Economists have a glaring problem: themselves

By MILLIE MUROI, Economics Writer

Economists don’t often get the chance to look at themselves. They spend their lives keeping a close eye on the actions, behaviours and motivations of others: people like you and me. But the self-reflection they have done recently points to a glaring issue.

When I was first getting my bearings in economics nearly 10 years ago, there were four giant posters at the front of my classroom. The heads of four economists, including Adam Smith, Milton Friedman and John Maynard Keynes, stared smugly down at me as I took notes on all the important things: demand, supply and how to pass my economics exams.

The profession looks a little different now, although maybe not as different as we would like to think. It remains disproportionately pursued by one gender – and those who are relatively well-off.

It’s a sentiment shared by Treasurer Jim Chalmers who said in a speech to high school students last week that we still need to strike a better gender balance, starting with school and university enrolments.

“The economics profession will need to reflect the diversity of our country – I’m thinking especially of attracting more women into these roles,” he said.

Why does this matter? Because the people who study economics are the ones who go on to make some of our most important economic decisions: the governor of the Reserve Bank, the chair of the Productivity Commission, and the head of the Department of Finance to name a few.

All three of these positions are now occupied by women for the first time: Michele Bullock, Danielle Wood and Jenny Wilkinson.

Gender is just one of the diversity metrics we need to monitor. But it has a big impact.

A survey of professional economists in the US showed that while there wasn’t much difference in the perspective of women and men when it came to economic methodology, there were notable ones on policy. Women, for example, were 32 percentage points more likely to agree that income should be distributed more equally.

As Wood wrote in 2018, teams of people who are too similar – in terms of gender, race, age and class – perform poorly because of their narrow range of perspectives and because they are more likely to lapse into “group think” where bad ideas go unchallenged.

“Study after study has demonstrated that more diverse teams make better decisions,” she wrote.

So, what is the state of the economics profession? It’s a question that Jacqui Dwyer, head of the Reserve Bank’s information department, has probed – and it starts at high school.

First, there has been a dramatic fall in the size of the economics student population. Over the past decade, year 12 economics enrolments have been sitting about 70 per cent lower than in the early 1990s.

“Most of the fall occurred during the mid-1990s, with enrolments then drifting down before persisting at relatively low levels for the past decade,” Dwyer said. Part of this is because of the introduction of business studies in the early 1990s, which has become a substitute for economics that students see as easier to learn with clearer career prospects – and which teachers see as easier to teach.

This has, in turn, led to fewer schools offering economics as a discipline. Government schools in particular have dropped off. While almost every school in NSW across the government and non-government sectors offered economics in the 1990s, only about 30 per cent of government schools now offer the subject.

This has led to less uptake of economics by students from less advantaged backgrounds, while the share of advantaged students picking up the subject has grown.

There’s also been a stark fall in female participation. Male and female students accounted for roughly equal shares of year 12 economics enrolments in the early 1990s. Since then, female participation has fallen off: males now outnumber females, two to one.

These numbers are crucial because they feed into the economics student populations at universities. While enrolments have grown in fields such as management and commerce, STEM and banking and finance since the 1990s, the number of economics students has flat lined.

Another factor weighing on economics enrolments at university is the perception that economics is a “riskier” subject to study with a less well-defined career path than other disciplines.

That’s despite economics graduates having among the highest average earnings (only beaten by engineering graduates) and one of the widest array of employment options, in terms of industry and occupation.

Economics students do, however, face some challenges in landing their first job out of uni. The unemployment rate of economics graduates is higher than disciplines such as health, education and business, especially just after graduation (although, as Dwyer notes, it’s a similar rate to those in science and information technology).

The fall in the number of economics students also impacts economic literacy in the broader population. This is important because those who are economically literate make more informed economic choices, better understand the world around them and can influence public discussions and government action.

They can also make public policy more effective by aligning their expectations or behaviour with its intended purpose.

Unfortunately, diversity issues continue into university. Unlike at high school, the gap between female and male participation has always existed, recently sitting at a similar ratio to what we see in high schools.

Even worse, there’s been a sharp worsening of diversity in socioeconomic status. “Economics has become a socially exclusive subject, with a higher share of students from advantaged backgrounds than is the case for most other disciplines,” Dwyer said.

More than half of university economics students are from high socioeconomic backgrounds, whereas only about 7 out of 100 were from the bottom 25 per cent.

The economics discipline is often criticised for its shortcomings: flawed predictions, incorrect assumptions and policy blunders.

While it will always be an imprecise science, If we want to improve public policy and the questions and discussions shaping them, the state of the economics discipline must change, reflecting the diversity of the people it studies.

As Chalmers has pointed out: “numbers are very important. But the main reason we study economics is not numbers, it’s people.”

If we want economics to serve people, we need the faces at the front of that classroom, and in the classroom, to reflect a wider set of perspectives that better mirror how our economy – and its people – work. That’s step one of improving the state of the discipline.

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Two-class school system a great way to entrench low productivity

In 2011, the Gonski report recommended that government funding of schools be needs-based and sector-blind. More than 12 years later, it still hasn’t happened. And it’s by no means certain it will happen any time soon.

The idea of sector-blind schooling – funding all students according to their needs, rather than their religion – fell at the first hurdle. Sectarianism has bedevilled attempts to ensure all our kids get a decent education since the introduction of compulsory schooling in 1880.

And so fearful of the religious vote are both major parties that this time’s been no different. Providing adequate funding for the more disadvantaged kids congregated in public schools could have been a simple matter of redistributing money from privileged private schools, but no.

Former prime minister Julia Gillard was straight out of the blocks, promising that private schools would be left no worse off. That is, disadvantaged kids would be helped only to the extent that extra money could be found for education, at the expense of all the government’s other responsibilities.

So the private schools – almost all of them professing some religious affiliation – have retained their funding priority. It used to be a matter of Catholics and Protestants but, thanks to the Howard government’s introduction of a new education priority – giving parents greater choice of which school to send their kids to – it’s now also a matter of Jewish schools, Muslim schools, “Christian” schools (code for the smaller non-conformist Protestant denominations) and soon, no doubt, Hindu schools and Buddhist schools.

If you wonder why the eternal enmities of the Middle East are echoed in faraway Australia, that’s part of the reason. “Choice” is a nice idea but, from the taxpayers’ perspective, it comes at a cost. Public schooling used to be part of the way we could be multicultural and still socially cohesive.

Now we’re paying more for it to be less so. Now, if you choose to have your kid grow up never having rubbed shoulders with people of other religions, that’s another service the taxpayer provides.

Except that it involves a monetary cost we’re reluctant to pay, and our politicians are reluctant to make us pay. How to square the circle? I know, let’s short-change the (majority of) kids still going to public schools.

But not to worry. The more things keep going the way they are, the fewer kids will be left going to public schools and the less the pollies will have to worry about the raw deal they’re getting.

We’ll have more kids leaving education with inadequate numeracy and literacy, of course, but who’ll notice that – or the extra cost to the budget – when we’ll all be so busy listening to the Business Council giving yet another sermon on the pressing need to reverse our declining productivity by cutting the company tax rate.

The beauty of a new plan to have most kids going to private schools – whether their parents can afford it or not – while only the kids of the rock-bottom poor are still going to public schools is that it’s self-reinforcing.

The more the better-paid and better-educated shift their children to private schools, the more those who are left will scrimp and save to join them.

And don’t forget this: public schooling is the default setting. One of the ways private schools maintain their reputation for greater discipline is to decline students with special needs, and expel students who cause too much trouble.

The public schools have no choice but to pick up the rejects. This wouldn’t be such a problem if they were given the extra funds needed to cope with the extra problems. But depend on it: they won’t be. This will give parents even greater incentive to get their kids out of there.

The plan does have a big drawback, however. No parent ever wants to admit it but, for many of them, a great attraction of private schooling is the greater social status it confers on the parents, as well as the old-school-tie benefits it confers on the kids.

