Division
Christopher Pyne It is my great pleasure to sum up the debate on the Higher Education and Research Reform Bill 2014. I would like to thank all of my colleagues, particularly on this side of the House, who have given passionate and informed speeches about this reform bill over the course of the last week and a half of sittings. I thank those members of the opposition who have also participated, although I would not say their speeches were nearly as well informed as the ones from the side of the House, because they are not supporting the higher education reform bill. They are putting their head deeply in the sand and refusing to acknowledge the need for reform in higher education. It has been a very long debate. Most members of the government have participated in it. I thank my colleagues for doing this process a second time, for the second reform bill. It is because the government believes so fervently in these reforms that it has brought the bill back. The reform bill amends the Higher Education Support Act 2003 and the Australian Research Council Act 2001 to implement a fair, balanced and essential set of reforms to Australia's higher education and research system. The reform bill represents the boldest ambitions for Australian higher education in generations. It aims to make it possible for Australia to develop the best higher education system in the world. Above all, this will enable our students to get an education of the quality they need and deserve in this world of intensifying international competition. It will do so while making Australian higher education more equitable, affordable and accessible than ever before. This is the right package at the right time for Australian universities and colleges. More importantly, it is the best package for students. It has been designed thoughtfully and deliberately following careful review, consideration and consultation. All the higher education peak bodies around Australia support the core elements of these reforms.
House of Representatives, 2015-02-25. affirmative: ayes 77, noes 54.
Question
Christopher Pyne It is my great pleasure to sum up the debate on the Higher Education and Research Reform Bill 2014. I would like to thank all of my colleagues, particularly on this side of the House, who have given passionate and informed speeches about this reform bill over the course of the last week and a half of sittings. I thank those members of the opposition who have also participated, although I would not say their speeches were nearly as well informed as the ones from the side of the House, because they are not supporting the higher education reform bill. They are putting their head deeply in the sand and refusing to acknowledge the need for reform in higher education. It has been a very long debate. Most members of the government have participated in it. I thank my colleagues for doing this process a second time, for the second reform bill. It is because the government believes so fervently in these reforms that it has brought the bill back. The reform bill amends the Higher Education Support Act 2003 and the Australian Research Council Act 2001 to implement a fair, balanced and essential set of reforms to Australia's higher education and research system. The reform bill represents the boldest ambitions for Australian higher education in generations. It aims to make it possible for Australia to develop the best higher education system in the world. Above all, this will enable our students to get an education of the quality they need and deserve in this world of intensifying international competition. It will do so while making Australian higher education more equitable, affordable and accessible than ever before. This is the right package at the right time for Australian universities and colleges. More importantly, it is the best package for students. It has been designed thoughtfully and deliberately following careful review, consideration and consultation. All the higher education peak bodies around Australia support the core elements of these reforms.
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Related bills
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