Education

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The University of Sydney has announced new measures to reduce the growing financial impacts of the COVID-19 crisis, demonstrating the widespread effect the epidemic is having on economic confidence.
Current estimates predict that the University is facing a shortfall of more than $200 million as part of the $2.8 billion budget, according to Vice Chancellor Dr Michael Spence.
“We’ve always made responsible financial planning a priority and have a range of strategies in place to allow us to respond to a number of different financial scenarios, including this current one,” Mr Spence said.
“Our focus remains on the health and welfare of all our students and staff, both on campus and overseas, and in ensuring our world leading research and teaching can continue.”
“We know these measures will create some challenges, but they are aimed at ensuring we can continue to contain the financial impact of this ongoing global health crisis.”
The Vice Chancellor said the measures, which are drawn from the University’s longstanding financial risk mitigation plan, include a pause on all capital spending, project spending, recruitment, international travel, and a basis-by-basis revaluation of a contractors and consultants.
Two scenarios were modelled, with the first based on whether 8700 affected international students would have to defer one semester (Scenario 1) or 15,000 affected international students deferred the whole year (Scenario 2).
Under Scenario 1 we would see a reduction of approximately $1.4 billion to the NSW Gross State Product (GSP) with approximately 10,700 full time jobs impacted.
Under Scenario 2 we would see a reduction of approximately $2.2 billion to the NSW Gross State Product (GSP) with over 15,000 full time jobs impacted.
The top four affected sectors would be retail trade, accommodation and food services, professional, scientific and technical services and administrative and support services.
“This modelling makes clear that the benefits international students bring when they choose to study in Sydney go far beyond the university sector. For the state more broadly, for retailers, hospitality workers and tradespeople, international students are helping to keep the NSW economy turning,” the Vice Chancellor added.
“As always, the health and safety of our staff and students, whether here on campus or overseas, remains our highest priority and we will continue to follow NSW Health advice. As part of that we’ve stepped up the frequency of cleaning across campus; put up signage regarding hygiene practices and installed a large number of hand sanitiser units.”
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wdavis-8cCN98p7xp

