We need more helicopter pollies caring for our kids

Sometimes I think that if our politicians spent as much time trying to fix the country as they do playing political games – slagging each other off and finding ways to “wedge” their opponents – we’d be in much better shape.

The world becomes ever more complicated and right now our future is looking, as a pollie might say, “challenging”. Not least among our challenges is ensuring our children have better lives than ours.

So far, you wouldn’t be sure we were making much progress on that project. Leaving aside the way we’ve shifted the tax system in favour of the old at the expense of the young, there’s the less-than-wonderful state of our education and training.

Our schools aren’t winning many prizes on speech day, and though our universities have become much bigger, you wouldn’t be sure all the extra youngsters going in are emerging with valuable degrees. You get the feeling some of them would have been better off going to TAFE.

Speaking of TAFE – sorry, “vocational education and training” - why is it still being treated as the poor relation in the education system? Has it recovered from the disastrous attempt to save money by making vocational training “contestable”?

You may not have noticed but, with Parliament not sitting last week, Scott Morrison and his minister thought they’d better get on with some work in the “education space”.

It was, to be polite, a week of modest accomplishment.

After decades of squeezing the universities – and turning the vice-chancellors into funding-hungry ringmasters who’re no longer sure what the circus is meant to prove – Julia Gillard introduced “demand-driven” funding of undergraduate places.

Predictably, the universities – particularly regional unis - went crazy, cutting entry standards and signing up everyone they could.

Gillard’s view that a much higher proportion of young people should go on to further education was sound, but did that mean everyone was off to uni now?

Enter the Coalition government, which decided demand-driven funding was costing too much. Why not deregulate the setting of uni fees? When that was shot down, it took some years for the government to decide simply to freeze the number of funded places.

Last year it relented, promising to increase places in line with the growth in the working-age population – but on condition of improved performance. Ah yes, performance indicators. That’s what we need.

But which? A committee of five vice-chancellors was commissioned to ponder the question. Last week Education Minister Dan Tehan released their report and accepted their recommendations. From next year the unis will get an extra $80 million, provided they demonstrate success on graduate employment, dropout rates, student satisfaction, and adequate participation rates for Indigenous, low socio-economic status and regional-and-remote students.

I have great sympathy for the government’s desire to stop the vice-chancellors using students as cash cows and get back to their main job of giving our kids a high-quality education.

But I doubt KPIs are the way to do it. Monetary incentives are a poor way to encourage better behaviour, partly because they’re too easily gamed. And nobody knows more about gaming performance indicators than our vice-chancellors, who devote much time to thinking of easy ways to boost their uni’s rank on the various international league tables of universities (because this attracts more overseas students and you can charge ’em more).

Moving on to VET, last week saw the release of a “Vision for Vocational Education and Training” following a meeting of federal and state ministers as part of the Council of Australian Governments.

As a collection of motherhood statements, it’s first rate. A sample: “VET and higher education [unis] are equal and integral parts of a joined-up and accessible post-secondary education system with pathways between VET, higher education and the school system.”

This seems to be an assertion that we already have just the thing we don’t have, but desperately need. How are we to achieve it? Not to worry. The ministers are working on it. (They say that COAG is where good ideas go to die.)

Meanwhile, Andrew Norton, of the Grattan Institute, has used the long-running Longitudinal Survey of Australian Youth to conclude that not too many of the less-academic students going to university – among the 40,000 students a year with ATARs (tertiary admission ranks) of 50 to 70 – would have done better for themselves in VET.

Low-ATAR uni students are more likely to fail subjects and get low marks, and when they graduate are less likely to find professional jobs or earn high salaries.

Less-academic men doing humanities or science degrees might have earned higher lifetime incomes had they done vocational diplomas in construction, engineering or commerce.

But less-academic women often do teaching and nursing degrees. These “deliver good employment outcomes to students across the ATAR range,” Norton says. “These students are unlikely to do better in a vocational education course.”

Hmm. Teaching may be good for less-academic students, but I’m not sure how good less-academic teachers are for teaching.

I think that if universities are willing to admit – and take big fees from – less-able students, they have an obligation to give them more help.

Norton says “a good tertiary education system steers prospective students towards courses that increase their opportunities and minimise their risks. Australia’s post-school system does not always achieve this goal”.