Universities Accord (Australian Tertiary Education Commission) Bill 2025, Universities Accord (Australian Tertiary Education Commission) (Consequential and Transitional Provisions) Bill 2025; Second Reading

Smith supported the bills, stating they established ATEC as an independent steward to address fragmented policymaking. Smith highlighted that the Senate Education and Employment Legislation Committee inquiry found strong sector support for a dedicated system steward. Smith noted the government had already cut HELP debt by 20 per cent and established a Commonwealth prac payment. Smith argued that ATEC would improve access for regional and First Nations students and ensure long-term consistency.

Faruqi argued the higher education sector was in crisis due to corporatisation and the Job-Ready Graduates scheme. Faruqi supported ATEC in principle but criticised the bill for lacking independence and failing to recognise the public mission of universities. Faruqi noted that Greens amendments would transfer Higher Education Standards Panel functions to ATEC and prioritise research. Faruqi condemned the government for retaining fee hikes and funding cuts that increased student debt.

Scarr opposed the bill, describing the national tertiary education objective as absurd and disconnected from the purpose of universities. Scarr argued the objective, which focused on democracy and sustainability, could apply to any institution and ignored teaching, research, and critical thinking. Scarr cited the National Tertiary Education Union's concern that the bill defined tertiary education as part of broader government policy. Scarr challenged government speakers to explain why the concerns of educators were ignored.

Mulholland supported the bills as transformative reform to create a joined-up and fair tertiary system. Mulholland argued ATEC would provide funding certainty, drive needs-based funding, and improve transparency across the sector. Mulholland emphasised the goal of 80 per cent of working-age Australians holding a tertiary qualification by 2050. Mulholland urged the Senate to support the legislation to back students, universities, and regional Australia.

Pocock welcomed the establishment of ATEC but argued it must be genuinely independent and properly resourced. Pocock foreshadowed amendments noting that ATEC's effectiveness depended on independence in functions, resourcing, and reporting. Pocock urged ATEC to prioritise reforming the Job-Ready Graduates scheme, which he said distorted student contributions and increased debt. Pocock called for critical examination of student contributions to address intergenerational inequality.

Walker supported the bills, arguing they brought consistency and long-term planning to a fragmented system. Walker highlighted the importance of equity for students from regional areas, low-income backgrounds, and First Nations communities. Walker noted the inclusion of a First Nations commissioner and a focus on access and outcomes. Walker stated that the national objective ensured education supported democracy and sustainability rather than just producing graduates.

Grogan requested that the position of Senator Lambie on the two second-reading amendments be recorded under the standing orders. No further substantive arguments were presented in this contribution.