Coronavirus threat compels Sydney University to introduce protective measures 

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EXPERT OBSERVATION
An Australian family on the average wage typically spends close to A$6,000 out of pocket per year on child care, a new analysis from the Mitchell Institute shows. This is more than the average cost of sending a child to a private primary school.
Unlike the school sector, families don’t have the option to choose a low cost publicly delivered childcare service.
Childcare costs in Australia are among the <a href="https://data.oecd.org/benwage/net-childcare-costs.htm" target="_blank">highest in the OECD</a>, eating up <a href="https://womensagenda.com.au/latest/childcare-costs-are-an-increasing-stress-for-parents-nows-the-time-for-good-policy-making/" target="_blank">around 27%</a> of families’ incomes. Many families are being forced to <a href="https://theconversation.com/not-all-australian-parents-can-access-quality-childcare-and-preschool-they-cant-just-shop-around-130369" target="_blank">choose affordability over quality</a>.
But research shows quality preschool can deliver <a href="https://www.thefrontproject.org.au/images/downloads/Cost-benefit%20analysis_brochure.pdf" target="_blank">$2 of returns to the economy for every $1 invested</a>. Children who receive quality early childhood education and care are also up to <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2016/10/Two-Years-are-Better-than-One.pdf" target="_blank">eight months ahead</a> in learning, with the benefit still evident in adolescence.
If quality early learning delivers public benefits for the country as well as private benefits for families, then there’s a strong case for Australian governments to carry a greater share of the cost.
How much are we paying?
Our analysis shows government spending on early childhood education and care has <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">escalated over the past ten years by around 140%</a>. This means <a href="https://theconversation.com/both-major-parties-are-finally-talking-about-the-importance-of-preschool-heres-why-it-matters-114974" target="_blank">both sides of politics</a> are recognising early learning is a worthwhile investment. But Australia’s public investment is still <a href="http://www.earlychildhoodaustralia.org.au/our-work/submissions-statements/state-early-learning-australia-report-2019/" target="_blank">below the OECD average</a> of <a href="https://read.oecd-ilibrary.org/education/education-at-a-glance-2019_f8d7880d-en#page180" target="_blank">0.8% of GDP</a>.
Over the past ten years, families’ investment in early childhood services has grown even faster, by <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">about 150%</a>.
Governments contribute a far lower share for early learning than what they contribute to schools. A two-parent, one-child Australian family on an average income of A$85,000 will typically spend around <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">A$6,000 a year on childcare fees</a>, with the government contributing about the same amount.
If that child then goes to a public primary school, the government contributes <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">close to A$12,000</a>, with minimal costs imposed on the family. Even a private primary school would typically cost the family less than they spend on child care, thanks to <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">almost A$10,000</a> per child in government funding.
The early years of life are the <a href="https://www.rch.org.au/ccch/first-thousand-days/" target="_blank">most critical period for brain development</a>. Yet Australian governments are under-investing in early learning, preferring to spend millions remediating gaps once children reach the government-funded school system.
Investing in parental workforce participation
<a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">About half</a> of the increase in Australia’s investment in early childhood services can be explained by the increase in children attending them. Since the early 1990s, the number of children in childcare <a href="https://aifs.gov.au/sites/default/files/publication-documents/1907_cce_early_monitoring_report_citation.pdf" target="_blank">has increased five-fold</a>. <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">Our analysis</a> shows since 2008, participation in childcare has increased by around 80%.
Changing family structures have fuelled this rise in demand. In the 1980s, <a href="https://www.abs.gov.au/ausstats/abs@.nsf/mf/6224.0.55.001" target="_blank">most two-parent families</a> had only one adult in the paid workforce. Now, <a href="https://www.abs.gov.au/ausstats/abs@.nsf/mf/6224.0.55.001" target="_blank">more than one in five</a> Australian families with young children have both adults in full-time work.
It’s not feasible to <a href="https://www.childcarecanada.org/sites/default/files/Chap%203.pdf" target="_blank">say this is a private choice</a>, and that the costs of childcare should therefore be borne by the family. For many Australian families, costs of living can only be met by both parents working, and accessing childcare as cheaply as possible.
The impact of childcare costs is greatest for Australia’s most vulnerable children and families. Low-income families are likely to spend a <a href="https://natsem.canberra.edu.au/publications/?publication=ampnatsem-income-and-wealth-report-issue-35-childcare-affordability-in-australia" target="_blank">much bigger proportion</a> of their discretionary income on childcare than high-income families – meaning less is leftover for other family essentials.
Other families combine care for children with part-time work. Australia has the <a href="https://data.oecd.org/emp/part-time-employment-rate.htm" target="_blank">fourth-highest rate of part-time work</a> in the OECD, and <a href="https://www.propertyobserver.com.au/https://www.rba.gov.au/publications/bulletin/2017/sep/3" target="_blank">numbers of part-time workers are growing</a>.
The Australian government recognises that helping families balance work and family life is a worthwhile investment. The childcare subsidy is designed to make it easier for families to work, <a href="https://aifs.gov.au/publications/child-care-package-evaluation-early-monitoring-report" target="_blank">especially working parents</a> on lower incomes.
One problem with subsidies to working families is that <a href="https://www.education.gov.au/child-care-subsidy-activity-test" target="_blank">children miss out if either parent is unemployed</a>. These children stand to gain most from quality early childhood services, which <a href="https://www.aihw.gov.au/getmedia/321201fc-ca0c-4c20-9582-7c3dc5c9d1b9/19438.pdf.aspx?inline=true" target="_blank">deliver greatest benefits</a> for children from lower-income homes.
More money to families also enables childcare providers to charge more. Education minister Dan Tehan has acknowledged the benefits of the 2018 change to the <a href="http://thespoke.earlychildhoodaustralia.org.au/whats-story-child-care-costs/" target="_blank">childcare subsidy on costs for families</a> have been <a href="https://www.smh.com.au/politics/federal/childcare-package-all-but-gone-18-months-after-introduction-20200131-p53wlr" target="_blank">swallowed up by fee increases</a>. This suggests Australia needs to invest in early learning more wisely.
Investing in children
A smarter investment in early childhood education and care focuses on the benefits for children’s learning. This kind of investment ensures all children gain access to quality early childhood services, regardless of what their parents can pay.
In 2009, governments committed to <a href="https://www.education.gov.au/national-partnership-agreements" target="_blank">15 hours of preschool for children in the year before school</a>, recognising this would yield strong public benefits in the long-term.
This investment logic is similar to schools: goverments pay, children learn, and the economy and society benefits. Parents can pay extra if they choose, but every child is guaranteed a quality education.
Few people would question this logic for schools, but the Australian government is <a href="https://www.education.gov.au/universal-access-early-childhood-education" target="_blank">still holding back</a> from funding preschool long-term. This instability creates inefficiencies. <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2019/10/UANP-review-submission_Mitchell-Institute_.pdf" target="_blank">Many preschool staff are on short-term contracts</a> and families are unable to plan their investment in their child’s early learning.
Other countries do this better. Australian families might <a href="https://www.smh.com.au/education/looking-to-swedish-model-of-childcare-and-education-20150518-gh48hj" target="_blank">look longingly to Sweden</a>, which provides over 500 hours of free education and care for children aged three to five, and low fees for younger children, matched to families’ income. Sweden is in the <a href="https://www.dca.org.au/sites/default/files/share_the_care_final.pdf" target="_blank">top five countries for working mums</a>, and <a href="http://www3.weforum.org/docs/GCR2018/05FullReport/TheGlobalCompetitivenessReport2018.pdf" target="_blank">top ten for economic competitiveness</a>.
A shift from private to public investment is possible even in early childhood systems more similar to Australia. In Canada, a major review of early childhood funding concluded <a href="https://theconversation.com/why-free-preschool-makes-the-most-sense-for-families-94716" target="_blank">free preschool from age 2.5</a> was the fairest solution, above all other options.
The review also found tax deductions (a solution <a href="https://www.smh.com.au/money/tax/plan-for-tax-deductible-childcare-ought-to-be-on-the-table-20200120-p53t2k" target="_blank">proposed in Australia</a>) favoured middle-income families, but <a href="https://theconversation.com/why-an-ontario-tax-credit-for-child-care-is-a-bad-idea-115207" target="_blank">left low-income families behind</a>. This is because they wouldn’t earn enough for tax credits to cover the costs of quality education and care.
Whatever the solution, something has to change. As annual government investment in early childhood <a href="http://www.mitchellinstitute.org.au/reports/australian-investment-in-education-early-learning/" target="_blank">approaches $10 billion</a>, and families still struggle under the burden of costs, the <a href="https://www.theage.com.au/opinion/child-care-policies-australia-is-waiting-20040113-gdx3o5" target="_blank">longstanding “barbecue stopper”</a> of childcare costs needs to become an evidence-based debate about smarter investment.<img src="https://counter.theconversation.com/content/131748/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;">
<a href="https://theconversation.com/profiles/jen-jackson-424659" target="_blank">Jen Jackson</a>, Education Policy Lead, Mitchell Institute, <a href="https://theconversation.com/institutions/victoria-university-1175" target="_blank">Victoria University</a>
This article is republished from <a href="http://theconversation.com" target="_blank">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/quality-childcare-has-become-a-necessity-for-australian-families-and-for-society-its-time-the-government-paid-up-131748" target="_blank">original article</a>.
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j.ballantyne1990-6AQqhLzZaK

Why is childcare so expensive in Australia? Jen Jackson

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The NSW Government has approved a new Engineering Innovation Hub in Parramatta's CBD. 
Planning and Public Spaces Minister Rob Stokes said the new 19-storey education hub will be shared by Western Sydney University and the University of NSW. 
“The hub will be used by 1,600 engineering and architecture students and will bring world-leading research and innovation to Sydney’s second CBD,” Mr Stokes said.  
“The hub will also create almost 1,000 construction jobs and more than 1,300 full-time ongoing jobs close to the ferry, train station, main bus routes and the future light rail. 
“Open space in Parramatta will be improved with new public space in the form of terraces and a ground level plaza that connects Hassall Street to Lancer Barracks.”
Skills and Tertiary Education Minister and Member for Parramatta Geoff Lee said education and innovation opportunities are soaring in Parramatta. 
“This will be the third high-rise education building approved in the Parramatta CBD, following Western Sydney University’s campus at Parramatta Square and the nearly completed Arthur Phillip High School,” Mr Lee said. 
“A shared vision and collaboration is crucial to delivering great results and this innovative partnership between two universities will see Parramatta continue to develop into an economic and knowledge-based powerhouse.” 
Construction of the new education facility will continue from the early works approved by Council and is expected to be welcoming students as early as 2021.
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NSW Government green-lights 19 storey Parramatta engineering innovation hub

