Much effort has been expended on developing pathways, articulation, and credit for Vocational Education and Training (VET) graduates seeking access and partial credit within a Higher Education (HE) course. In this chapter, the author discusses whether the policy settings of “inclusive growth” associated with the post-Bradley era in Australian higher education provides an opportunity to enact the recognition of fair and just learning equivalence for VET graduates who are seeking to participate in further studies within higher education. It is argued that VET graduates have not always been considered equally and consistently by HE providers; however, the operationalizing of current policy settings may rectify this through the implementation of fair and consistent processes. It is proposed that the inclusion of VET graduates into HE has the potential to make a positive contribution to a more inclusive and broader notion of knowledge and which leads to a richer educational experience for all.
