ABSTRACT Findings of recent Australian research demonstrate that student articulation into Technical and Further Education (TAFE) from previous higher education backgrounds (both as graduates and non‐graduates) is more common than assumed, and at levels considerably higher than better known and widely promoted technical to higher education articulation. An exploration is made into the nature and levels of this bi‐directional student movement, as well as of ways of assessing and measuring the movement. Implications and explanations are proposed of this phenomenon of reciprocity of articulation between technical and higher education. An illustration is provided of ways in which post‐secondary students are using less standard and less well‐identified articulation pathways, in larger numbers, without encouragement, advice or assistance, and in the relative absence of formal credit transfer arrangements. It is argued that a number of assumptions inherent in current statistical measures of articulation and cred...