Introduction

The 2021 proposed changes to university costs in Australia have sparked significant debate. While some argue that higher fees for arts courses may encourage more students to pursue STEM (Science, Technology, Engineering, and Mathematics) disciplines, several flaws and unintended consequences have been identified. This article critically examines these issues and suggests alternative solutions.

Encouraging STEM through Higher Fees – A Misplaced Strategy

1. Divergent Motivations for Higher Fees
If the aim of introducing higher fees for arts courses is to stimulate interest in STEM fields, it's akin to suggesting that we should impose higher taxes on food with low fiber content or that water filters should be subject to a special tax. While efforts like higher tobacco taxes exist, experience shows that such measures may disproportionately affect lower-income individuals. Instead of raising fees, a better strategy would be to ensure that STEM programs are attractive and well-funded.

2. Entry Requirements for Arts Courses
If acknowledging the value of arts courses for certain professions, such as planning or journalism, why not require a higher ATAR (Australian Tertiary Admission Rank) for entry to these programs? This approach would create a more competitive environment, ensuring that only the most academically rigorous students pursue these courses.

Raising Standards and Curricula

3. Improving Arts Course Quality
Instead of levying higher fees, enhancing the quality of arts courses is essential. This could include incorporating significant research, analysis, and debate components. These additions would not only improve the overall educational experience but also prepare students for a variety of professions beyond academia.

Intended and Unintended Consequences

4. Broader Impact on Society
There is a risk that only wealthy individuals would gain qualifications for high-level government secretarial jobs, potentially leading to a new phase of education and skills aristocracy. Addressing this issue would require comprehensive strategies, including job guarantees for students completing favored courses.

5. Early Development of Academic Phobias
By the time children reach high school, they may be deeply entrenched in phobias related to math and science. It would be unfair to force these scared students into challenging academic tracks. A shift in focus toward early intervention in these areas is necessary to mitigate this problem.

Evaluation of Current Educational Programs

6. Criticism of Course Curricula
The shortage of STEM graduates pursuing higher education does not necessarily benefit society. Despite the high demand for STEM skills, there is unemployment among STEM graduates, even in professions like teaching. Realistically, placing unemployed STEM graduates in teaching roles after a brief training period could help alleviate this issue.

7. Need for Moral Development Units
Monetary resources currently allocated to religious education could be redirected to foster honest citizens. Moral development units could play a crucial role in shaping the character and ethical behavior of future generations.

Conclusion

In conclusion, while the government's intention to reform university costs is noble, the proposed measures may have unintended consequences. By focusing on enhancing curriculum quality, setting higher entry standards, and reorienting resources toward early intervention and moral education, Australia could better prepare its future workforce. Ultimately, the goal should be to ensure that all students have equal opportunities to succeed, regardless of their academic background or financial status.