Book contents
- Frontmatter
- Contents
- List of Tables
- List of Acronyms
- Preface
- PART I THE SETTING
- PART II ECONOMIC THEORIES ABOUT EDUCATION
- PART III EDUCATION POLICIES
- 4 Resources and outcomes
- 5 Productivity and efficiency
- 6 Economic policies in higher education
- 7 Preparation for work
- 8 Markets in education
- 9 Private and public education
- PART IV CONCLUSION
- References
- Index
6 - Economic policies in higher education
from PART III - EDUCATION POLICIES
Published online by Cambridge University Press: 03 May 2011
- Frontmatter
- Contents
- List of Tables
- List of Acronyms
- Preface
- PART I THE SETTING
- PART II ECONOMIC THEORIES ABOUT EDUCATION
- PART III EDUCATION POLICIES
- 4 Resources and outcomes
- 5 Productivity and efficiency
- 6 Economic policies in higher education
- 7 Preparation for work
- 8 Markets in education
- 9 Private and public education
- PART IV CONCLUSION
- References
- Index
Summary
Few education policies have been more controversial than the reforms to higher education introduced in 1987 and 1988 by the then Commonwealth Minister for Employment, Education and Training, John Dawkins. Half a decade later, have those policies achieved their objective of human-capital-driven economic growth? Was this the right objective from the beginning? Is the problem a shortage of high quality labour – or is it the lack of opportunities for that labour to be used? This chapter looks at economic policies on the growth of higher education, on business studies and on research. It is argued that the supply-side assumptions at the root of the commonwealth's policies are flawed: education in itself can create neither jobs nor export-oriented commercial research. It cannot be a substitute for the economy. The main outcome of the Dawkins policies has been not economic growth, but another round of credentialism.
LABOR'S REFORMS IN HIGHER EDUCATION
THE DAWKINS DEBATE
The reforms in Australian higher education introduced by Minister John Dawkins in 1987 and 1988 consisted in essence of growth, institutional rationalisation, the modernisation of management and the establishment of links with industry, user pays arrangements and a more corporate culture. Institutions were given greater financial stability and autonomy, but were subjected to more stringent accountability requirements and new funding systems that began to shift the balance of enrolments and the pattern of research activities.
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- Education and Public Policy in Australia , pp. 122 - 142Publisher: Cambridge University PressPrint publication year: 1993
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