Economists see education as a prime example of a “positional good” – a product that advertises to the world your high position in the pecking order. Trouble is, social status requires exclusivity. The more kids pile into private schooling, the less exclusive it becomes.

Economists say the demand for a good or service is “inelastic” if a rise in its price does little to deter people from buying it. As a positional good, the demand for private schooling is highly inelastic.

This explains why, not content with the big government subsidies they receive, the oldest and most famous private schools can charge parents huge fees on the top. Their fees rise faster than the inflation rate year after year, even in years of a cost-of-living crisis.

It may be that, the more parents pile into the cheaper Catholic systemic and other private schools, the more the elite private schools have to raise their fees to retain their exclusivity – their status as a positional good.

And, of course, the higher their fees, the more desirous status-seeking parents are to be seen paying them. Only the Reserve Bank’s ability to print its own money beats that. Remind me, why exactly is the taxpayer subsidising elite private schools?

Economists also say education is a “superior” good, meaning that the higher people’s real incomes rise, to more of that income they’re willing to spend on the product. In theory, people are buying more education or higher quality education.

But I have a theory that two-income families are more likely to choose private school education to prove to themselves their kids aren’t missing out. If so, they’re victims of a rarely remarked economic fallacy: anything that costs more must be of higher quality.

Fallacious though such thinking may be, the rise of the two-income family helps explain the shift to private schools and suggests it has further to run. Yet another reason to question why the federal government is propping up private schools at the expense of public schools.

Since Gonski, the feds have calculated the “schooling resource standard”, an estimate of how much total government funding a school needs to meet its students’ educational needs. The previous federal government’s agreement with the states required it to contribute 80 per cent of the private schools’ standard, with the states contributing the remaining 20 per cent.

For public schools, it was the reverse: the states pay 80 per cent, while the feds pay 20 per cent. Since the feds’ taxing powers are far greater than the states’, this deal had an inbuilt bias in favour of private schools.

As it’s worked out in practice, almost all private schools are fully funded, with many being overfunded, whereas almost all public schools are still underfunded, more than 12 years since Gonski.

The Albanese government’s Education Minister Jason Clare is renegotiating the funding agreement with the state education ministers, who met with him on Friday. They’re demanding that he hasten the public schools’ achievement of full funding by raising the feds’ contribution to 25 per cent.

You’d expect a Labor government to care about public school students getting a decent education. We’ll soon find out if it does.

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Want better productivity? Start by ensuring our kids can read

The trouble with our economy is that there are so many things needing to be fixed, it’s hard to know where to start. And so many of them are urgent we don’t have time to fix things one at a time. But since the economy consists simply of all the workers and all the consumers – that is, all the people – one of my guiding principles is that governments should manage the economy for the many, not the few.

This may seem obvious but, during the decades of “neoliberalism” from which we’re still emerging, it became far from obvious. Neoliberalism is the doctrine that what’s good for BHP is good for Australia. We got used to listening with rapt attention when the top 100 or so chief executives told us what needed to be done to improve productivity.

It took us too long to realise that their idea of a well-functioning economy was one where their incomes grew considerably faster than ours. They’re still at it, not having realised that we’ve stopped listening.

They’re arguing again that the most important thing we need is major tax reform – which, when you inquire, turns out to mean they’d pay less tax while we paid more.

No. I’m far more persuaded by this week’s report from Dr Jordana Hunter and Anika Stobart of the Grattan Institute, arguing we should start at the bottom, not the top, and make sure all our kids become confident readers as early as possible in their time at school.

If you’re building a house, you start by laying a firm foundation, and education should work the same way. Hunter says that in no area of education is improvement more urgent than reading. “Reading proficiency is a foundational skill that unlocks the broader curriculum and empowers young people to grasp opportunities for themselves,” she says.

Stobart says, “When children do not read fluently and efficiently in early primary school, it can undermine their future learning across all subject areas, harm their self-esteem, and limit their life chances.”

Students who struggle with reading are more likely to fall behind their classmates, become disruptive, and drop out of school. They are more likely to end up unemployed, or in poorly paid jobs, we’re told.

Why are they telling us this? Because last year’s NAPLAN testing results show that one in three Australian primary and secondary students cannot read proficiently. For Victorians, the news is better, sort of: a mere one in four.

But for Indigenous students, students from disadvantaged families, and students in regional and rural areas, it’s more than half. (Which makes you wonder why Barnaby Joyce and his National Party mates don’t have a lot more to say on public school funding.)

This appalling deficiency hasn’t just happened, it’s been going on for years without anyone making a fuss about it. Why is it happening? Hunter says the reason most of those students can’t read well enough is that we aren’t teaching them well enough.

“A key cause,” the report says, “is decades of disagreement about how to teach reading. But the evidence is now clear. The ‘whole-language’ approach, which became popular in the 1970s, doesn’t work for all students [including someone in my family years ago]. Its remnants should be banished from Australia’s schools.

“Instead, all schools should use the ‘structured literacy’ approach right through school, which includes a focus on phonics in the early years. Students should learn to sound out the letters of each word.”

Now, let’s be clear. I like teachers – especially those who tell students they must read my columns. So this is no attack on our hard-pressed teachers.

“The real issue here,” Hunter says, “is, are governments doing enough to set teachers up for success? The challenge is making sure best practice is common practice in every single classroom.”

But a key improvement is regular classroom testing, to ensure kids who are struggling get identified early and given extra help to catch up.

That, of course, takes extra money. But federal Education Minister Jason Clare is renegotiating the school funding agreement with the premiers. “The reading wars are over. We know what works,” he’s said. “The new agreement we strike this year needs to properly fund schools and tie that funding to the sort of things that work. The sort of things that will help children keep up, catch up and finish school.”

Economists often worry that the things you could do to make the economy fairer come at the expense of the economic efficiency that improves productivity. But ensuring our kids get off to a good start in life – including through early education, two years of pre-school and good literacy and numeracy – ticks both boxes.

It gives our kids better lives, it makes our workforce better skilled and more valuable, and it saves the budget a bundle in having fewer people who need special help.

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Identity politics is destroying our public schools

When one of the most privileged and oldest private schools in Australia, The King’s School – home to the scions of the squattocracy – has to be ordered by the NSW government not to spend public money on a plunge pool at its headmaster’s residence, that’s when you know there’s something very wrong with the way federal and state governments are dividing their funding between public and private schools.

It’s a system where the less government help a school needs, the more it’s given, and the more a school needs the more likely it won’t be given enough.

Although the famous Gonski report of 2011 recommended that government funding of schools be based on the assessed needs of their mix of students, more than a decade later that hasn’t happened.

Why not? Partly because, unlike most other English-speaking countries, Australia has allowed the mainstream Christian churches to play a big role in the provision of primary and secondary education.

They had schools before the government decided to introduce compulsory public schooling, and were allowed to keep running them. To this day, they’re allowed to provide religious instruction in public schools where – despite our growing lack of religiosity – the churches fight against ethics classes being offered as an alternative.

Led by the Catholics, the private schools fought to stop the Gonski reforms reducing their funding and control over how it was spent. Anachronistically, our politicians remain wary of getting off side with the church vote.

But the other reason for the backsliding on Gonski is the much earlier decision of the Howard government to make parents’ choice of school – not student need – the highest priority for government funding.

John Howard got the states to licence many new private schools, most of them with some religious affiliation. This has changed the nature of Australian schooling in a way few people have noticed.

Have you heard of “identity politics”? It’s the modern tendency for voters to think of themselves not just as Australians, or even Labor or Liberal, but as part of an ethnic, religious or gender-preference group.

There was a time when almost everyone was educated at the local public or parish school. At school, you learnt to get along with people from many different social classes and backgrounds. These days, only a small majority of students go to public schools, and it’s now common for Jewish kids to go to Jewish schools, Muslims to Muslim schools, evangelical Protestants to “Christian schools” and so forth.