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A property beloning to the Sydney Mechanics' School of Arts has come onto the market, with price estimates exceeding $50 million.
The 10-storey office tower at 280 Pitt Street covers 4300 square metres.
It is fully leased.
It is one block from Town Hall Railway station, and between the under-construction Pitt Street Sydney Metro North (150 metres) and South stations (50 metres).
There is reportedly also the potential to add an additional four floors or apply a further 2377 square metres, pending approval from the City of Sydney Council.
The building was purchased by the school in 1996, from a trust belonging to the Uniting Church of Australia, for $4.5 million.
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Sydney Mechanics’ School of Arts set to sell 10-storey tower

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EXPERT OBSERVER
The property industry has warned the Federal Government that proposed tax changes will jeopardise the international education sector – Australia’s third largest export earner worth more than $30 billion.
The Treasury Laws Amendment (Making Sure Foreign Investors Pay Their Fair Share of Tax in Australia and Other Measures) Bill 2018 will be the subject of a Senate Inquiry to commence in November, 2018.
If passed, the Bill will result in offshore capital providers to the education sector facing a 100 per cent rise in their withholding tax rate, as the meaning of the words “residential dwelling asset” will include tertiary off campus student accommodation.
This last minute change differs from the exposure draft of the bill released earlier this year, which featured a tax exemption for assets comprising “commercial residential premises”, including student accommodation.
If passed, the bill will severely hurt the international student sector as accommodation for them will dry up quickly. Almost all of the investment in this sector is coming from overseas, yet the government wants to change the rules mid-stream and penalise them for investing in Australia.
Foreign investors have effectively created this property asset class, with 71,000 beds for local and international students have been supplied or being developed by them to date, supporting substantial local jobs in the design, construction and hospitality industry.
The Property Council of Australia has also made a submission to the Senate stating the higher tax rate would have “unintended consequences for the tertiary education sector, which relies on international capital to provide purpose-built student accommodation.
The proposed increase in the tax rate also did not provide any relief for investors who have committed to developments having entered into contracts to acquire sites, prior to September 20, 2018, when the amendments are dated to come into effect.
Not only will the proposed tax changes damage an important export earner for Australia, they will also inflate the rents in the broader rental market as students will be competing for a more limited supply of accommodation.
The sudden changes to the proposed laws will also affect Australia’s reputation with foreign investors who are seeking stability in the rules when they commit capital offshore.
According to the Department of Education and Training, there were 626,988 international students in Australia during July 2018 up 11% on last year.
Trevor Hardie is the CEO of Intergen Property Group, a company which represents overseas investors in student accommodation.
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jrobinson-rf4aSBido9

Proposed Federal tax changes to hit $30 billion international education sector

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Western Sydney has recently experienced a wave of major announcements within the tertiary education sector, including a new education campus as part of the Western Sydney Aerotropolis.

The Greater Sydney Commission announced a Statement of Intent with the Vice-Chancellors of four leading NSW universities to co-anchor the STEM-focused tertiary education campus.

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/613634df-32cb-41df-b8b7-6ab4cd968732.jpg" rel="gallery-all" title=" Celestino"><img alt="" class="image-article-full-width-580px" height="333" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/613634df-32cb-41df-b8b7-6ab4cd968732.jpg?itok=91ZSxZYV" title=" Celestino" width="580"></a>

<figcaption>Sydney Science Park, currently under construction, shows what the new combined university campus may look like. Source: Celestino</figcaption></figure>STEM or ‘Science, Technology, Engineering &amp; Maths’ intends to provide the region with more specialist skills and industries, including aerospace, advanced manufacturing, and agribusiness. This complements the emphasis on jobs, education, and technology around the new Western Sydney Airport at Badgerys Creek.

This will go some way to balancing education and employment opportunities away from Eastern Sydney and deliver them to the region’s rapidly growing population - which currently hosts only 16% of university places in Greater Sydney.

The four universities involved in the deal are the Universities of Wollongong, Newcastle, Western Sydney, and UNSW, which together will offer access to cutting-edge industry research, development and employment opportunities.

The first phase of the new campus is expected to be completed in 2026 coinciding with the opening of the nearby 24 hr airport, as well as the initial Aerotropolis social, employment, and housing hubs.

The Aerotropolis is turning out to be a transformative catalyst for the Western Sydney region. According to NSW Premier Gladys Berejiklian, more than 250 local and international businesses are seeking to secure a place within the 10,000-hectare greenfield Aerotropolis site around the new airport.

<blockquote>
To frame these developments, it’s as if the Aerotropolis is a massive ‘maker space’ for the Sydney region, with skills, research, knowledge and facilities on hand to test and develop advanced research ideas and manufacturing processes. 
</blockquote>

To underscore the extent of development activated by these developments, around the Aerotropolis, two projects - each multi-billion-dollar investments - are under construction including the Sydney World Trade Centre and Sydney Science Park - read more <a href="https://www.urban.com.au/news/further-details-emerge-for-western-sydneys-proposed-world-trade-centre">here</a> and <a href="https://www.urban.com.au/news/western-sydney-aerotropolis-ready-for-take-off">here</a>.  

<h2>Tertiary Education Growing Across Western Sydney</h2>

The wider Western Sydney region is responding eagerly to the re-conceptualisation of Sydney as a city of <a href="https://www.greater.sydney/metropolis-of-three-cities">three, thirty-minute cities</a>. 

Here’s a summary of recent announcements covering the tertiary education sector in Western Sydney city centres. Note - Parramatta is not on this list as it is located within the 'Central River City' and is a step above these other regional centres - it is becoming a true metropolitan centre. 

BANKSTOWN

There is a 16-storey, 15,000sqm vertical campus under construction in Bankstown adjacent to the regional library for Western Sydney University, providing space for approximately 5,000 students.

WSU Vice-Chancellor Professor Barney Glover has stated that providing education facilities in CBDs close to transport is crucial to meeting expectations. In fact, WSU is considering closing their isolated suburban campus at Milperra and shifting its functions to Bankstown, Liverpool and Parramatta. 

