From the RMIT VC, Professor Alec Cameron: “Higher education and vocational education can work together to support the myriad journeys through learning and work, giving people flexible options to meet their life goals as those evolve”, since “’the goal of reform must be growth for skills through greater equity’ from the Australian Universities Accord Interim Report.”
But, Professor Cameron, although the ideals are noble, I’m not seeing any details which is the not the same rhetorical strategy without the comprehensive outlook of education, in the last two decades:
“‘Earn and learn’ courses, as well as more modular, stackable and transferable units of study, including microcredentials, should be better understood, supported and integrated into a more aligned, inclusive skills-based tertiary system, based on the view of moving into “the next phase of reform – moving beyond a ‘predict and provide’ skills model and developing local infrastructure in cities and regions to support innovation for our future economy.”
That was promised two decades ago. The strategy will continue to fail because it is missing something important: comprehensive education — deep applications of the thinking from broader histories, sociologies, and social psychologies, going to the first principles of asking, what are the kind of societies we wish to live in, and how we can live together to create that vision.
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Understanding history is philosophy in practice
Q ANZAC 100 Fellow, 2014-2015, State Library of Queensland
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Neville Buch