Sorry, this may be what many parents choose for their offspring, but I’m not sure if it will be good for national tolerance and social cohesion. Just as bad, it’s happening at the expense of public schools, left with too few resources to do justice to the more than 80 per cent of the nation's disadvantaged students – those of the lowest socio-economic status, Indigenous and the outback (not to mention misbehaving kids expelled from private schools).

Private schools can – and do – say no to kids with problems, but public schools can’t.

According to official figures collated by Trevor Cobbold, of Save our [public] Schools, combined annual federal and state funding grew by more than $2800 per independent school student over the nine years to 2020, after allowing for inflation. That compares with increases of almost $2500 per Catholic school student and just $830 a year per public school student.

Across Australia this year, combined government funding is estimated to have provided private schools (Catholic plus independent) with 106 per cent of the Gonski-inspired, officially calculated “schooling resource standard” needed to meet the particular needs of their students. Public schools will get just 87 per cent of what they need.

Add huge tuition fees, and you see why long-established independent schools have far more income than they need just to run the school. Many have never-ending construction programs moving round and round the cramped school campus, tearing things down and building new indoor swimming centres, music and drama centres, auditoriums and sporting facilities.

Casual observation suggests that independent schools get better academic results than Catholic schools and, particularly, public schools. But many studies show that, once you allow for the socio-economic status of the students’ parents, independent and Catholic schools do no better than public schools.

If governments keep over-funding private schools and underfunding public schools, however, a lot more parents will feel they need to pay up, so they can move their kids to private, leaving public schools with a much higher proportion of disadvantaged students that they’re inadequately resourced to help.

Doesn’t sound like a road we should want to travel.

After coming to office last year, the Albanese government postponed any changes to federal funding of schools for a year, so an expert panel could report on the National Schools Reform Agreement, the agreement between the feds and states on school funding.

The panel’s report is due this month. But even if it recommends big reforms, you wouldn’t be sure this bruised and battered government would be up for the fight with privileged schools and their parents.

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It's time for more sensible thinking on productivity

When will we tire of all the bulldust that’s talked in the name of hastening productivity improvement? We never do anything about it, but we do listen politely while self-appointed worthies – business people and econocrats, in the main – read us yet another sermon on the subject.

Trouble is, when the sermons come from big business – accompanied by 200-page reports with snappy titles – they boil down business lobby groups doing what lobby groups do: asking the government for special favours – aka “rent-seeking”.

You want higher productivity? It’s obvious: cut the company tax on big business, and give us a free hand to change our workers’ pay and conditions as we see fit.

When the sermons come from econocrats, they’re more like professional propagandising: calls for “reform” – often of the tax system – that are usually theory-driven and lacking empirical evidence that they really would have much effect on productivity.

What we get in place of genuine empiricism is modelling results. Models are a mysterious combination of mathematised theory, sprinkled with ill-researched estimates of elasticity and such like.

We’ve become so inured to all this sermonising that we’ve ceased to notice something strange: although in a market economy it’s the behaviour of business that determines how much productivity improvement we do or don’t get, any lack of improvement is always attributed to the government’s negligence.

This is where the business rent-seekers and the econocrat propagandists are agreed. The econocrats willingness to point at the government comes from the biases in their neoclassical theory, which assumes, first, that businesses always respond rationally to the incentives they face and, second, that government intervention in markets is more likely to make things worse than better.

Big business is happy to use this ideology to hide its rent-seeking. (If you wonder why neoclassical economics has been dominant for a century or two despite surprisingly little evolution, it’s partly because it suits business interests so well.)

The other strange thing we’ve failed to notice is that the modern obsession with the tax system and regulation of the labour market has crowded out all the economists’ conventional wisdom about what drives productivity improvement over the medium term.

But before we get to that wisdom, a health warning: there’s a famous saying in economics that the sermonisers have stopped making sure you know. It’s that, for economists, productivity is “a measure of our ignorance”.

Just as economists can calculate the “non-accelerating-inflation rate of unemployment”, and kid themselves it’s next to infallible, when you ask them why it’s gone up, or down, all they can do is guess at the reasons, so it is with calculations of productivity. Economists can’t say with any certainty why it’s up or why it’s down. They don’t know.

Even so, in the present opportunistic sermonising, all that the profession thought it knew has been cast aside.

Such as? That productivity improvement is cyclical and hard to measure. Recent quarterly results from the national accounts will probably change as better data come to hand, and the accounts are revised.

It’s true that the measured productivity of labour actually has fallen over the three years to June this year, but it’s likely this is, to a great extent, a product of the wild swings of the pandemic and its lockdowns. As Reserve Bank economists have argued, these effects should “wash out”.

It’s well understood that the main thing that improves the productivity of labour is employers giving their workers more and better machines to work with. But Australia’s level of business investment as a share of gross domestic product is low relative to other rich countries.

Growth in non-mining business investment has declined from the mid-2000s and stagnated over the past decade. It’s grown strongly recently, but it’s not clear how much of this is just tradies taking advantage of lockdown tax concessions to buy a new HiLux ute.

Point is, why do the sermonisers rarely acknowledge that weak business investment spending does a lot to help explain our weak productivity improvement?

Another factor that should be obvious is our recent strong growth in employment, the highest in about 50 years, with many people who employers wouldn’t normally want to employ, getting jobs. This will lower the workforce’s average productivity – but it’s a good development, not a bad one.

Again, why do the sermons never mention this?

Yet another part of the conventional wisdom it’s no longer fashionable to mention is the belief that productivity improvement comes from strong spending – by public and private sectors – on research and development. Have we been doing well on this over the past decade or so? I doubt it.

And, of course, productivity improvement comes from giving a high priority to investment in “human capital” – education and training.

So, why no sermons about the way we’ve gone for a decade or more stuffing up TAFE and vocational education, or the way school funding has given “parental choice” for better-off families priority over the funding of good teaching in public schools?

Too many of those sermons also fail to mention the small fact that all the other developed economies are experiencing similar weakness – suggesting that much of our poor performance is explained by global factors, not the failure of our government.

Related to this, the preachers usually compare our present performance with a much higher 30- or 40-year average, implying our weak performance is something new, unusual and worrying.

Or, we’re told that, whereas productivity improved at an annual rate of 2.1 per cent, over the five years to 2004, it worsened to 0.9 per cent over the six years to 2010, and improved only marginally to 1.2 per cent over the nine years to 2019, before the pandemic.

This is all highly misleading. The fact is that periods of weak improvement are more common than periods of strong improvement, which are rare.

Our period of unusually strong improvement from the late 1990s to the early noughties is paralleled by America’s strong period from 1995 to 2004, which the Yanks usually attribute to rapid productivity improvement in the manufacturing of computers, electronics and semiconductors.

We usually attribute our rare period of strong improvement to the belated effects of the Hawke-Keating government’s program of microeconomic reform. Maybe, but computerisation and the information revolution are a more plausible guess.

Either way, contrary to the sermonisers’ implicit claim that the present period of weak improvement is unusual, it may be closer to the truth that weakness is the norm, interspersed by occasional bursts of huge improvement, caused by the eventual diffusion of some new “general-purpose technology” – the next one likely to be generative AI.

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It's not the wolf at the door that's driving women to work harder

Why do mothers go out to work? Why are more women doing paid work than ever before? And why are more of those women working full-time? At a time when so many are struggling with the cost of living, it’s easy to conclude that more women are having to work more hours just to keep up. But I think that sells women short.

Worse, it’s a fundamental misreading of perhaps the greatest social change of our age: the economic emancipation of women.

I don’t doubt that women are just as concerned about the cost of living as men, maybe more so if they’re in charge of the family budget. Nor do I doubt that, if you ask a woman why she’s been doing more paid work lately, the cost of living’s likely to be mentioned.

But things are not always as they seem. For instance, when people complain about the cost of living, their focus is on rising prices. But prices rise almost continuously. What matters more is whether wages are rising as fast as prices are – or, preferably, a little faster.

It’s true that the prices for goods and services have risen at a much faster rate than normal over the past two years or so. But the real problem is that wages – which usually do keep up – have been falling behind since the start of the pandemic. Yet people are far more conscious of the rising prices than of the weak wage growth.