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/liverpool_wsu_-_2500_students_-_daily_tele.jpg" rel="gallery-all" title=" WSU"><img alt="" class="image-article-full-width-580px" height="361" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/liverpool_wsu_-_2500_students_-_daily_tele.jpg?itok=4vyHlWWu" title=" WSU" width="580"></a>

<figcaption>WSU Liverpool vertical campus. Source: WSU</figcaption></figure>To enhance this new facility, Bankstown-Lidcombe hospital may be moved into Bankstown City Centre to take advantage of the clustering synergies of knowledge-intensive industries.

Bankstown is also of course in line to anchor the south-western terminus of Sydney Metro Line 1, with an extension to Liverpool being considered in the medium-term.

LIVERPOOL

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/liverpool_health_and_academic_precinct.png" rel="gallery-all" title=" SMH"><img alt="" class="image-article-full-width-580px" height="327" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/liverpool_health_and_academic_precinct.png?itok=qfMp0zyQ" title=" SMH" width="580"></a>

<figcaption>Liverpool’s mooted $740 million Health and Academic Precinct. Source: SMH</figcaption></figure>The Liverpool Innovation Precinct Committee - which includes representatives from UNSW, Uni of Wollongong, and WSU - are part of the consortium that has proposed the $740 million Health and Academic Precinct around Liverpool Hospital.

These three universities already have embedded campuses in the precinct - by 2026, the health, research and education precinct will have a combined 30,000 jobs.

Nearby, WSU recently opened their Liverpool vertical campus, also the location of WSU’s business start-up incubator “Launch Pad”.

This complements the recent rezoning of large parts of Liverpool CBD for higher density development, which you can read more about <a href="https://www.urban.com.au/news/liverpool-rezoned-and-earmarked-as-becoming-sydneys-third-largest-cbd">here</a>. 

BLACKTOWN

Blacktown City Council recently announced they were seeking expressions of interest for a tertiary education institution to anchor a vertical campus within the council’s Warrick Lane development, currently in early planning. This is part of the council’s long-term Blacktown City Centre vision to reinvigorate the city centre of this 360,000 people-strong council area.

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/blacktown_warwick_lane_including_vertical_uni_campus.png" rel="gallery-all" title=" Blacktown City Council"><img alt="" class="image-article-full-width-580px" height="402" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/blacktown_warwick_lane_including_vertical_uni_campus.png?itok=VO-7CNOa" title=" Blacktown City Council" width="580"></a>

<figcaption>Conceptual rendering of the Warrick Lane development in Blacktown City Centre - the council is seeking a tertiary institution to anchor a vertical campus on the site. Source: Blacktown City Council</figcaption></figure>Western Sydney is embracing its reinvigorated place in Greater Sydney’s strategic planning picture, bringing new opportunities closer to the region’s growing communities, and re-balancing Sydney away from its eastern bias.
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ModernBradfield

Tertiary Education STEMs take root in Western Sydney - the ‘Maker Space’ of Greater Sydney?

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GUEST OBSERVATION 
The Financial Services Royal Commission has not only shown that banks and their representatives have behaved appallingly, but that we need better-educated consumers.
It is naive not to expect new schemes will pop up to replace the now (or soon to be) banned practices. There is a clear pattern of repeating unconscionable behaviour in the financial services industry.
Consumers need to be trained to ask the right questions. “How much do I have to pay each week over the life of the loan including (hidden) fees?”, “How much do I have to pay in fees each year?”, and “Why is this right for me rather than right for the bank?”
Being able to answer such questions can help reduce the invariably expensive and imperfect regulation that generally follows inquiries such as the royal commission.
A 20-year-old, let’s call him Mark, just started his first job paying A$45,000 a year. Confidently, he walks into a bank branch, applies and is approved for a A$30,000 car loan within 20 minutes. He wants a new car and isn’t too concerned about the 12.5% annual interest.
Mark states afterwards he didn’t know he could hardly afford the loan. It cost more than A$40,000 over five years. And with other commitments he was in over his head, leaving no room for changes in work, illness, etc.
Should Mark be expected to know? Was he taught any of this? Could he know if he had made some effort, or should the bank have informed him better and been more explicit?
And where does the responsibility sit?
We assumed in the story (loosely related to one heard by the royal commission) that the bank had informed Mark about rates and fees, but had not effectively communicated what this meant in terms of weekly payments or total cost.
For the moment, let’s put aside the primary role of the banks and their representatives - it is their practices on the line and we are not blaming or judging the victims. Neither do we know the client’s individual circumstances.
But, caveats established, how much information must be presented and what can be reasonably expected in terms of the financial literacy level of customers? If the response from the royal commission is increased disclosure, these are the relevant questions.
But this still leaves whether we can be confident that education is being provided so customers can make informed decisions.
Financial literacy is in the National Curriculum and being taught to primary and secondary students. But, given Mark’s age, there is no guarantee he would have received financial literacy education at school.
For the future Marks, financial literacy is now embedded, but coverage remains uneven as what is taught varies by state and school level.
Elsewhere policy is continuing the trend of transferring financial responsibilities from government to individuals, which requires greater financial literacy. For example, the NDIS aims to build a new disability marketplace, requiring important financial decisions from individuals or their representatives.
But the royal commission has clearly shown people suffered by following bad advice or by not questioning numbers sufficiently.
How were 24% p.a. car loans supported by banks and accepted by customers? Were the numbers too abstract and customers didn’t know what 24% a year meant in dollar terms?
Not just new regulation but new education
Better-educated people are better equipped to ask the right questions and make more informed decisions.
We can’t just rely on regulated disclosure - we need to continue to ensure the “simple” questions about the total costs over the life of the loan and whether it’s right for the customer, rather than just the bank, are taught. Teaching consumers to ask these questions, to question the information provided, is important and can enhance the regulation.
Who should provide this education? Not those with a conflict of interest such as financial institutions. If the royal commission tells us one thing it is that incentives matter.
If you are incentivised, or part of an incentivised brand, it may be better you don’t have a role in education. The Dollarmites scandal may not be the biggest scandal this year but it’s emblematic and part of a problem.
Schools, VET and universities can do better and more.
A new round of regulation will create new incentives to avoid it. Regulation tries to catch up and focuses on institutions - here the banks. But new financial technologies mean financial providers don’t look like they used to - for example, new app-based peer-to-peer lenders at your favourite store.
We can’t rely on education alone but we also can’t rely on regulation alone.

