Vocational Education and Training

Rebello argued that success should be measured by completions and employment outcomes rather than enrolment figures. Rebello cited national data showing 800,000 enrolments but only 250,000 completions, and noted that active apprentice contracts had fallen by 8.6 per cent nationally. Rebello stated that some TAFE courses did not lead directly to employment, requiring students to undertake additional study. Rebello called for accountability and proof that funding resulted in actual workforce participation.

Campbell defended the Free TAFE program, highlighting specific enrolments in nursing, aged care, and construction courses in Queensland. Campbell stated that the government was increasing its contribution from $85 million over three years to $188 million over five years, raising the per-student funding amount. Campbell argued that the program provided significant financial savings for students, such as up to $15,900 for nursing diplomas. Campbell rejected opposition criticism as scaremongering and emphasised the value of the partnership with the Queensland government.

Venning criticised the program for failing to address skills shortages, citing a 50 per cent completion rate in South Australia in 2025. Venning argued that apprenticeship numbers had collapsed compared to the previous government's term and that fee-free enrolment led to higher dropout rates. Venning highlighted issues in regional areas like Coober Pedy, where local training needs for the opal industry were not being met by generic TAFE offerings. Venning contended that the policy funded 'ghost students' without ensuring real job connections.

Cook emphasised the importance of vocational education for sectors including housing, renewable energy, and childcare. Cook noted that $2.52 billion was being invested in Queensland over five years, supporting over 106,000 fee-free places. Cook highlighted specific savings for students in project management and accounting courses. Cook referenced the New Energy Apprenticeships Program, which provided over $10,000 to eligible apprentices, and cited local examples of women entering clean energy trades.

Birrell argued that free enrolment did not guarantee quality or relevance, advocating for better alignment between TAFE curricula and industry needs. Birrell referenced a Churchill Fellowship trip to Europe, noting that Germany's system involved shared funding and curriculum setting by chambers of commerce. Birrell suggested that Australia could learn from Finland's model, where 40 per cent of school leavers enter vocational education. Birrell called for a focus on fit-for-purpose facilities and skills that directly match employer requirements.