Another distinction that’s clearer to economists than to normal people is between the cost of living and the standard of living. When people have trouble maintaining the same standard of living as their friends – a comparable car, comparable house, comparable private school – they would often rather blame the cost of living than their need to keep up with the Joneses.

No, what’s driving the change in women’s lives – causing them to behave very differently from their grandmothers – isn’t the cost of living, it’s education. And with education has come aspiration. Aspiration to put their learning to work, to have a career as well as a family, and to be treated equally with men.

I think it all started sometime in the 1960s when, for some unknown reason, the parents of the rich world accepted that their daughters were just as entitled to a good education as their sons. Everything flows from that fateful change in social attitudes and behaviour. What father today would dream of telling his daughter that, being a girl, she didn’t need an education?

The trouble for boys is that girls do education better. It’s now several decades since the number of girls going to university first exceeded the number of boys.

That being so, the figures for two-income families should come as little surprise. The latest report from the federal government’s Australian Institute of Family Studies, Employment patterns and trends for families with children, finds that in 2022, both parents were employed in 71 per cent of couple families with children under 15. This is up from 56 per cent in 2000, and 40 per cent in 1979.

Within those couple families, the proportion with both parents working full-time was 31 per cent in 2021, up from 22 per cent 12 years earlier. The proportion with one parent working full-time and the other part-time is unchanged at 36 per cent.

Only 4 per cent of these families involved fathers who weren’t working and mothers who were. (Which leaves the young men in my immediate family looking good.)

But there’s something else you need to understand. In the days when there weren’t many two-income families, this gave them a distinct advantage in the housing market. They could afford a better house than their peers.

Once most young home-buying couples have two incomes, however, their greater purchasing power gets built into the prices of the kind of houses they buy, so that what began as an advantage turns into a requirement.

Now it’s the couples who choose not to have both partners working who’ll have trouble affording a home comparable to those of other couples. They’ll have to accept a lower standard of living.

Similarly, it’s a misconception to say, as some do, that you need to have both parents working to afford a family. No, you just have to accept a lower standard of living.

I’ve long suspected that the rise of the two-income family helps explain the growing practice of sending kids to private schools. Two incomes make this easier to afford – though this, too, gets built into the size of the fees the schools can get away with charging.

There’s no reason a mother – or a father – who chooses to have a career should feel guilty about it. But I suspect some double-income couples find it easier to justify if they can say that the extra money is buying their kids a better education.

Sorry, a mountain of evidence says that, once you allow for the parents’ socio-economic status, private schools don’t add to students’ academic performance. Buyer beware.

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Sense about improving education, before the political bulldust flies

In the looming election campaign we’ll be hearing a lot of silly, scary and self-serving stuff. Who’s better on the ukulele, ScoMo or Albo? Who’s the more “human”? Which side “won the week”?

We’ll see the content of carefully compiled “dirt files”. Each side accusing the other of hypocrisy. The other side’s policies have been/would be absolutely frightening.

Great. I can’t wait. But last week I ran across the thoughts of someone who’s had much experience in governance, but isn’t running for office. He was on about education – a topic of direct or indirect relevance to us all – but one that won’t be heard once all the shouting starts.

He’s Professor Peter Shergold, former head of the Prime Minister’s Department under John Howard, but these days chancellor of the University of Western Sydney and writer of government reports.

At every level of education – early childhood education and care, schools, universities and vocational education and training – the polite judgement on our performance is: could do better.

Shergold had many sensible things to say in a report to federal and state education ministers that lobbed only after the plague had begun.

He starts by putting education in a broader, more balanced context. “Education must prepare young people both for active citizenship in a democratic society and for purposeful engagement with the labour force,” he writes.

“This is vital at a time when trust in democratic governance and institutions is at a low level and cognitive technologies are transforming the future of work.”

School leavers don’t just need to be employable. They need to be adaptable, flexible and confident. Education must provide students with the essential attributes they require for lifelong learning in whatever fields of endeavour they may choose, he says.

The professional and applied skills they need will change significantly over their lives. The jobs they do will be transformed. Most will switch careers.

Academic achievement is important but not the sole reason for schooling. We need to focus more on preparing the whole person, no matter what career path they choose. Many senior secondary students enjoy school. Some, for a variety of reasons, just want to leave as soon as possible. Both groups need to be supported by more flexible learning.

Education will remain the foundation of a “fair go” Australia, Shergold says. Senior secondary students from disadvantaged backgrounds should be supported to ensure they can follow the same pathways available to others.

Literacy, numeracy and digital literacy should be recognised as essential skills for every student. At a time of technological transformation, when the future of work is uncertain, these attributes are more important than ever, he says.

Students must be supported to attain capabilities in these areas before they finish school. “Every young person who leaves school without them is having their economic and social future short-changed.”

All pathways through school should be delivered to the same high standard. While university will remain an aspiration for many young people, academic pathways should no longer enjoy more privileged access to school resources than apprenticeships, traineeships or other vocational education and training.

Shergold gets more specific in a report he wrote for the NSW Education Department with someone whose name seems familiar, a David Gonski. They find that vocational education and training – VET – is plagued by problems across the nation.

Skills development hasn’t received the level of government investment required, which has helped reinforce the public perception that VET is less valuable than university education. This misconception is too often instilled in students while they’re still at school.

When they move on from high school, they enter a world bifurcated between university and vocational education. Forced to choose, many opt for a uni degree, for which there are no upfront costs, rather than paying fees for certificate-level vocational education.

Partly because career advice is so poor, many parents and students believe the demand for vocationally qualified workers is in decline. This is utterly mistaken, Shergold and Gonski say.

Federal figures on skilled occupations show shortages in many trades, including mechanics, panel beaters, plumbers, electricians, bricklayers, plasterers, carpenters and cabinet-makers. A rapid rise in demand is forecast for certificate-trained workers in child care, aged care and disability care.

Get this: a “significant proportion” of uni graduates then move to VET to enhance their employability. It’s clear to me that a lot of kids who struggle through uni (with many failing to make it) would have been better going to VET.

Little wonder Shergold and Gonski want to bring universities and VET into a single system. They want much better career advice, which should be available to people throughout their working lives, including those obliged to make mid-career changes.

They want senior secondary schooling to be less obsessed with having kids direct all their efforts to maximising a single number, the Australian Tertiary Admission Rank. There are better ways for unis to select good recruits. And high schools could do more to get students started on a vocational “pathway”.

All this is worth debating in the coming weeks – but ain’t likely to be.

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Endless fights over money don’t improve education results

One of the few things both sides agree on in this election campaign is that we must get education right. A highly educated and well-trained workforce is our best insurance that all the benefits that digital disruption brings don’t come at the cost of many people unable to find decent jobs.

As a rich nation, our workers are highly paid. That’s not bad, it’s good. But it does mean we have to ensure our workers continue being equipped with the knowledge and skills that make their labour valuable - to local employers and to the purchasers of the goods and services we export.

One thing it doesn’t mean is that all our youngsters should go to university. There will be plenty of well-paid, safe, interesting jobs for the less academically inclined, provided they’re equipped with the valuable technical and caring skills provided by a healthy vocational education and training sector.

A top-notch technical education system will also be key to achieving something we’ve long just rabbited on about: lifelong learning. Being able to update your skills for your occupation’s latest digital whiz-bangery, or quickly acquire different skills for a job in a new industry with better prospects than the one that just ejected you.

But while we’re emphasising education’s instrumental importance to maintaining our material standard of living, we should never lose sight of its intrinsic value to our spiritual living standard. Education for its own sake. Because it satisfies humans’ insatiable curiosity about the world – even the universe – we live in.

We need to get education and training right at every level, from childcare (these days renamed ECEC - “early childhood education and care”), preschool, primary and secondary school, vocational education and training, and university.

To me, our greater understanding of the way tiny brains develop combines with common sense to say that, in our efforts to get every level of education up to scratch, we should start at the bottom and work up.

