Bill Debate · Second Reading
House of Representatives · Monday 9 February 2026
Continued from Thursday 5 February 2026.
Official Hansard for this day (APH) · Read this debate on OpenAustralia
The debate focused on the establishment of the Australian Tertiary Education Commission to steward higher and vocational education and implement the Universities Accord. Government members supported the bill as essential for long-term planning, equity, and coordinating sector pathways, while opposition and independent members raised concerns regarding bureaucracy, independence, and regional representation. The Greens abstained due to perceived flaws, and the Coalition expressed reservations about regulatory overlap and governance structures. The Minister for Education acknowledged crossbench amendments but stated the government would consider them after receiving a Senate committee report.
The bills were passed after divisions, with the first division resulting in 41 votes against and 95 for, and the second division resulting in 95 votes for and 39 against.
Summary in reported speech - not a transcript. AI-generated, so check the official record before quoting.
Continued the debate
Wilson moved a motion noting a previous statement by the Minister for Small Business regarding small business impacts, rather than speaking directly on the bill's merits in this excerpt. The motion served to suspend standing orders to allow the matter to be raised immediately.
Government response
Hill defended the bill as a significant structural reform to steward the tertiary system, drawing parallels to historical commissions established by previous Labor governments. Hill argued that the commission would break down silos between universities and vocational education, ensuring a joined-up approach to meeting the target of 80 per cent workforce qualification by 2050. Hill emphasised that the commission would negotiate mission-based compacts with providers, allowing for diversity while aligning with national priorities, and noted that further legislation would detail funding and international student allocations.
Opposition response
Birrell expressed reservations about the bill, citing concerns over increased bureaucracy, regulatory overlap, and the lack of a dedicated regional education commissioner as recommended by the Accord. Birrell questioned the independence of the commission, noting that the minister would dictate the scope of its advice, and highlighted the $54 million cost without direct student funding. Birrell argued that the legislation risked imposing ideological directives on the sector and failed to adequately address the specific needs and governance concerns of regional universities.
Soon supported the bill as a response to the Australian Universities Accord, establishing the commission to plan for future skills needs and improve equity. Soon highlighted the commission's role in negotiating mission-based compacts and its focus on supporting students from disadvantaged backgrounds. Soon also referenced broader government reforms, including HECS debt reductions, paid practical placements, and the expansion of university study hubs.
Chaney opposed the bill as drafted, arguing that the proposed commission lacked sufficient independence and capability to effectively steward the system. Chaney noted that while she opposed hard caps on international students, the bill paved the way for such measures through future legislation. Chaney stated she would move amendments to ensure the commission was independent, adequately constituted, and fit for purpose.
Georganas commended the bill for creating a central body to coordinate tertiary education and prepare for future workforce demands. Georganas emphasised the commission's role in fostering partnerships with universities through mission-based compacts and its commitment to equity for First Nations and regional students. Georganas highlighted the commission's independence and its function in publishing annual reports on the state of the tertiary system.
Watson-Brown criticised the bill for failing to establish a truly independent commission, describing it as an extension of the Department of Education. Watson-Brown argued that the government had delayed necessary reforms to the Job-ready Graduates package, which she characterised as disastrous for student debt and university funding. Watson-Brown stated that the Greens would abstain in the House, reserving their position for the Senate, pending comprehensive amendments.
Jordan-Baird supported the bill, describing the commission as a navigator for the tertiary sector that would ensure quality teaching and relevant skills training. Jordan-Baird highlighted the benefits of free TAFE and paid practical placements for students in her electorate. Jordan-Baird emphasised the government's commitment to reducing HECS debt and improving access to education for young people in suburban areas.
Penfold opposed the bill, arguing it added costly bureaucracy without addressing specific regional needs or the recommendations for a regional education commissioner. Penfold cited the lack of funding for flood-damaged regional study hubs as evidence of misplaced priorities. Penfold also raised concerns about the removal of Commonwealth Supported Places for some regional hubs and the vague objectives of the commission.
