<- Back

 Whither the 'education revolution'? Ensuring quality and equality in our universities

by Joshua Gardner | 14-Dec-2009 | Comments (2) Tags: universities, education  6 ratings. Please log in to rate and comment

Before the 2007 election, Kevin Rudd spoke at length of an ‘education revolution’ which would bring radical improvements to all levels of education and training in Australia, including our university system. Two years on from the election, the revolution has failed to materialise. While the financial crisis has undoubtedly played a role, one cannot help but feel that the Government’s plan was never going to be a ‘revolution’. If Australia is to maintain its position as a leader in research and teaching, its tertiary education system requires significant changes. Today our universities face significant problems which prevent them from undertaking the research and teaching which have given Australia its first-class reputation. But, while we must be concerned about the quality of our university system, we must also consider its equality. Too many bright young men and women do not have the opportunity to attend university. This is detrimental not only to them, but also to the whole community.

Between 1995 and 2005, public investment in our universities was stagnant. Among the OECD countries, Australia alone earned this dubious distinction. It is abundantly clear that we must invest a much greater amount of money in our higher education system if we want to remain internationally competitive. Furthermore, if the Rudd government’s objective of having 40% of 25-34-year-olds hold a bachelor’s degree is to be realised, the current levels of funding are patently inadequate. Currently, Australian investment in higher education is around 1.4% of GDP. This is comparable to the OECD average but, alarmingly, this figure is decreasing every year. In order to achieve the kind of ‘education revolution’ that was promised, investment in higher education must be increased to at least 2% of GDP and most of this must come from public funding.

In addition to improving the quality of education, a significant increase in public funding may provide for lower student contributions. This will lead to lower post-graduation debt, and it means that repayment of that debt will not figure so prominently in the minds of new graduates. Careers which are less lucrative, but perhaps beneficial for our society – the public service, non-profit organisations and postgraduate research – will be more attractive. It is true that the suggested figure is a significant increase and may require increased taxes, but a revolution does not come cheaply. The return on the investment – a much greater section of the Australian population with a diverse and deep education – is well worth the sacrifice.

Increased funding would have a profound effect on the quality of Australian universities, and on the number of men and women who can learn at these institutions. However, we must also work to ensure that all Australians – regardless of their circumstances – have the opportunity to partake. As part of the education revolution, the Rudd government has committed to having 20% of students come from low-income families. How is this to be achieved? Certainly, the HECS system and welfare assistance can enable students from poorer families to attend university. The proposed changes by the Government to student welfare will go a long way to making sure that they do not need to work while they are studying. These measures, however, may be ‘too little, too late’.

The current university admission system for school leavers, based purely on academic performance, is ostensibly meritocratic. But it is naïve to suggest that all high school leavers are equal and that the TER or equivalent is the sole measure of a student’s intellectual ability and capacity to do well at university. By the time they graduate, they have experienced 18 years of the socio-economic inequality that is unfortunately present in Australian society. Whether they lived in a rural or suburban community, whether they attended a private or public school, and whether their home environment was supportive are all factors which will have significantly affected their academic performance. While the number of students who want to attend university, and the number of admissions, has risen over time, the proportion of students from disadvantaged backgrounds has not improved. According to Robert Pascoe, the Australian university system has not outgrown its ‘elite origins’. Therefore university admissions must be changed so that they do not treat each student merely as a number between 0 and 99.95.

One option is for universities to put more effort into selecting intelligent students from the disadvantaged sectors of our society. While these students may not achieve the necessary results in their final exams, they may have hidden talent which cannot be unlocked in their current environment. Perhaps teachers could recommend students who they believe fit these criteria, or university admissions staff could visit schools in order to recruit the brightest students. However, selecting these students will only be the first step. Programs such as bridging courses and mentoring must be enacted so they are ready to study at university. This will require substantial investment of time and money by universities, but ultimately it will mean that they are taking on the very best students. Any such system will not fully rectify the inequalities of our society. Reform of university admissions must be part of a wide program of reform that includes improving public primary and secondary schools, so that all Australians have equal access to high-quality education. However, it will do something to ensure that any Australian who has the potential and the desire to learn can study at the institution of their choice.

Improving our education system is a fundamental challenge for anyone who styles themselves as a progressive. Whatever meaning one attaches to that term, it is undeniable that the university is one of the institutions at the centre of ‘progress’. They are where the greatest scientific research is conducted, they are where young Australians learn about the social, economic and political challenges that our country faces, and they where they can work together to address these important issues. If Australia is to maintain its position as a world leader in research and education, we must rethink – and revolutionise – our higher education system.

Things to Do

 More Entries

 17 ratings.

 8 ratings.

 16 ratings.