The better-equipped kids are when they progress from one stage to the next, the easier it is for that next stage to ensure they thrive rather than fall behind.

On childcare, the Coalition did a good job of rationalising the feds’ two conflicting childcare subsidies, but Labor is promising a lot more money for childcare, including phasing in much better pay for (mainly female) better-educated childcare workers.

The Coalition has achieved universal preschool for four-year-olds and, in the budget, extended that funding for a further two years. Labor has topped that, promising permanent funding arrangements and extension of the scheme to three-year-olds, as most other rich countries do.

Let’s be frank: because Labor plans to increase, rather than cut, the tax on high income-earners, it has a lot more money to spend on all levels of education (plus a lot of other areas).

It’s certainly promising to spend more on schools. The Coalition’s great achievement has been to introduce its own, better and somewhat cheaper version of businessman David Gonski’s needs-based funding of schools – which it immediately marred by doing a special deal with Catholic schools.

Labor’s promising to return to its earlier Gonski funding levels (but, hopefully, not to its earlier commitment that no rich school would lose a dollar).

It’s often claimed we spend a lot on schools relative to other countries, but the Grattan Institute’s schools expert, Dr Peter Goss, says that, when you allow for our younger population, only the Netherlands and the United States spend less than we do among nine other comparable rich countries.

International testing shows our 15-year-olds’ scores for maths, science and reading are each below the average for those countries. On maths, our score of 524 in 2003 had dropped to 494 by 2015.

For science, our gap between the top and bottom students – a measure of fairness - is wider than for the others, bar Canada, South Korea, Japan and even Britain.

Which demolishes the claim that we’re pouring more money into schools but getting worse results. What’s true is that our spending is below average and our results are also below average – and getting worse.

So, do we need to spend a lot more? No, not a lot more now we’ve gone a long way towards redistributing funding favour of needy (mainly public) schools full of kids with low income, low educated parents.

The feds and, more particularly, the states have more to do to re-align funding between advantaged non-government schools and their own disadvantaged public schools.

Once disadvantaged schools are getting their full whack of needs-based funding, however, we can end the eternal shootfight over money and move to the more important issue of ensuring the money's better spent.

Much can be done to help teachers move to more effective ways of teaching, making schools less like a production line and giving more attention to individuals, many of whom have trouble keeping up, while some are insufficiently challenged.

But, Goss says, this is mainly a job for the state governments, and the feds should avoid trying to backseat drive. The feds would help more by obliging the universities to do a much better job of selecting and preparing future teachers.

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The great election diversion: arguments about tax, tax, tax

No one’s more interested in taxation than me, but there’s got to be more to this election campaign than claims about which side is high taxing and which low taxing, and interminable arguments and scare campaigns about franking credits and negative gearing.

Fortunately, the nation’s best and most independent think-tank, the Grattan Institute, has taken a much broader view of the issues to which the winning side should pay most attention in its Commonwealth Orange Book (an allusion to the red book and the blue book that the public service prepares to present to whichever side wins).

To help voters put the election issues into context, however, Grattan starts by comparing our performance on a broad range of indicators with nine comparable countries.

On standard of living – measured by gross national income per person – our $62,800 a year is well behind the United States ($75,900) and less behind the Netherlands ($68,100), Germany ($66,900) and Sweden ($64,900), but ahead of Canada ($57,300), Britain ($54,900), Japan ($54,300), New Zealand ($48,800) and South Korea ($48,400).

So we’re in the middle of the pack of rich countries. We can afford high quality public services (paid for by moderately high taxes) and afford to treat the disadvantaged with consideration.

But, despite all the times Scott Morrison repeats the words “strong economy”, our living standards have stagnated in recent times.

At 73 per cent, our rate of employment – the proportion of the working-age population with jobs – is at the low end of the range (New Zealand is on 77 per cent), but all countries are comfortably above America’s 70 per cent – a sign that all’s not so well in Trump’s supposedly strong economy.

A good check on our present success is our NEET rate – the proportion of people aged 15 to 29 who are not in employment, education or training. At 11 per cent we’re level with New Zealand, and better than Canada, Britain and the US, but worse that Germany, Sweden and the Netherlands.

Could do better. We need to fix the almighty mess we’ve made of vocational education and training.

On income inequality, our gap puts us towards the wrong end of the pack: equal with New Zealand, worse than Sweden, the Netherlands, Germany, Canada and even Britain, but better than South Korea, Japan and the pinnacle of inequality, the US.

We could greatly reduce inequality simply by paying the $3 billion a year it would cost to raise the dole by $75 a week – a truth Bill Shorten shouldn’t need a protracted inquiry to tell him. That $3 billion, by the way, compares with the estimated annual cost of Morrison’s tax plan, when fully implemented, of $35 billion a year.

We do surprisingly badly on housing, with fewer dwellings per 1000 adults than all the others bar South Korea. And with median housing costs as high as 23 per cent of disposable income, we’re dearer than everywhere except Holland.

Less surprising is how badly the land that used to boast about its cheap power is doing. These days, only German households pay more for electricity than ours do. Despite our ever-growing exports of LNG, our industries pay more for gas than the Canadians, Kiwis and Americans.

And, thanks to the policy dominance of the climate-change deniers, our electricity use generates far more carbon emissions than the others do. A lot more reform of the reforms needed.

Our relatively low funding of schools, and its division on a sectarian basis – the religious get more than the non-religious; some religions get more than others – hasn’t left our kids' performance looking good in international comparisons.

If you ignore the poor deal we give our Indigenous (as we usually do), our health system ranks well. Our life expectancy at birth is bettered only by Japan, and the cost of our healthcare as a proportion of national income is at the lower end (and only a bit more than half what the Yanks pay for their appalling system).

Even so, there’s room for us to get better value for money, and our out-of-pocket healthcare costs are higher than everywhere except Sweden and South Korea.

Which brings us to the quality of our governance. In Australia, trust in government is low and falling. In international comparisons, we’re about middle of the pack on trust.

But Australian cynicism is now at an all-time high – only a quarter of us think “people in government can be trusted to do the right thing” – the lowest since the survey began in 1969.

Grattan says there’s a growing sense that people in government look after their own interests, or those of powerful groups, rather than the public interest.

Many other democracies have stronger rules on political donations and lobbying, designed to keep special-interest influence in check. Most rich countries restrict political donations or party spending in some way. We don’t.

The feds are lagging the states in establishing an effective anti-corruption or integrity commission, in requiring timely disclosure of political donations, publishing ministerial diaries and in imposing a lobbyist register without glaring loopholes.

The failure of both sides to act at the federal level undermines the effectiveness of state measures.

So, turns out we do have issues other than tax we should be focusing on.

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The price we pay for funding schools based on religion

You can tell we’ve had generational change among our federal leaders when the latest prime minister through the revolving door knows to pronounce the “d” in congratulations. No doubt he’ll have many impordant things to say to us.

So far, the message seems to be that he’s just an ordinary, fair dinkum, baseball cap-wearing, pie-eating, beer-swilling kinda guy. Egalitarianism is back and Jack is as good as his prime minister.

Or maybe not. A great disappointment with the Coalition government is the failure of its attempt to have a second run at the Gonski reforms proposing needs-based, sector-blind funding of schools.

Gonski was our chance to do something other countries did decades ago: remove sectarianism from federal and state funding of schools. To stop determining how much government funding a child receives according to the religious affiliation (or lack of it) of the school attended. Need should be the only criterion, regardless of religion.

Julia Gillard threw a lot of taxpayers’ money at the reform to avoid conflict with non-government schools, but couldn’t pull it off. She ended up doing side deals with the Catholic schools and other groups.

Malcolm Turnbull’s reworking of Gonski seemed to be more principled, but the Catholic hierarchy kept the pressure up – we want to share the money our way, not your way – and the government buckled. The Catholics got their special deal and the (mainly Protestant) independent schools got something similar to stop them kicking up.

What a country we live in. We can happily agree to same-sex marriage, but when Catholics put the frighteners on, politicians on both sides get weak-kneed.

