The Universities Accord represents a rethink for university education.
An ambitious target of 80 per cent attainment in the tertiary sector is one of the most significant aspects of the Australian Universities Accord, according to Engineers Australia Acting Chief Engineer Bernadette Foley FIEAust CPEng EngExec.
If achieved, it will represent a huge opportunity to boost the engineering talent pool.
“That means 80 per cent of the population going through the system by 2050 will have post-school qualifications,” Foley told create. “That’s incredibly ambitious.
“One thing that will address the skills shortage is to get the talent pool larger. For that target to be achieved, we need more individuals from underrepresented parts of society, and regional and rural communities.”
A headline act of university reform in Australia, the Universities Accord contains 47 sweeping recommendations in its blueprint to create long-term reform for the higher education sector in order to meet Australia’s future skills needs.
Theory and practice
Engineers Australia welcomed the Accord, which was released in February after a 12-month inquiry helmed by Professor Mary O’Kane AC HonFIEAust FTSE, as crucial to addressing the national engineering skills shortage.
“This presents a different approach to how we can make the university sector more agile, more adaptable and more accessible for all,” Foley said, pointing out the positive development that the Accord explicitly acknowledges that Australia will require increasing numbers of engineers in future years.
One way in which it aims to achieve this is by nurturing stronger collaborations between universities and industry. Currently a large percentage of engineering graduates do not go on to work as engineers – of Australia’s 433,000 qualified engineers in the workforce, only 243,000 work in engineering occupations.
“Targeting stronger university collaborations will help more students in engineering programs go onto a career in the profession,” said Foley. “The opportunity we have there is to get more of that industry exposure and connection within the university, so degrees are more practical and more reflective of real life. That helps students in underrepresented populations to see the connection between theory and practice.”
While engineering already requires engagement with professional practice within its university programs – traditionally that has taken the form of a 12-week placement – Engineers Australia recognises there are other ways that can be achieved.
“There have been numerous projects over the years in relation to strengthening that industry engagement so that assessments and design work are industry-inspired,” said Foley.
“It may be working on industry or industry-inspired projects or being one of the many that are working for employers for prolonged periods during the undergraduate study. Such opportunities provide benefits to the student and the employer in terms of getting graduates who are ready to practise.”
The connection with industry advisory boards is fundamental, Foley believes.
“Larger organisations that partner with universities can create good collaborations, but if you’re a smaller organisation, knowing how to navigate the system becomes really hard. In that instance, professional bodies such as Engineers Australia become an important conduit.
“Ensuring professions are part of the tertiary ecosystem is crucial; the needs of the profession should inform the higher-education sector.”
Working together
Greater harmonisation between the vocational education and training (VET) and higher education sectors, along with supported preparatory courses, was another important area identified for reform.
“That comes down to ensuring students who are more than capable, but may not have had access to prepare for university, have different support pathways so they can bridge that gap,” Foley said.
Australia’s growing need for higher-order skills here extends beyond engineering, she noted.
“The industry needs students who have gone through VET as well. In terms of engineering outcomes, they’re not just achieved by professional engineers, but rather by a whole engineering team consisting also of engineering technologists and engineering associates. They form an important part of the 80 per cent attainment target.”
One already tangible outcome of the Accord panel has been seen in the Federal budget provision for paid placements for students in health and education. Engineers Australia is pushing for paid placements to be extended to address engineering’s cyclical skills shortages.
“Placement poverty, in which individuals must find placements – sometimes paid, sometimes not – can be challenging for students and a deterrent to students finishing their studies,” Foley said. “We know that students are facing pressures from the cost of living. There are models around the world of incentivising industry to provide paid placements. It’s not a one-size-fits-all model.
“We also know students take a long time to finish their studies. Twenty-three per cent of students complete their engineering degrees within the four years. Anything we can do to support earn-while-you-learn models will benefit the industry. More variability in program structures to reflect the necessity of students supporting themselves through their studies is also important here.”
Engineers Australia has been pleased so far with post-Accord engagement, which has included a roundtable discussion, hosted in conjunction with the Australian Council of Professions, looking at the impact of the federal budget on the response to the Accord.
This allowed engineering and other professions to hear directly from the Department and different stakeholders as to implications and directions.
“Change takes time,” Foley said. “It’s important this fantastic piece of work doesn’t just get put away. It set some really ambitious targets. What we’ll need is for that 80 per cent target to be embedded so every policy decision being made supports that being achieved.
“If it’s across the board, it will help the engineering profession.”