<img src="https://counter.theconversation.com/content/100665/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1">Let’s recognise the limitations of regulation as we try to improve outcomes and consider whether some of the money spent on designing and enforcing new regulations may be better spent further educating our future customers.
Dirk Baur, Professor of Finance, University of Western Australia
Elizabeth Ooi, Lecturer, Finance, University of Western Australia
Paul Gerrans, Professor of Finance, University of Western Australia
This article was originally published on <a href="http://theconversation.com" target="_blank">The Conversation</a>. Read the <a href="https://theconversation.com/the-royal-commission-should-result-not-only-in-new-regulation-but-new-education-100665" target="_blank">original article</a>.
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The royal commission should result not only in new regulation, but new education

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In today's piece, Hayball Director David Tweedie provides Urban.com.au with insight and commentary on the (r)evolutionary journey of prefabrication within the education sector - including benefits for schools, design professionals and the planet.

According to Tweedie, the advantages associated with a swift on-site build time, minimal disruption to school environments and unprecedented sustainability benefits, is providing prefabrication with the impetus to rebuild the education sector.

Though the term itself can often conjure images of badly-ventilated, non code-compliant, aesthetically-challenging temporary classrooms to which previous generations were subjected, thankfully, says Tweedie, portable and demountable classrooms are only one expression of prefabrication.

<blockquote>
We’re entering a new era of permanent, and inarguably sustainable, high-quality buildings constructed with prefabrication methodology – a new era, ripe with benefits for intelligent school design, construction and regeneration. 
Prefabrication itself, refers to the design of elements or significant volumes of a building for offsite construction. It comes in many different forms – from accurately-constructed 2D elements reminiscent of large-scale IKEA flatpacks, through to shipping container-scale unitised building systems that consist of entire prefabricated units.

It’s already becoming a default technique for many small-scale residential projects and for facade construction. But its sophisticated design, material and construction techniques are gaining new traction in education projects, from kindergarten to tertiary, thanks to a number of factors.

- David Tweedie, Director Hayball
</blockquote>

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/pre-fabulous.jpg" rel="gallery-all" title="Pre-fabrication has many benefits and applications says David Tweedie."><img alt="" class="image-article-full-width-580px" height="332" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/pre-fabulous.jpg?itok=lh-O_RLV" title="Pre-fabrication has many benefits and applications says David Tweedie." width="580"></a>

<figcaption>Prefabrication has many benefits and applications says David Tweedie.</figcaption></figure>Speaking from his own experiences at Hayball David Tweedie outlines, in his own words, the many advantages of adopting prefabrication methods and technology in greater detail below;

<h2>1. Lightning-fast delivery times, with minimal onsite disruption</h2>

From kindergartens to universities, development projects pose major disruptions in the lives of the school community. These concerns aren’t confined to noise pollution or safety: if we’re master-planning a new science centre, current learning activities must be moved somewhere else while the new facility is built – a resource-intensive, time-heavy and highly-inconvenient endeavour.

With prefabrication, a lot of the groundwork – both in design and construction – is done before it reaches the school.

For example, we designed <a href="http://www.hayball.com.au/projects/caulfield-grammar-school-learning-project/">The Learning Project at Caulfield Grammar</a> for offsite construction - and the finished building was installed on campus in an unprecedented single day’s work on-site. Further interior work was required, but the bulk of the project was completed without significant interruption to student and staff routines.

Similarly, in our hybrid design of the <a href="http://www.hayball.com.au/projects/la-trobe-street-student-accommodation/">La Trobe St Student Accommodation</a> project in Melbourne’s CBD, construction was completed during extended hours due to the low levels of noise disruption – realising unparalleled productivity on-site, and an overall reduction in the construction timeframe.

<h2>2. Flexibility to meet future learning requirements</h2>

Fast turnaround also enables quick delivery of innovative learning programs, as seen at The Learning Project at Caulfield Grammar. An accelerated prefabrication construction process allowed the institution to roll-out a new learning program to students without having to stall or work around construction sites for months awaiting facility completion.

This outcome is a sure marker on the road to an industry where new education techniques, trends and environments can be implemented and, more importantly, tested – with almost-immediate effect (instead of embarking on long disruptive developments to enable learning spaces or programs that, by the time the facilities are finished, are considered outdated).

Prefabrication is impacting the very way we think about modern learning environments, too. Certain design manifestations (2D in particular) lend themselves to mass customisation with infinite configuration options, and more modular, plug-and-play designs help to adapt school environments to meet inevitably changing needs.

Furthermore, with quick demolition, removal and replacement possibilities, we can implement a considered, customised school design or replace legacy buildings with relative ease – a benefit that government and private education institutions are currently exploring to help replace old facilities in various locations around Australia.

<h2>3. Value for money and quality control</h2>

Challenges for the prefabrication industry include the capacity to deliver at scale, and adapting to the inflationary roller coaster of busy or quiet times. As the industry matures, fast site build time will begin to equate to unparalleled savings, especially in first world countries where on-site labour is costly and safety regulations are stringent.

In Australia, a large share of development risk lies on-site, especially when unpredictable weather conditions and industrial environments pose hindrances. Taking unnecessary variables out of the equation by executing designs in a safe and controlled environment means that with increased design involvement in early stages, we have complete control over the process and its outcomes.

Because of this added control when constructing prefabricated buildings within a factory, designs can be brought to life with the highest quality materials, construction methods and compliance. The repetitive nature of prefabrication also enables specialist personnel to perfect the uniformity of all elements, with clear oversight of the entire project without on-site distractions.

<h2>4. Ultimate sustainability objectives</h2>

There are two core reasons why prefabrication is better for the planet (and burgeoning institutional sustainability objectives). The first is its use of sustainable materials: high-tech innovations like cross-laminated timber (CLT) save tonnes of carbon compared to concrete, make use of renewable timber sources and are as (if not more) strong and effective as traditional materials.

Projects like the <a href="http://www.hayball.com.au/projects/docklands-library/">Library at the Dock</a> (Clare Design / Hayball) in Melbourne’s Docklands are joining the global portfolio of best practice prefabrication examples, using innovative materials like CLT to become this country’s first public building awarded 6-Star Green Star. 
Secondly, reduction in waste is integral for sustainability: it’s natural for a prefabricated design to exploit standardised material sizes, coordinating with the prefabricated ‘module’ and minimising offcuts. 
We’re still learning

There’s no doubt prefabrication has had an image problem in the past—but times are changing. Thanks to improved technologies, a greater interest in sustainable building practices and growing demand for rapid builds and flexible structure, prefabricated learning environments should definitely be considered for any learning environment undergoing a renovation or masterplan.