Some relevant information has just arrived from Paris. A report from the Organisation for Economic Co-operation and Development has used its PISA worldwide testing of 15-year-olds on maths, reading and science to assess progress on Equity in Education.

Prime ministers love boasting about our economy’s high standing in the world, so how about this: Australia now has the equal-fourth most socially stratified education system among the OECD’s 35 member-countries.

Only Mexico, Hungary and Chile can claim to have a more social class-segregated school system than ours. For a country that still likes to think of itself as class-free, that’s quite an achievement.

The report classifies students according to their parents’ socio-economic status, taking account of economic, social and cultural factors. Socio-economically disadvantaged students are those in the bottom 25 per cent of students in their country. Socio-economically advantaged students are those in the top 25 per cent.

Similarly, socio-economically disadvantaged schools are those in the bottom 25 per cent of the distribution of schools, based on the average status of their students.

If all schools perfectly reflected the socio-economic composition of the total population, each school would have 25 per cent of students in the disadvantaged category, 25 per cent in the advantaged category and the rest in between.

Of course, no country’s schools are anything like that lacking in social stratification. In Australia, however, the proportion of disadvantaged students attending disadvantaged schools is not 25 per cent, but double that: 51 per cent.

By contrast, the proportion of disadvantaged students attending advantaged schools is not 25 per cent, but 4.6 per cent.

The report also measures the change in the proportion of disadvantaged kids in disadvantaged schools between 2006 and 2015.

On average, it fell a fraction, with 22 countries improving and 13 getting worse. Another international distinction for Morrison to boast about: we won silver with a worsening of 5.2 percentage points. Only the Czechs did worse.

But why does it matter if our schools become more socio-economically stratified?

It matters because, on average, disadvantaged students attending disadvantaged schools don’t do as well as they would if they attended advantaged schools.

Such students face a double disadvantage: one coming from their parents’ circumstances and another from the less conducive learning environment at school.

Trevor Cobbold, of Save Our Schools, says information published by the OECD in June shows disadvantaged schools (95 per cent of which happen to be public schools) have more students per teacher, more teacher shortages, more teacher absenteeism and more poorly qualified teachers.

It matters because it helps show the price we’re paying for decades of funding schools on the basis of religion rather than need. The Kiwis stopped doing that ages ago, and they have the fourth lowest proportion of disadvantaged students at disadvantaged schools.

It matters if you don’t want what we’ve got: a yawning gap between our strongest students and our weakest.

It matters because it has broader implications for society. “Social segregation in schools breeds social intolerance in communities and workplaces and undermines social understanding and cohesion,” Cobbold says.

“Schools segregated by class make it more difficult for children to develop a real understanding of people of different backgrounds and to break down barriers of social intolerance.”

And then we wonder why politics is getting more polarised.

Of course, many factors besides schools are contributing to the growing social stratification of our cities. But schools are something we can influence by adopting better policies.

And if you believe in equality of opportunity, the first thing you fix is schooling. As the OECD says, “children from poor families often have just one chance in life, and that is a good school that gives them an opportunity to develop their potential.

“Those who miss that boat rarely catch up.”

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How to lift our schools’ performance

We’re at it again. Every time education or healthcare pops up in the news, it’s almost always people arguing about money and how much of it they’re getting. Rarely is it people discussing how the billions we’re already spending could be used more effectively.

There’s nothing the media love more than a fight. And when it comes to government spending, there’s never a shortage of interest groups demanding more or predicting death and destruction if their funding’s cut.

Now “Gonski” is back in the news, but it’s people still arguing the toss about David Gonski's first report on needs-based funding, not Gonski 2.0 on how we can improve a school system that’s failing far too many of its students.

Inevitably, the latest fight is sectarian. The Catholics are trying to extract special deals from both Labor and the Coalition before the election, while the largely Protestant “independent” sector is threatening to arc up if the Catholics succeed.

Hope Jesus is pleased with the example you’re setting your students, guys.

The Melbourne-based Grattan Institute takes pride in focusing on more substantive policy issues. And it got through a public discussion of Gonski 2.0 in Sydney last week without once mentioning funding.

Gonski’s second bite at the education cherry confirmed that, since 2000, Australian student outcomes have declined in key areas such as reading, science and maths. There’s a wide gap between our best and worst performers.

It’s a gap that won’t be magically removed by needs-based funding. So what does Gonski suggest?

The first of his three priorities is to “deliver at least one year’s growth in learning for every student every year”. Our achievement gap shows that many of our kids get through a year without learning all the curriculum assumes they have.

Gonski says we still have a 20th century industrial-style model of schooling where students are grouped by grade and age, learn or don’t learnt what they’re supposed to, then move in lockstep to the next grade.

At the end of the half-year or year they’re tested to see how much they’ve learnt, mainly so they can be ranked according to how well they performed in the competition.

Gonski wants to move to a model that focuses on measuring “growth” – the progress each individual student is making along a defined “learning progression”, which is an empirically determined list of the sequence in which most students learn the steps to acquiring, say, literacy or numeracy.

Teachers make regular assessments of each individual’s progress, so they know what the kid’s ready to learn next. This helps prevent the slower students falling hopelessly behind, but also makes sure the brighter students are stretched.

These regular assessments are diagnostic rather than how you’re going in the comp. Students are applauded for their growth, not for coming top. As Paul Cahill, of the Catholic Schools system, said to the Sydney gathering, we need more growth in learning and less ranking and sorting.

Just as well, because all those diagnostic assessments will be time-consuming. Gonski says education authorities should develop an online and on-demand student learning assessment tool for teachers and also “limit the burden of non-core activities such as administrative tasks”.

This move to “targeted teaching” is being practiced in some schools and is endorsed by much research. It just needs to be used much more widely.

Gonski’s second priority is to “equip every child to be a creative, connected and engaged learner in a rapidly changing world”.

“As routine manual and administrative activities are increasingly automated, more jobs will require a higher level of skill, and more school-leavers will need skills that are not easily replicated by machines, such as problem-solving, interactive and social skills, and critical and creative thinking,” his report says.

People call these “soft skills” or “21st century skills”, but the educationists’ term is “general capabilities”. There’s wide agreement that these things warrant greater attention, and has been for a decade. What’s missing is the will to get on with it.

But some worry that more emphasis on soft skills means dumbing down the syllabus. More touchy-feely means less knowledge of facts and concepts.

At last week’s gathering, however, Leslie Loble, of the NSW Education Department, insisted there need be no conflict. General capabilities and hard knowledge must always go together; you gain your general capabilities while learning the traditional subjects.

Grattan’s highly influential school education expert, Dr Peter Goss, noted that Gonski 2.0’s greatest strength – it wasn’t urging the Feds to impose its priorities on the states and territories – is also its great weakness. As I’d put it, now we have to wait for Brown’s cows to get their acts together.

The longer it takes, the more of our young people get off to a bad start in life.

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There's a smarter way to encourage better staff performance

I’ve tried reading a lot of books about management in my time, but the only one that made sense was called The Witch Doctors, by two whip-smart journos on The Economist magazine.

They argued that, for almost a century, management experts hadn’t been able to make up their minds between two polar opposite theories. That’s why there were so many fads in management practice. Managers kept flip-flopping from one extreme to the other.

The first theory was Frederick Taylor’s scientific management, which boiled down to a belief that workers were dumb and lazy. They needed to be closely supervised at all times and motivated to work by being paid piece rates.

The other theory came from Elton Mayo’s Hawthorne experiments, which amounted to a belief that the better you treated your workers the harder they’d work.

It’s the central question in management theory and practice: how do you get your staff to do a good job and keep getting better?

For big organisations – business and government – the latest management super fad, “metrics”, where everything the outfit does is measured and workers are urged on by means of “key performance indicators”, is clearly a flip in the direction of Taylorism.

You’ve seen me fulminating against the folly of KPIs, which are often used as a substitute for management mental effort, and are far too easily – and frequently – fudged.

