The purpose of this study was to explore the current operations and issues in relation to the interface between higher education and vocational education and training in Australia. Although the higher education and vocational education and training sectors in Australia have distinct missions, structures and funding arrangements, the interface between the two has been growing. Their futures are inextricably linked and dependent on their capacity to adapt and respond to changing demand for the educational products they offer. The growing interface is due to a number of factors including the changing nature of work a growing fiversity in the population seeking entry to tertiary education, and effeciencies associated with cooperation between the sectors. Most importantly, it reflects the fact that Australia government has tried to construct the lifelong learning system. While there has been an improvement in credit transfer arrangements in recent years, significant barriers as fundamental differences in learning and assessment in the two sectors. Also, collaboration between the sectors in occurring in a range of areas including articulation and joint courses, shared campuses and in research. However, this has development in the absence of a coordinated policy framework. More importantly, confusion in relations to functions of universities and TAFEs increased by the fact that in some jurisdictions TAFEs(or equivalents)are now offering their own `technical degrees`. In a society which is so committed to lifelong, and an economy which requires a flexible and adaptable labour force, it is crucial that there be clear and easy pathways between vocational education and training and higher education. Korean government should desing and contruct the seamless lifelong system from the point of view of the student, as a result, facilitate collaboration and cooperation between junior colleges and universities.
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