Comer supported the bill as a crucial step in implementing the Australian Universities Accord's long-term reform agenda. Comer highlighted the commission's role in addressing inequities and coordinating between higher education and vocational training. Comer noted the government's progress on other Accord recommendations, including study hubs and HECS reforms, and emphasised the commission's independence and evidence-based approach.
Spender supported the principle of establishing ATEC to provide long-term stewardship for the tertiary system. Spender raised concerns that the bill limited the commission's ability to publish reports independently and relied on existing departmental staff, potentially compromising its effectiveness. Spender endorsed amendments proposed by other members to address these design flaws and strengthen the commission's independence and remit regarding student contributions.
Coker argued that ATEC was necessary to achieve the goal of 80 per cent tertiary attainment by 2050 and to address equity gaps between socioeconomic groups. Coker highlighted government actions already taken, including debt relief, paid placements for health and education students, and expanded medical places. Coker stated the commission would oversee new funding models, including demand-driven places for equity students and needs-based funding, ensuring the system remained fair and sustainable.
Tehan opposed the bill, characterising ATEC as unnecessary bureaucracy that allowed the minister to avoid making difficult funding decisions. Tehan argued that the previous government had increased university funding and created short course places, whereas the current approach wasted $54 million on a new commission. Tehan suggested those funds could better serve communities through direct investments in health and education infrastructure, such as a headspace centre in Ararat.
Thwaites described the bill as a foundation for a fairer, coordinated tertiary system that treats education as nation-building infrastructure. Thwaites noted the implementation of 31 accord recommendations, including study hubs, bridging courses, and student debt reductions. Thwaites emphasised that ATEC would monitor equity outcomes and publish annual reports to ensure transparency and accountability, helping to close participation gaps for disadvantaged and regional students.
Abdo argued that the commission was essential to break down barriers between vocational and higher education and to address stark equity gaps in participation. Abdo criticised the previous government for undermining the sector through funding freezes and increased repayment rates. Abdo highlighted local benefits, such as the Northern Study Hub in Broadmeadows, and stated that ATEC would ensure long-term planning and equity remained central to system design.
Fernando stated that ATEC would provide the missing stewardship needed to coordinate the tertiary system and meet future skills demands. Fernando highlighted reforms such as paid placements, student debt relief, and the establishment of study hubs to improve access. Fernando explained that mission-based compacts would allow universities flexibility while ensuring they contributed to national priorities, and that the commission would work with other agencies to deliver evidence-based advice.
Watts argued that ATEC was critical for developing Australia's sovereign Asia capability, which he described as being in decline due to program closures and falling enrolments. Watts cited evidence of significant drops in Asian language studies and the high costs associated with teaching these subjects. Watts stated that the commission's ability to coordinate resources and set benchmarks through mission-based compacts would help preserve these vital national capabilities.
lead
Mascarenhas argued that the bill establishes a necessary steward for the tertiary education system to ensure long-term stability and fairness. The member highlighted that the commission would help achieve the goal of 80 per cent of the workforce holding qualifications by 2050. Mascarenhas noted that the commission would implement mission-based compacts and provide independent advice to the government. The member emphasised that the legislation builds on previous reforms, such as reducing HECS debts and introducing paid placements for certain professions.
minister
Clare stated that the commission would drive key reforms, including demand-driven equity places and needs-based funding. The minister explained that the body would negotiate compacts with universities and improve connections between vocational and higher education sectors. Clare acknowledged amendments proposed by crossbench members but indicated they would be considered alongside an upcoming Senate committee report. The minister commended the bill to the House.
Stanley supported the legislation, noting its alignment with Labor's tradition of educational reform. The member highlighted the establishment of study hubs in their electorate and the implementation of paid placements. Stanley explained that the commission would provide expert advice and produce annual reports on the tertiary system. The member commended the bill for ensuring the governance of the sector matches future challenges.