Only last month it was reported that Victoria Police is investigating suggestions that thousands of random breath tests have been faked, with police complaining of being pressured to conduct unreasonable numbers of breath tests on a shift, along with all their other duties.

Now a University of Sydney study commissioned by the NSW Teachers Federation, based on survey responses from about 18,000 teachers, has found they are drowning under increasing amounts of paperwork. I dare say a few Victorian teachers know the problem.

While it’s the age of computers that’s powering the metrics craze, in practice people with real jobs to do are being required to spend a lot more time – often their own time – on data entry, as part of the demand for them to be more “accountable”.

This is a significant cost along with the assumed benefits of improved information, a cost often underestimated by the metrics enthusiasts because the time it takes is “outsourced” to lesser mortals.

But let’s be positive. If the obsession with KPIs is a folly that will be abandoned soon enough, what better ways are there to encourage staff to do a better job?

After all, there aren’t many outfits whose performance couldn’t be improved, certainly not our schools. The teachers’ unions hate admitting it, but international tests show our student performance is declining, too many students are leaving school ill-prepared for adult life, and the gap between our top and bottom students needs closing.

The move to needs-based funding is just a first step. If the additional funds aren’t directed towards the cost of helping teachers teach better, not much will change.

But if the schools’ version of KPIs – standardised testing via NAPLAN and “accountability and transparency” via the MySchool website – has been a failure, what’s a better way?

The key is that we’ve veered too far towards Taylorism and too far from the Mayo mentality. The metrics approach is too top-down.

Bosses decide what the problems are and how they can be fixed, then impose their solutions on underlings, using KPIs to keep it simple, stupid.

Fortunately, teaching – but not other parts of the public sector – has avoided business’s error of trying to motivate people with pay-for-performance. “Extrinsic” motivation – doing things for the money – is a poor substitute for “intrinsic” motivation: doing things well because it gives you a greater sense of achievement. Because it’s satisfying to know you’re giving customers a good deal.

The growing administrative burden being unthinkingly imposed on professional staff is symptomatic of the top-down mentality. “We need this information for our use; whether you know why we need it and what we use it for is of little consequence – as is the time it takes you to comply.”

Smart bosses keep administrative demands to a minimum, make sure people know why particular information is needed and share it with the data providers so they can use it to improve their own performance. They should even be consulted about which performance information would be most useful.

A chalkie complains that “we are not being trusted as teachers to make judgments”. True. The key to improving the performance of organisations is for bosses (and politicians) to stop thinking they know better than the professionals and telling them how to do their jobs, but to respect, enhance and exploit the professionalism of their people.

It’s about asking people at the coalface what needs to be done to improve performance and what extra help they need to do so, including information about that performance. More consultation and a two-way flow of information.

But professionalism is itself two-sided. With greater freedom in decision-making goes greater acceptance of individual responsibility for improved performance and when something goes wrong.

And greater consultation with teachers at the coalface doesn’t equal putting union leaders on departmental committees making decisions about “protocols for data collection” or anything else.

Professionalism is supposed to mean putting your client’s interests – the interests of students, in this case - ahead of your own. It doesn’t sit easily with militant unionism.

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How needs-based school funding would work

In education economics, the hot question is whether Malcolm Turnbull's Gonski 2.0 plan for school funding yields a better and more cost-effective combination of fairness and economic efficiency than Labor's Gonski 1.

Since both sides of politics seek to sanctify their funding approach by labelling it with the sacred name of David Gonski, the businessman who chaired the 2011 government inquiry into school funding, remember both sides' plans fall well short of what he recommended.

He started by recognising that, at least since the Whitlam days, government funding of the nation's schools had no rational basis.

Funds came from both federal and state governments, and were spent on three differing sectors – government, Catholic "systemic" and independent schools.

This meant funding differed by state, and by sectarian status. Politicians on both sides and at both levels did special deals aimed at currying favour with Catholic voters. Many governments favoured non-government over government schools, in the name of giving parents greater "choice" (provided they could afford private school fees).

In other English-speaking countries, religious schools get no special treatment. If they want government funding, they play by government rules. If that's not acceptable, they can do their own thing without government funding.

Gonski's key proposal was to allocate government funding on the sole basis of the needs of particular students, doing so in a way that was "sector blind".

An independent "national schools resourcing body" should be established to set a needs-based "school resourcing standard" for each of Australia's 9500 schools.

The standard would start with a uniform basic amount per student, to which loadings would be added to cover their students' disadvantage in the categories of low socioeconomic status, English language proficiency, school size and location, and indigeneity.

In this way, the allocation of funds would be determined from the bottom up, not from the top down in negotiations with states and sectors.

Julia Gillard required Gonski to reallocate funding in a way that ensured "no school would lose a dollar". This necessitated him proposing that total spending be increased, creating the impression he thought schools needed a lot more spent on them.

The Gillard government rejected the proposal for an independent body to oversee the reallocation and came up with its own figures for the school resourcing standard.

Labor also stuck with the top-down approach, going around the states and sectors trying to persuade them to sign up before the 2013 election.

As a result, some states and sectors did much better deals than others, which they now resent Turnbull trying to unwind.

Labor's reallocation was to be phased in over six years, with much of the cost delayed until the last two calendar years, 2018 and 2019.

Tony Abbott claimed to have accepted the plan's first four years, but reneged immediately after the election, saying the states could spend their grants however they chose.

In the 2014 budget Abbott announced that, after 2017, funding for schools would simply be indexed to consumer prices, yielding a huge saving to the budget. But he couldn't persuade the Senate to amend the act implementing Labor's funding plan.

Just before last year's election, Turnbull agreed to funding increases for 2018, 2019 and 2020 that were more generous than Abbott had wanted but less that Labor's plan.

And now, Education Minister Simon Birmingham surprised everyone by unveiling the Coalition government's own version of needs-based funding, dubbed Gonski 2.0.

It involves adjusting all schools' federal funding at different rates over 10 years so that, by 2027, all of Labor's disparities and anomalies would be removed, leaving all government schools (which are mainly funded by the states) getting 20 per cent of their school resourcing standard – up from an average of 17 per cent at present.

All private schools (whose government funding comes mainly from the feds) would be getting 80 per cent of their school resourcing standard, up from an average of 77 per cent at present.

Total federal funding of schools would grow from $17.5 billion this year to $30.6 billion in 2027, an increase of $2.2 billion over already-planned spending over the first four years, rising to an extra $18.6 billion over the 10 years.

You see from this that Gonski 2.0 would take a lot longer than Gonski 1 to reach full needs-based funding. Like Labor's six-year plan, the Coalition's 10-year plan is heavily "back-end loaded".

Of course, on Labor's calculations, a hypothetical continuation of its scheme would cost $22 billion on top of the extra the Coalition plans to spend.

Much of Labor's extra spending above the Coalition comes from its built-in higher rate of annual increase in funding, relative to the Coalition's assumed average indexation rate of 3.3 per cent a year.

Some of Labor's extra would go on higher grant increases for already overfunded private schools, and some on bigger pay rises for teachers.

Unlike Labor, the Coalition would make small cuts in grants to 24 highly overfunded private schools, while another 350-odd somewhat overfunded private schools would get smaller increases until, in 2027, every school's federal funding was aligned with its own needs-based school resourcing standard.

A big weakness in Gonski 2.0 is the way it gets federal funding sorted but ignores the eight states and territories' role in achieving needs-based funding overall. The states would merely be required to maintain the real value of their funding per student, allocated however they chose.

A weakness both schemes share is that though state-based school systems (including government systems) will receive grants based on the individual needs of each of their schools, they will be left to determine the basis on which it's actually allocated to particular schools.

My conclusion is that the opportunity Gonski 2.0 presents to have both sides politics accept and entrench needs-based federal funding, and an end to sectarian deals, should be grabbed with both hands.

There's nothing to stop Labor, or anyone else, coming along later and fixing its weaknesses.

