide access to a university education will be crucial for lifelong learning, upskilling and reskilling, so Australian workers can keep ahead of sweeping economic change,” she said.