FOR MEDIA SUNDAY, JULY 4 1982
ELECTORATE TALK
The Minister for Education recently announced Commonwealth
education funding for 1983 of almost $ 3,000 million.
Since this announcement there has been some discussion about
the Commonwealth Government's education policy, and it is
important to look at some of the key questions, especially
about school funding, in a broader context.
There has been a tremendous increase in the allocation of
the nation's resources to education over the last ten years
such that. $ 7,000 million was spent by Commonwealth and State
governments on education in 1980-81. The very large sums of
money provided for the education of Australians underlines
the Government's continuing support for education as a
priority commitment. Within this total allocation, the level
of support by the Commonwealth and the States for schools
has expanded substantially. The latest available figures,
for 1979/' 80, show that just under $ 5,000 million was spent.
by both Commonwealth and State governments on all schools,
an amount: almost two-thirds higher in real terms than that
recorded in 1971/ 72.
Since 19* 79/ 80, Commonwealth and State expenditure has
continued to increase. While the States provide about
of fuands for government schools and have total responsibility
for their administration, the Commonwealth also has a significant
role in Supplementing State efforts.
Commonwealth Government expenditure directed towards schools
has expanded over recent years. It is over 7% higher in real
terms this year than it was in 1976. It is worth noting
that for 1983, the Commonwealth Government's allocation to
education includes a real increase of 2% in general recurrent
funding for government schools, and almost 95% increase for
non-governiment schools will be directed to those with the
greatest need.
To put a proper perspective on the levels of government support
for education, it is worth looking at the earlier findings of
a special committee, known as the Karmel Committee, set up
in 1972 to recommend appropriate target funding levels for
all schools to be achieved by 1979. These targets were met for
government schools in most States three years earlier than
had beer. anticipated. / 2
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I would like to reflect for a moment on the significance
of this commitment by government and what it means at the
student level.. Total Commonwealth and State recurrent
expenditure in 1979/ 80 on government schools amounted to
over $ 1,700 per pupil, having steadily increased by 68%
in real terms since 1971/ 72. And average class sizes have
falled. In 1971, for example, in government schools there
were about 22 students for every teacher. By 1981, these
ratios had fallen so that there were about 16 students on
average for every teacher.
Despite the : improved student ratios, despite the fact
that on average government schools have better student
teacher ratioDs than non-government schools, despite more
dollars on average going into government schools per
student; there has been amarked shift inenrolments away
from government schools in recent times.
In the three years to 1981, total enrolments at government
schools fell by 2.5% while total enrolments at non-government
schools rose by Indeed, except for a small decline in
primary enrolments at non-government schools betweeen 1971
and 1976, there has been a steady overall increase in enrolments
totalling almost 12% at non-government schools over the last
decade.
The shift inL preference to non-government schools has been
particularly marked at the secondary level, where enrolments
at government schools fell by over 4% between 1977 and 1980,
in contrast to nearly 6% increase in non-government secondary
school enrolments. Everyone interested in the well being of
government schools governments themselves, parents,
teachers and students must be concerned at these declining
enrolments at government schools. Why have these shifts in
preference taken place?
In the early 1970s, many people thought that big spending on
education was all that was needed to provide the kind of
education that parents wanted for their children. Some
sectional interests in the community have suggested that the
shift in enrolments away from government schools has been
caused by a squeeze in funding for those schools and
increasing funding for non-government schools.
It is plainly obvious that that just is not so. Despite
increasing Commonwealth assistance to non-government schools,
combined State and Commonwealth grants are still a long way
below expenditure levels for government schoo * ls. Total
grants for non-government schools amount to only 45% of
expenditure on government schools on a per pupil basis,
and even when school fees are taken into account, the resources
available in most non-government schools are about 30% below
those avail~ able in government schools. / 3
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The argument should not be about the level of funding for
schools. Rather the concern should be about providing the
right kind of education to meet the communities' requirements.
The Government, for its part, has a responsibility to take
action in the face of its concerns about the direction of
school education in Australia and it has faced that
responsibility. For example, the Commonwealth has introduced
the school-to-work transition programme which is proving
particularly successful in helping those less academically
inclined. We are providing $ 150 million over a 5 year period
for transition activities in schools and technical and
further education colleges. These grants are being adjusted
for inflation.
More generally, the Government recognises the requirements
of the community in respect of a balanaced education system
one that caters for those who are aiming at tertiary
education but equally for those who are less academically
inclined; one that acknowledges the right of freedom of
choice in education; one that promotes an effective school
system which meets the educational aspirations of the whole
community.
The Government's approach to education reflects its broader
philosophy that Australian families have the right and the
freedom to decide for themselves their own needs, their own
way of-life.
Governments have acted responsibly in providing the
resources to allow all schools to move to a position where
they can provide the kind of education system that the community
desires. I believe that all young Australians deserve an
education system that is flexible enough to give its students
the skills and training appropriate to their individual
abilities and ambitions. The great challenge facing educators
in the 1980s is to ensure that the education system works to
ensure that this is achieved.