<figure><a class="colorbox colorbox-insert-image" href="https://res.cloudinary.com/dz9xllyip/image/fetch/q_auto:good/https://s3-ap-southeast-2.amazonaws.com/www.urban.com.au/s3fs-public//pictures/article-images/library_at_the_dock_01_1500x1000-1.jpg" rel="gallery-all" title="Library at the Dock utilised CLT to become Australia’s first public building awarded 6-Star Green Star. Image: Hayball"><img alt="" class="image-article-full-width-580px" height="387" src="/sites/urban.melbourne/files//styles/article_full_width_580px/public/pictures/article-images/library_at_the_dock_01_1500x1000-1.jpg?itok=vtxV9g9n" title="Library at the Dock utilised CLT to become Australia’s first public building awarded 6-Star Green Star. Image: Hayball" width="580"></a>

<figcaption>Library at the Dock utilised CLT to become Australia’s first public building awarded 6-Star Green Star. Image: Hayball</figcaption></figure>
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Laurence Dragomir

Hayball's David Tweedie on the evolution of prefabrication in schools

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GUEST OBSERVATION
In 2016-17 Australia’s third largest export, international education, leapt from A$23.6 billion to a record high of A$28 billion. Within the higher education sector, the highest intake of international students is of Chinese origin.
Behind these statistics are the individual stories and aspirations of Chinese students’ parents who provide them the financial resources and emotional support. Yet, we know so little about why it matters so much to their parents, and what long-term impacts overseas study has on them and their families when they return home.
Knowing what aspirations Chinese parents have for their children will help us understand what keeps our international education export industry vibrant today. And more importantly, sustainable tomorrow.
The shifting educational landscape in Shanghai-China
Focusing on a shifting landscape of education in Shanghai, I undertook a longitudinal pilot case-study of four bilingual kindergarten-secondary schools to investigate the aspirations Chinese middle-class parents have for their children’s education.
These schools are run privately. Their aim is to promote a dual stream model with a mission of implementing a bilingual “East-meets-West” education. Global competitiveness is driving the innovative change and quality of education in Shanghai.
In these schools, Chinese students are taught by local Chinese teachers in subjects like maths, Chinese language and values education. At the same time, they study a range of Western curriculum such as International Baccalaureate or General Certificate of Education at Advanced-Levels (the higher school certificate in the UK). These are co-taught by Western expatriate teachers and Chinese bilingual teachers, in subjects like English, arts, music, physical education, science and philosophy.
This emerging privatised education industry is a testament to how Shanghai-Chinese society is changing. By studying in such schools, their children can essentially opt out of the most stressful examination – the National University Entrance Examination (Gao Kao- 高考). In the eyes of Chinese middle-class parents, international education credentials open doors to the top jobs.
Under these circumstances, the provision of “international-local” school education has become the preferred choice for many Chinese middle-class families when it’s available and affordable to the local population.
In May this year, I went to Shanghai for a month to interview 46 Chinese middle-class parents whose children are attending such schools. Although they are from diverse educational and career backgrounds, a portion of these parents have overseas education credentials and are now doing well in Shanghai. There are also some whose close relatives or friends have either migrated or studied overseas.
A study from the UK of 652 Chinese international students after they returned home found the majority have experienced profound identity-transforming experiences with a renewed sense of self at home.
Today, Australia is an attractive destination for many Chinese students because of the ways the Australian international education system interacts with immigration policy. Not only will their children’s education at an Australian university be perceived as cultural capital for the family, they also want their children to gain post-study migration and employment opportunities.
‘Tiger’ or ‘chicken blood’ parents or neither
Students of Chinese ethnicity who are migrants in countries such as the UK and Australia are the highest performing ethnic group. Because of this, we are often led to believe it’s the high expectations Chinese parents have of their children that push them to perform well in schools.
But for some of these middle class Chinese parents I interviewed, who are successful in their educational experiences in China, they don’t want their children to have the same Chinese education they had. They want to avoid being parents of “chicken blood” (鸡血) – the Shanghai-Chinese term for demanding “tiger” mums or dads.
In their case, unlike what most research indicates about Chinese parenting styles, they want their children to have a broader worldview, to be fluent in English and Chinese, and still have a competitive edge over other local Chinese students without the stress of performing well academically.
Most of them have planned to send their children to study overseas because they did. Such attitudes and aspirations middle-class Chinese parents instil in their children make an important contribution to the continual influx of Chinese students to study in Western countries like Australia.
What next?
For Chinese international students who have returned home, they still aspire to provide a Western overseas education for their children. This is still significant in creating flexible citizenship for their child’s future.
For Australian international education, this means their children can potentially be second-generation international students. This is also why, for some of these middle class Chinese parents, the “East-meets-West” schooling system in Shanghai is a good option.
<img src="https://counter.theconversation.com/content/97257/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1">If Australia is to remain a destination for world-class education, we need to be far more self-reflective and long-sighted about what Australian international education offers: global citizenship and transnational mobility. We need to listen to the voices of an increasing middle-class in China.
Hannah Soong, Lecturer in Teacher Education Practice, School of Education, University of South Australia
This article was originally published on <a href="http://theconversation.com" target="_blank">The Conversation</a>. Read the <a href="https://theconversation.com/what-we-know-about-why-chinese-students-come-to-australia-to-study-97257" target="_blank">original article</a>.
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What we know about why Chinese students come to Australia to study: Hannah Soong

