The Australian federal government has indicated its intention to introduce partial funding based on yet to be defined performance measures.
The Mid-Year Economic and Fiscal Outlook (MYEFO) by the Australian government updates the economic and fiscal outlook from the previous budget and the budgetary position and revises the budget aggregates taking account of all decisions made since the budget was released. The 2017-2018 MYEFO papers state that the Government intends to “proceed with reforms to the higher education [HE] sector to improve transparency, accountability, affordability and responsiveness to the aspirations of students and future workforce needs” (see links below). Among these reforms are performance targets for universities to determine the growth in their Commonwealth Grant Scheme funding for bachelor degrees from 2020, to be capped at the growth rate in the 18-64 year old population, and from 1 January 2019, “a new allocation mechanism based on institutional outcomes and industry needs for sub-bachelor and postgraduate Commonwealth Supported Places”. Continue reading →
In Australia, the federal government has been focused on improving the transparency of higher education admissions. I’ve been concerned and written about this matter for some years, particularly the confusion in prospective students and their families around exclusive admissions criteria being used as a proxy for quality.
The government-appointed Higher Education Standards Panel (HESP) were asked to consider and report on how the admissions policies and processes of higher education providers could be made clearer, easier to access and more useful, to inform the choices and decisions of prospective students and their families.
In the context of an increased variety of pathways through which a prospective student can apply or be accepted into higher education in Australia, the HESP found that prospective students, their families and others, including schools, are finding it increasingly difficult to understand the full range of study options and opportunities available, and to understand how they can best take advantage of these options to meet their education and career objectives.
When they were in opposition, the now Australian government promised they would make no cuts to education if elected. But that was before the election, you see. Now they have been elected, they are proposing a twenty percent cut to base funding for universities. It’s after the election now and things are very, very different. The main difference I can see is that opposition are now the government.
While in ‘proposal’ form at the time of writing, this cut will almost certainly go ahead. The government have also proposed a significant increase in the interest rate for the loans Australian students take out to pay their contribution to their study costs through the Higher Education Contribution Scheme. This increase and related changes will deter some students from studying at all; will create lifelong and crippling debt for many graduates; and will have a particularly adverse effect on women graduates who take time out to have and raise children while their study loan debt compounds. There is almost universal opposition to this component of the government’s suit of proposals so its trajectory is less certain.
The government have also proposed the deregulation of fees for study. Fee deregulation has gone so smoothly in the UK, you see, and resulted in such an improvement in fairness, equity, quality and all-round happiness for everyone that they simply could not let the opportunity to do this in Australia pass. Oh, wait … maybe that’s not why we’re doing it. I can’t remember … Continue reading →
The Australian federal government has proposed a budget package that is bad news for higher education. It proposes to: reduce commonwealth funding of programs by a blanket twenty percent and allow universities to charge fees (which they will have to do to make up for the government contribution reduction). Of the ‘profit’ universities make, that is, any portion above the twenty percent that is to be cut from commonwealth funding that universities might choose to charge, the proposal is that one-fifth of that must be set aside to fund scholarships for disadvantaged students.
Australia has the Higher Education Contribution Scheme (HECS) where students pay a proportion of the costs of their study. They can take out a loan with a marginal rate of interest and aren’t obliged to start paying it back until they reach an income threshold. The budget package also proposes to apply a real rate of interest to the HECS loans students take out to pay the now increased fees.
The Australian Tertiary Admissions Rank or ATAR, a numerical, relative ranking derived from senior high school performance, is a source of angst for many Australian school leavers hoping to become university students. Many assume, understandably but incorrectly, that the higher the ATAR needed to get into a course of study, the ‘better’ the quality of the course. There is no independent evidence to support this assumption.
However, there is evidence that just under half of the university places offered in Australia this year were made to students who do not have an ATAR. Almost fifty percent of new university students in Australia are mature age, international, vocationally qualified or will have come to university through a myriad of alternative entry schemes. None of these students have the magic number that automatically makes the course ‘better’ quality. It makes one begin to wonder about the point of the ATAR. Continue reading →
University teaching appears to be back in fashion in Australia this year. A report, Taking university teaching seriously, was released this year by an independent think tank, just prior to the federal election. The report argues for a greater number of ‘teaching-focused’ academic staff across the higher education sector. The idea is that teaching-focused academics, as the name suggests, focus their time and effort primarily on teaching and related scholarship. The precise split of time between teaching preparation, practice and scholarship varies depending on the particulars of the appointment. This report followed another earlier in the year commissioned by the commonwealth Office for Learning and Teaching, Teaching-focused academic appointments in Australian universities. Both reports outline the reasons for restricting the growth of such appointments to date and the arguments for potentially increasing them. Continue reading →