Lockdowns, job loss and university courses struck down: 2020 was a difficult year for Australia’s artists. But there was light through the darkness.
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The way in which Australians think about leadership in the education sector has changed throughout the pandemic. It’s seen as a public good, with ethics and accountability gaining in importance.
Three key policy errors in the legislation mean the Morrison government is unlikely to achieve the stated goals of its package.
Out of the crises of the 1890s and 1940s Australia created quality, enduring legacies in post-school education. We now have a chance to upgrade these legacies to aid economic and social renewal.
Demand is high for teachers with expertise in STEM subjects like maths. But students also deserve expert English, history, civics or geography teachers. Maybe your favourite teacher did an arts degree.
The early and mid-career researchers who bear most of the teaching and research workload are exhausted and underpaid. Many won’t survive the funding squeeze, but Australia can’t afford to lose them.
Students who fail units are highly likely to fail again without targeted assistance. But when universities intervene early to support these students, their rate of failure has been nearly halved.
Although the government has identified a real problem, its heavy-handed regulation would create unnecessary red tape for universities and exclude students who should get a second chance.
Doubling the cost of degrees in the humanities and social sciences has a disproportionate impact on women because they account for two-thirds of the students.
More than 70 of Australia’s Laureate professors have signed a letter to the minister for education, Dan Tehan, outlining the flaws in the proposed university reforms.
From December 2017 (when the government put a cap on demand-driven funding) to 2024 (when the Job-ready graduates package is fully implemented) — the government will save nearly A$1 billion annually.
Developments in the 80s set the parameters for much of the political discourse around the humanities since.
Experts predict today’s graduates will have several different careers throughout their working life. The government’s university changes seem ignorant of this.
Teachers have never been more appreciated than during COVID-19. But neither expressions of support, nor cheaper degrees will overcome the four big structural challenges facing the profession.
Travel bans, a recession and the government’s university reform package will leave an estimated $4.7 billion gap in research funding that needs filling to maintain our current output.
Research shows predictions for the jobs of the future are unreliable, and the government’s funding changes don’t match what their own data shows about future earnings.
The reduced rate of funding to universities (of up to 17%), per place, for national priority courses sends perverse messages to universities.
The implications of the government’s announcement are about more than incentivising the career trajectories of students. They are a direct assault on the premise of universities.
The government has more than doubled the cost of humanities degrees to encourage ‘job-ready’ graduates. But on what evidence?
The education minister has outlined reforms to higher education funding aimed at producing ‘job ready graduates’. But his announcements don’t seem completely in line with the data.
Kontributor teratas
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Professor in the Practice of Higher Education Policy, Australian National University
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Professor of History, School of Humanities, Creative Industries and Social Sciences, University of Newcastle
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Professor Emeritus and Former Deputy Vice Chancellor, The University of Melbourne
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Adjunct Professor, Department of Leadership, Higher and Adult Education, OISE, University of Toronto
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Honorary Principal Fellow, Melbourne Centre for the Study of Higher Education, The University of Melbourne
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Honorary Senior Fellow, Centre for the Study of Higher Education, The University of Melbourne
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Senior Lecturer of Marketing, Swinburne University of Technology
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Acting Executive Dean, Faculty of Theology & Philosophy, Australian Catholic University
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Professor, Discipline of Business Information Systems, University of Sydney Business School, University of Sydney
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Pro Vice-Chancellor of Research, University of Technology Sydney
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Associate Professor of Leadership, Swinburne University of Technology
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Senior Lecturer in History, Australian Catholic University
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Associate Professor and Principal Fellow (Hon), School of Culture and Communication, The University of Melbourne
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Director, Griffith Centre for Social and Cultural Research, Griffith University