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GUEST OBSERVATION
This is an edited extract from Jacqui Dwyer, head of the RBA's information department, address to the Business Educators Australasia Annual Meeting.
Education in Australia is receiving a lot of attention at present. Against the background of Australia's core learning skills at school, there is much debate among educators about what we should teach, how we should teach it and how we should assess it. In terms of ‘what’ should be taught, the current debate provides a good opportunity to raise awareness of economics as a valuable field of study.
Economics is relevant to us all. Every day our lives are affected by economic decisions – ones we make personally and ones that are made by others. Economics is about how individuals and societies choose to allocate their limited resources to meet their needs and wants. It's about how we respond to incentives, make trade-offs, weigh up costs and benefits – and how we decide what is efficient and what is fair. Economics contains some powerful concepts and useful frameworks. It can help us better understand the choices involved in many personal decisions we make, and better understand the economic conditions and policies that affect our lives.
Given the relevance of economics, and the social benefits of economic literacy, how widely is it studied? Be it at high school or university, economics was once widely offered and widely chosen – but that is no longer true. This is weighing on both the size and diversity of the student population, with implications for economic literacy and the longer-term health of the economics discipline in Australia.
The High School Scene
First, I want to remind you of some of the key features of the economics landscape at Australian high schools.
Nationally, there has been a dramatic decline in Year 12 economics enrolments over the past 25 years of around 70%. Our case study of enrolments in New South Wales (for which we have the most detailed data), shows an even greater fall of 75% over the same period. This fall was concentrated in the early 1990s when economics was displaced by the introduction of business studies in 1991 – arguably a less analytically demanding and vocationally oriented subject (Graph 1).
<img src="https://www.urban.com.au/images/2018/5/29/G%201.gif" alt="">
In 1991, economics was the third most popular subject choice in New South Wales, surpassed only by English and mathematics. It was also taught in nearly all schools. These days, we find that it is taught in less than one-third of government schools and a little over half of non-government schools. Consistent with economics now being less available as a subject choice in government schools, there are sharply declining economics enrolments, especially in the comprehensive schools that the majority of students attend (Graph 2).
<img src="https://www.urban.com.au/images/2018/5/29/G%202.gif" alt="">
Another defining feature of the high school scene is the fall in the share of female students enrolled in economics. Again, in the early 1990s, there were roughly even shares of male and female students in economics classrooms, whereas these days there are roughly twice as many male students as female students (Graph 3). This gender imbalance is more pronounced than for STEM (science, technology, engineering and mathematics) and contrasts with the high and stable ratio of female to male students in the rival subject of business studies.
 
<img src="https://www.urban.com.au/images/2018/5/29/G%203.gif" alt="">
So over the course of a generation, there has been a pronounced fall in the size and diversity of the economics student population at Australian high schools. Has the same pattern been evident at universities?
The University Scene
In looking at university enrolments in economics, it is necessary to first establish what we mean by economics. At university, economics can be taken as a degree, a major or a subject within many different courses. We rely on each university's judgment about ‘how much economics’ counts as an economics enrolment when they report on this to the Department of Education and Training (DET).<a id="r2" href="https://www.rba.gov.au/speeches/2018/sp-so-2018-05-26#fn2"> </a>
Graph 4 compares economics enrolments in Australian high schools with university enrolments. It shows that while there has been a large fall in the level of economics enrolments at high school, economics enrolments at university have been fairly constant since the early 1990s and have fallen slightly since 2001 (when we have a series break in our data because the classification structure of subjects changed).
<img src="https://www.urban.com.au/images/2018/5/29/G%204.gif" alt="">
But how does this compare with growth in other subjects and the overall student population at university? Since 2001, while economics enrolments have edged down, enrolments in rival subjects have expanded, as has the total student population. In other words, economics is also being displaced at university by business-oriented subjects (banking, finance, management and commerce) and is lagging STEM in its ability to attract students (Graph 5). While these courses teach valuable skills, and some include similar skills to those learned in economics, economics students are a declining share of the university student population.
 <img src="https://www.urban.com.au/images/2018/5/29/G%205.gif" alt="">
One question that my colleagues ask is whether the declining share of students studying economics at uni reflects declining demand for economists in the job market. We actually don't know much about the level of demand for economic skills. But we do know that fewer universities are offering economics and half of those that do are in New South Wales and the ACT (Graph 6). Institutional concentration is not necessarily a problem – those universities that continue to offer economics may have high-calibre programs and attract high-calibre students. However, such concentration will weigh on the diversity of the economics student population if these universities do not have inclusive approaches to accepting students. Furthermore, the need to relocate to study economics will be a barrier for some students who might otherwise have chosen the subject.
 <img src="https://www.urban.com.au/images/2018/5/29/G%206.gif" alt="">
 
So let's look at some explicit indicators of diversity in economics. At university, there are more than twice as many male students as female students who study economics. And while there has always been a gender gap at university (unlike at high schools where gender balance once existed), this gap has widened over the past decade and is even more pronounced than presently at high school (Graph 7).
 <img src="https://www.urban.com.au/images/2018/5/29/G%207.gif" alt="">
Another important element of diversity is socio-economic status. A striking feature of the university data is the share of students studying economics who come from high socio-economic backgrounds – currently over 55%. This share has been increasing over the past twenty years, just as it has for economics students at high school (Graph 8). Furthermore, the share of university economics students from backgrounds of high socio-economic status exceeds that for rival subjects, and it significantly exceeds that for STEM students and the student population overall (Graph 9).<a id="r4" href="https://www.rba.gov.au/speeches/2018/sp-so-2018-05-26#fn4"> </a>
 <img src="https://www.urban.com.au/images/2018/5/29/G%208.gif" alt="">
<img src="https://www.urban.com.au/images/2018/5/29/G%209.gif" alt="">
 