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Fixing disadvantaged students key to fairer, better economy

We have a big problem in Australia that has been happening for so long we hardly notice it. It's that far too many of our young people leave school with an inadequate education.

According to Victoria University's Mitchell Institute, 26 per cent of students fail to finish school or a vocational equivalent.

I'm sure some of these people catch up in later life, while others lead rewarding lives without benefit of further education. But I fear most of the 26 per cent lead lives of economic insecurity and limited personal fulfilment. They are the shockingly high proportion of students our school system has failed.

The hardest question I'm asked as an economics writer is why when, until the mid-1970s, economists defined full employment as an unemployment rate of less than 2 per cent, today they say it's about 5 per cent. My explanation is that the economy has changed, but our schools haven't kept up.

The great majority of unemployed people are unskilled.

And many of these are people who left school early. They didn't understand what teachers were attempting to teach them, they hated school with a passion, and left the moment they were permitted to.

My theory is that, until about the mid-'70s, the economy generated plenty of unskilled jobs, sufficient to absorb all the children who left school without being too hot at the three Rs.

These days, there are proportionately far fewer unskilled, brawn-not-brain jobs available, but just as many under-educated children quitting school.

Our schools seem to accept their high failure rate as inevitable. This may be partly because the ever-greater socioeconomic segregation of our schools – church schools serving those from better-off families, public schools serving everyone who can't afford a church school – has concentrated the failures into government schools in outer suburbs.

Certainly, school authorities seem to have given little attention to explaining why the failure rate remains so high, and which modes of classroom operation and teaching methods have been shown to get better results.

As a nation, the inadequate education of so many of our children is an issue that just hasn't registered on our radar.

One part of the greater influence of the nation's "rich and powerful" is that we worry far more about the problems of the brightest and best than the problems of those at the bottom, struggling to keep their seat on the tram of prosperity.

Economists spend far more time worrying about whether the rich are overtaxed than why the poor are being under-educated.

Most people see this as a matter of fairness. Many profess to believe in "equality of opportunity", but if you're genuine about that it means ensuring everyone at least starts the adult race with decent education, if nothing more.

And when you remember how much better-off children inherit – not just money, but brains and socialisation – that means governments devoting more resources to helping the bottom end keep up than to helping the top end excel.

But I see all this as just as much a matter of economic efficiency. What's efficient about allowing a large minority of our young people to emerge from school without sufficient education to ensure they can attain regular employment?

If we could get the "natural" rate of unemployment down from 5 per cent and closer to 2 per cent – if we could increase by 2 or 3 percentage points the proportion of the available labour that's actually put to work – this would do far more to increase "jobs and growth" than cutting the rate of company tax.

The first step in ensuring all our children get a decent education is better early childhood learning – a vital issue I'll leave for its own column.

The next step is ensuring the money governments spend on schools is biased in favour of those students needing more help, not those schools that have managed to screw better deals out of the politicians over the years.

That's why my heart leapt in 2011 when David Gonski recommended a way of rising above our anachronistic division of government funding on a sectarian basis, sharing it purely on the basis of student need and in a way that was "sector blind".

The plan Julia Gillard delayed producing until not long before the 2013 election was a big spending, but heavily compromised version of what Gonski recommended. Labor was desperate to get the states and sectors to sign up, so some of them bargained better deals than others.

Tony Abbott wasn't genuine in his professed support for needs-based funding and abandoned it immediately after the election, proposing utterly unrealistic cuts in grants to schools.

That's why it's so encouraging to see Malcolm Turnbull and his hard-working Education Minister, Simon Birmingham, advancing their own improved but less expensive version of needs funding.

You'd expect anyone genuinely committed to a better deal for disadvantaged students to seize this rare chance for bipartisan agreement, locking in better policy for possibly decades to come.

If Labor thinks we should be spending a lot more on schools, it can promise to do so at the next election.

But for Labor and the teachers' unions to oppose Senate approval for the Birmingham plan invites us to wonder if they're putting their own interests ahead of the disadvantaged students they profess to care so much about.

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The local school is in decline, reducing social cohesion

I love living in my suburb. I shop locally, just so I can run across friends and neighbours on a Saturday morning, and be greeted with a smile – even a name – by shopkeepers who know me.

I figure the best ways to get to know people in your suburb is to own a dog – you get to talk to other dog-owners as you stand around in the local park – and send your kids to the local school. You can't help getting to know the other parents in your kids' classes.

But all that was some years ago, and times change. The local school isn't the institution it used to be.

Perhaps it won't surprise you to be told that, over the years, our capital cities have become more stratified, with a greater tendency for better-off people to live in better-off suburbs – the ones with water and views and, these days, those closest to the centre – and for the less well-off to live in less well-off suburbs far from the centre.

This is most true of Sydney, then Melbourne – which is catching up with Sydney in size – but less true of the other capitals.

But maybe this will surprise: something similar is happening to our schools, particularly secondary schools.

We have a widening divide between the schools attended by the offspring of better-educated, better-off parents, and those attended by, well, the not so well educated and paid.

This is happening partly in consequence of the increasing stratification of suburbs, but also because of the education policies pursued by federal and state governments.

Unlike almost all other rich economies, Australia runs three school systems rather than one.

This array has tempted us to treat school as though it was a market, where government, Catholic and independent schools compete for youthful customers, thus providing parents with greater choice and obliging government schools to lift their game.

John Howard was big on choice. Julia Gillard left Howard's pro-choice funding arrangements running until Labor's last year, while emphasising competition between schools.

She introduced the NAPLAN testing of literacy and numeracy and, to ensure parents were well-informed before making their choice, she introduced the My School website, loaded with detailed information about every school.

We got a lot of choice, but no improvement in measured performance. Moral: schools aren't a market.

One benefit, however, is that researchers can collate the My School data to give us a much clearer picture of what's happening to our schools. Leaders in this research are two retired high school principals, Chris Bonnor and Bernie Shepherd.

Everyone knows there's been a decades-long drift of students from government to non-government schools.

What our not-so-retired principals have discovered, however, is that this has masked a big shift from schools with low socio-educational advantage to those with high socio-educational advantage. (A school's socio-educational advantage is rated largely according to the socio-economic status of its students.)

My School shows that, over the five years to 2015, average enrolments at all schools grew by more than five students a year. But enrolments at schools with high socio-educational advantage grew by an average of 11 students a year, whereas enrolments at disadvantaged schools grew by just more than one student a year.

When choosing schools, many of us think of a hierarchy of excellence – in teaching and results – running from government to Catholic to independent. But that's just what you see on the packet. (Echoed by the prices of the packets.)

Studies estimate that 78 per cent of the variance in the performance of schools is explained by differences in their socio-educational advantage – that is, by the socio-economic status of their students.

Independent schools tend to get good exam results because most of their students come from well-educated families. Catholic schools get better results than you might expect because the days when their classrooms were full of working class kids are long gone.

You'd expect this to mean public schools increasingly full of disadvantaged kids getting poor results. True, but they retain a higher proportion of advantaged students than you'd expect.

Why? Partly because public schools in posh suburbs still have lots of smart kids, but mainly because – particularly in Sydney and, to a lesser extent, Melbourne – state authorities have responded to the demand for greater "choice" by creating more selective schools.

But this means greater stratification on the basis of socio-economic status even within the government system, coming at the expense of disadvantaged government schools.

Choice, however, isn't available to all parents. To have a choice you need either brains or money (which usually comes with brains attached).

The vogue for choice has also allowed greater stratification of students on the basis of religion. These days, Jewish kids go to Jewish schools, Muslim kids go to Muslim schools and Baptist and Pentecostal kids go to "Christian" schools.

Trouble is, high socio-educational advantage schools aren't always located in high-status suburbs. So these days, a lot more traffic congestion is caused by a lot more students and parents travelling longer distances to and from school.

Leading to the decline of the local school. Less than a third of schools now have an enrolment that resembles the people in their local area.

Sounds a great way to reduce the nation's social cohesion.

What did the rich kid say to the poor kid? Nothing. They never met.

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