Toward a nationally harmonised curriculum for core veterinary sciences in Australia

Veterinary science education is rapidly expanding in both breadth and depth, presenting a significant challenge for educators in intentional curricula design that ensure graduates are fully equipped with the necessary competencies from their first day in practice. This expectation, known as Day One Competency (D1C), serves as a benchmark for veterinary schools to structure forward-facing programs. In this context, the Australasian Veterinary Boards Council (AVBC) outlines nine competency domains that must be considered when designing subject content. However, there remains a notable gap: the absence of a national central curriculum for veterinary education in Australia.
While universities enjoy autonomy under TEQSA and AQF standards, the lack of a unified framework poses challenges for achieving national consistency, particularly in professional programs like veterinary science, where resources and regional species-specific needs vary widely. Drawing inspiration from the ACARA model used for school education, we propose establishing a National Curriculum Revision Committee to collaborate with AVBC. This body could harmonize core theoretical content — particularly in Anatomy, Histology, and Physiology units — across veterinary programs nationally.
Hypothesis: A coordinated national curriculum for basic veterinary sciences will enhance educational consistency, facilitate resource sharing, and strengthen connections between emerging and established veterinary schools.