What's Wrong with This Picture?
It is of concern to see the drift toward a smaller and more homogenous population of economics students – both at school and university. The number of students who study economics influences the level of economic literacy in society. And the diversity of those students ultimately influences the collective ability of the economics profession. Diversity has bearing on the economic questions that we ask, our approaches to answering them how we action solutions. Because those who study economics shape the discipline and determine economic policies, there are wider social benefits when the population of economics graduates is broadly representative of society.
The importance of diversity in the study of economics is increasingly being voiced by central bankers. The Chief Economist of the Bank of England, Andy Haldane, has been vocal about this issue. So too have researchers Amanda Bayer and David Wilcox who, in a US Federal Reserve discussion paper, identify pervasive imbalances in economics education in the United States and argue that this is a matter that warrants urgent attention.<a id="r6" href="https://www.rba.gov.au/speeches/2018/sp-so-2018-05-26#fn6"> </a>
So what has been driving the fall in size and diversity of Australia's economics student population? A number of forces are at work. To help inform the Bank's public education program, we have done a lot of data analysis and liaison with educators, education authorities and students. There are some dominant themes.
Economics has become less prominent. In the 1980s and early 1990s, economics was the subject of national debate. There was the lived experience of recession and big economic events like the floating of the dollar and the deregulation of labour and financial markets. So prevalent was the discussion of economics that former Prime Minister Paul Keating once said ‘I guarantee if you walk into any pet shop in Australia, the resident galah will be talking about microeconomic policy’. With Australia having experienced over a quarter of a century of continuous economic expansion, there is now a less involving – and less mature – national conversation about economics.
A relatively benign economic environment appears to have reduced the curiosity of students in seeking to learn about economics. However, the single largest factor weighing on the study of economics appears to have been the emergence of business studies as a subject choice in schools, and the growing dominance of business schools at universities.
When compared with rival subjects, economics has an image problem. Too few students understand what economics is and how it is relevant to them. Consequently, in a cluttered curriculum – at both high school and university – they are less likely to choose it. And if economics is no longer a core subject in many courses, the incentives to choose it fall further.
A key consideration in making a subject choice is its employability, especially given the effort and expense involved in investing in education. Many students - and importantly their parents - consider economics to be less employable than business-oriented subjects. They value subjects and degrees with a clear pathway to a specific occupation (e.g. by studying accounting you can become an accountant). However, the data tell us that graduate starting salaries are higher for economic students than students who take business-oriented subjects and that full-time employment rates are broadly similar. In fact, the sorts of skills acquired in the study of economics – such as analytical and problem solving skills – are likely to be highly valued as the nature of work changes (as explained by the Bank's Head of Economic Analysis, Alex Heath, in her speech on <a href="https://www.rba.gov.au/speeches/2017/sp-so-2017-12-01" target="_blank">Skills for the Modern Workforce</a>). It is perhaps because economics graduates are less likely to be employed in their subject field that the misperception about employability arises.
Role models are also important, and the lack of visibility of what an economist does results in a shortage of role models. Furthermore, to the extent that economists are visible, too often they are a homogenous bunch. This can have the effect of discouraging students, particularly females and those from minority backgrounds.
The lack of diversity in the economics profession speaks to implicit biases that also manifest themselves in the presentation of economic content – ranging from the lower rates of success in publication experienced by female economists, through to lower representation of females in economic examples in textbooks. Much has been made in recent years of the fact that females (or minority groups) rarely appear in textbooks, other than in stereotypic roles. This can be discouraging to female students and others who are not represented.
But in addition to all these factors that influence the choices a student might make, there are disincentives facing schools and universities in offering economics.
At the end of the day, schools and universities need to think about the value proposition of offering subjects. At high schools, where the fall in enrolments has been dramatic, principals need to assess whether economics enrolments are at a critical mass to support classes. They also need to have teachers who are equipped to deliver these courses. Over the past 20 years there has been a decline in the number of teachers who have themselves studied economics at university. With teachers increasingly teaching economics ‘out of field’, their confidence in delivering economics courses can be low.
Teaching economics at school is difficult. The concepts are analytically challenging and the script is always changing, given the need to include current economic conditions. The requirement for teachers to be across economic developments is demanding, especially if they are teaching out of field. Business studies, on the other hand, is easier to teach and has the (incorrectly) perceived benefit of greater employability. Consequently, in many schools, teaching resources have been allocated to business studies rather than economics.
Universities are faced with similar decisions about allocating resources. Additionally, their choices are influenced by government decisions that affect teaching revenue. Most domestic undergraduate students occupy ‘Commonwealth supported places’ where fee revenue is made up of a student contribution plus a government contribution. Economics is in the unfortunate position of being in the course group (along with law, commerce, accounting and administration) that has the highest student contribution and the lowest government contribution (Graph 10).
 <img src="https://www.urban.com.au/images/2018/5/29/G%2010.gif" alt="">
 
On top of this, analysis by Deloitte Access Economics suggests that, on average, universities only roughly break even in delivering economics to domestic students. But universities gain substantial revenue from courses offered to overseas students (where fees for economics and business courses can be twice those charged to domestic students). The business-oriented courses of commerce and management in Australia now attract around one-third of total overseas student enrolments; in fact, in 2015, there were 70 overseas students enrolled in commerce and management for every overseas student enrolled in economics. Consequently, business schools have been described as the ‘cash cows’ of Australian universities with large profits that are redistributed to fund other university activities, encouraging administrators to focus on offering business courses over economics.
The decision of administrators to favour business courses over economics is reinforced by lower completion rates in economics than in rival courses and university courses overall. Economics also disappoints on other metrics considered by administrators, such as rankings in research output.
A combination of these factors has left an entire generation of students less engaged with economics, less educated about it and potentially less equipped to understand or react to changes in their economic environment.
The Bank's Response
The Bank has always been committed to supporting people who want to learn more about economics and the Australian economy. Our observations about developments in economics education encouraged the establishment of the Bank's public education program. The program is still in its infancy, and we are grateful to you for the role you have played in helping us understand the needs of educators and students as we develop our educational resources and activities. In the course of doing this, we have learned much about how inaccessible economics can be and how much needs to be done to address that.
We have developed a series of resources that are designed to support students and educators, as well as being relevant for more general audiences. You can see these on the education section of the Bank's website. Our Ambassador program is well established with a group of young Bank economists delivering talks to students and educators across the country, including going into classrooms. We are out and about more, explaining what economics is, providing insights into what we do as economists and hopefully providing some useful role models. (This includes promoting awareness of role models outside the Bank, such as prominent Australian <a href="https://www.rba.gov.au/education/resources/women-in-economics" target="_blank">women in economics</a>.)
On more formal aspects of our program, we have made a <a href="https://www.rba.gov.au/publications/submissions/education/submission-to-nesa-review-of-commerce-years-7-10-syllabus/" target="_blank">submission</a> in support of economics being included in the middle years of high school in New South Wales. And the Bank is now an accredited provider of professional development for economics teachers. In fact, we look forward to seeing some of you at our annual Teacher Immersion Event next month.
Economics is relevant to students in many ways that they may not explicitly recognise. Students have great interest in understanding their own material welfare and that of society more broadly. They are interested in the personal and collective choices that determine such welfare, now and in the future. This all relates to economics. We need to make students aware of the ways in which economics can inform and empower them.
From improved economic literacy in the community, through to improved design of public policies, economics education delivers significant social benefits. In other words, there are civic returns to studying economics. Your role in encouraging that study is very important.
Jacqui Dwyer is head of the Reserve Bank of Australia's information department.
For the original speech, <a href="https://www.rba.gov.au/speeches/2018/sp-so-2018-05-26" target="_blank">click here.</a>
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